I will be doing a Cover It Live blog of this session at PETE&C. Check here at 9:45 to take part in the conversation.
1.15.2009
Short Cell Phone Post
Today was a day of cell phones for me. It started this morning when I attended the IU 13 Tech Coordinator's meeting to talk about cell phones in education. My main focus behind the presentation was to discuss why we block the use of cell phones and why we should allow them to be used in a structured environment. I have a feeling that I will be going through the presentation again and posting it as an enhanced podcast (possibly on the soon-to-be-opened IU 13 iTunes U page).
As I expressed many of the concerns that I have heard over the years as to why we should ban cell phones, I countered with statements that showed those same concerns were there before cell phones, and that the cell phone was just a new medium that we have to create the structure for use. After all, if teachers don't teach these necessary skills to our students, who will? Isn't that our job?
I moved into showing some examples as to how cell phones could be used by demonstrating Poll Everywhere through this poll, this poll, and this poll. I talked about how this tool is a mean to gather information for a teacher to determine whether the class understood the material, as opposed to waiting until the next day after a failed homework assignment or on the quiz. Then I demonstrated Gcast with a podcast I had recorded the previous night through my phone, talking about how they could be used to record observations on a field trip.
Of course, I had to talk about iPhones and iPod Touches and the Apple App Store (while mentioning that other smartphones were getting similar stores) and the educational apps that were available at their fingertips, many for free!
I finished my presentation by discussing things we have already dealt with in schools. We made the switch from slide rule to calculators, but there were those that said they would never catch on in education. Today, they allow educators to focus more on interpreting data and delving deeper into what the mathematics can tell us as opposed to medial, repetitive tasks. Sex education was once a highly discussed issue. We all hope that our children and students will abstain and wait until they are mature and fully ready for sex, yet at the same time, we know that many will have sex. But we don't just teach abstinence. We teach safe sex because we want our students to protect themselves and make smart decisions. Are we going to tell our students to abstain from cell phone use, or are we going to step up and teach them how to properly use them?
Later in the day, after I got back to school and was preparing materials for my substitute the next day, I noticed twitter messages about Flight 1549 going down in the Hudson. Of course, my first reaction was worry for those who were lost and how this would bring back fears of flying and worry of terrorist attacks.
But then I tuned into CNN to view the coverage and saw a plane floating in the water, with ferries and other boats swarming to and from it. It was a spectacular site seeing how quick the response was and the willingness of everyone to help. And as I was watching CNN, they kept showing photos from cell phones of the rescue process. As the place went down in New York City, there were potentially millions of witnesses. This potential tragedy has now turned into one of the greatest real-world learning experiences we have ever encountered in aviation.
Think about this. The pilot was able to basically land the plane safely in water, keeping the plane intact, for the most part. The flight crew and passengers acted immediately to open doors and work on getting out of the plane. That in and of itself is highly beneficial for the airline industry in training of their employees.
But the thing that could be most beneficial is the abundance of data that is now available about what happened. Every single person who used their cell phone to snap pictures of what was going on, or everyone who call 911 when they saw the plane going down has helped to contribute data to learning how to deal with other similar situations. Had this happened ten years ago, we would not have been able to share anywhere near this much data.
So I continue my quest to promote the positives of cell phones in our society. I will continue to fight on behalf of allowing the use of cell phones in education (in and out of the classroom) and our need to take charge and teach proper use of these wonderful devices.
As I expressed many of the concerns that I have heard over the years as to why we should ban cell phones, I countered with statements that showed those same concerns were there before cell phones, and that the cell phone was just a new medium that we have to create the structure for use. After all, if teachers don't teach these necessary skills to our students, who will? Isn't that our job?
I moved into showing some examples as to how cell phones could be used by demonstrating Poll Everywhere through this poll, this poll, and this poll. I talked about how this tool is a mean to gather information for a teacher to determine whether the class understood the material, as opposed to waiting until the next day after a failed homework assignment or on the quiz. Then I demonstrated Gcast with a podcast I had recorded the previous night through my phone, talking about how they could be used to record observations on a field trip.
Of course, I had to talk about iPhones and iPod Touches and the Apple App Store (while mentioning that other smartphones were getting similar stores) and the educational apps that were available at their fingertips, many for free!
I finished my presentation by discussing things we have already dealt with in schools. We made the switch from slide rule to calculators, but there were those that said they would never catch on in education. Today, they allow educators to focus more on interpreting data and delving deeper into what the mathematics can tell us as opposed to medial, repetitive tasks. Sex education was once a highly discussed issue. We all hope that our children and students will abstain and wait until they are mature and fully ready for sex, yet at the same time, we know that many will have sex. But we don't just teach abstinence. We teach safe sex because we want our students to protect themselves and make smart decisions. Are we going to tell our students to abstain from cell phone use, or are we going to step up and teach them how to properly use them?
Later in the day, after I got back to school and was preparing materials for my substitute the next day, I noticed twitter messages about Flight 1549 going down in the Hudson. Of course, my first reaction was worry for those who were lost and how this would bring back fears of flying and worry of terrorist attacks.
But then I tuned into CNN to view the coverage and saw a plane floating in the water, with ferries and other boats swarming to and from it. It was a spectacular site seeing how quick the response was and the willingness of everyone to help. And as I was watching CNN, they kept showing photos from cell phones of the rescue process. As the place went down in New York City, there were potentially millions of witnesses. This potential tragedy has now turned into one of the greatest real-world learning experiences we have ever encountered in aviation.
Think about this. The pilot was able to basically land the plane safely in water, keeping the plane intact, for the most part. The flight crew and passengers acted immediately to open doors and work on getting out of the plane. That in and of itself is highly beneficial for the airline industry in training of their employees.
But the thing that could be most beneficial is the abundance of data that is now available about what happened. Every single person who used their cell phone to snap pictures of what was going on, or everyone who call 911 when they saw the plane going down has helped to contribute data to learning how to deal with other similar situations. Had this happened ten years ago, we would not have been able to share anywhere near this much data.
So I continue my quest to promote the positives of cell phones in our society. I will continue to fight on behalf of allowing the use of cell phones in education (in and out of the classroom) and our need to take charge and teach proper use of these wonderful devices.
1.07.2009
The Top 10 edtech Stories I Would Like to See in 2009
Here it is, almost 5 PM on a Wednesday and I'm still in school getting work done, and it's not the work that I had planned on getting done. Oh, the jobs of being a part-time edtech integrator. I guess I have to find time somehow to reflect and grow in this position, but isn't it going against an earlier post of mine?
As I embarked through my 21st Century reading pile (I have a 20th Century reading pile that consists of magazines. This "pile" consists of tabs open in my browser) in preparation for the CFF Collaboration day tomorrow, I came across this list on eSchool News. It gives the headlines of
the top 10 edtech stories from 2008. And I am highly disappointed by the list.
First off, I do want to say that I have not yet read the articles that go along with the headlines, so this is just a reaction to each of them. With that said, why is this list so negative? As a school that has been part of the CFF initiative since it first began, I like to think along the lines of all the positives that edtech is bringing into our schools, chief among which are the opportunities we are providing our students to be better prepared for life after school. (On a side note, I think colleges and universities are falling further behind, as I held a twitter conversation with my CFF mentor last night about a FULL COURSE being offered on Microsoft Word. Really?)
Yet here is this list, and most of these headlines are negative. Well, with that said, I think I will take the time to edit the headlines into something much more positive. I think I will call them:
The Top 10 edtech Stories I Would Like to See in 2009
10. Students use cell-phone cameras to record and analyze photos of math being used in the real world.
9. JuicyCampus turned into a leading site to connect college students to worthy causes; changes name to Campus4ACause.
8. Students fight back against hackers, new technology for protection against identity theft developed .
7. Online video better enables teachers to reach students.
6. Cyber-bullying eliminated, students take back the web.
5. RIAA underscored by new 21CRAA (21st Century Recording Artists Association), collaboration with campuses on file sharing and growth of industry.
4. U.S. students get laptops aimed at children in all schools and countries.
3. With TV signals on the digital spectrum, free broadband internet offered throughout the U.S.
2. Industries invest more in schools, realizing the best way to save the economy is to educate everyone.
1. President Barack Obama's new education policy offers full funding from government.
What headlines would you like to see?
As I embarked through my 21st Century reading pile (I have a 20th Century reading pile that consists of magazines. This "pile" consists of tabs open in my browser) in preparation for the CFF Collaboration day tomorrow, I came across this list on eSchool News. It gives the headlines of
the top 10 edtech stories from 2008. And I am highly disappointed by the list.
First off, I do want to say that I have not yet read the articles that go along with the headlines, so this is just a reaction to each of them. With that said, why is this list so negative? As a school that has been part of the CFF initiative since it first began, I like to think along the lines of all the positives that edtech is bringing into our schools, chief among which are the opportunities we are providing our students to be better prepared for life after school. (On a side note, I think colleges and universities are falling further behind, as I held a twitter conversation with my CFF mentor last night about a FULL COURSE being offered on Microsoft Word. Really?)
Yet here is this list, and most of these headlines are negative. Well, with that said, I think I will take the time to edit the headlines into something much more positive. I think I will call them:
The Top 10 edtech Stories I Would Like to See in 2009
10. Students use cell-phone cameras to record and analyze photos of math being used in the real world.
9. JuicyCampus turned into a leading site to connect college students to worthy causes; changes name to Campus4ACause.
8. Students fight back against hackers, new technology for protection against identity theft developed .
7. Online video better enables teachers to reach students.
6. Cyber-bullying eliminated, students take back the web.
5. RIAA underscored by new 21CRAA (21st Century Recording Artists Association), collaboration with campuses on file sharing and growth of industry.
4. U.S. students get laptops aimed at children in all schools and countries.
3. With TV signals on the digital spectrum, free broadband internet offered throughout the U.S.
2. Industries invest more in schools, realizing the best way to save the economy is to educate everyone.
1. President Barack Obama's new education policy offers full funding from government.
What headlines would you like to see?
12.06.2008
Let Me Google That for You
Wow. What a site. It's simple, yet has so many implications. Here is a sample.
Let me google that for you is a site I saw for the first time today, and it has floored me.
If a teacher has a question, can they not take the time to do a little work first before seeking outside help? I don't know how many times I just typed their question in Google to get the answer for them. Think about it: As a teacher, I'm trying to get my students to realize they can find the answer without relying on me as their teacher, as I won't always be there for them. They need the skill and confidence to be able to know where and how to find answers, be it through Google, looking in books, or trying out a process and realizing patterns. If a student asks me a question that simple, I don't give them the answer. I give them a means of finding the answer.
This site also gets me thinking about tests and quizzes. If I end up asking a question that can be Googled and doesn't provide any higher order thinking, why would I be asking that question? This site has brought that question to mind again, and it's something that really should be shared with teachers. The question is, how do you approach this (possibly touchy) subject? At least in my district, we have had CFF training to help move us in that direction, as well as a forward-thinking staff.
Let me google that for you is a site I saw for the first time today, and it has floored me.
This is for all those people that find it more convenient to bother you with their question rather than google it for themselves.What a profound statement. How many times have you been approached with a question that is so easily answered? If can be quite frustrating. Yet, at the same time, it opens up so many questions in the field of education.
If a teacher has a question, can they not take the time to do a little work first before seeking outside help? I don't know how many times I just typed their question in Google to get the answer for them. Think about it: As a teacher, I'm trying to get my students to realize they can find the answer without relying on me as their teacher, as I won't always be there for them. They need the skill and confidence to be able to know where and how to find answers, be it through Google, looking in books, or trying out a process and realizing patterns. If a student asks me a question that simple, I don't give them the answer. I give them a means of finding the answer.
This site also gets me thinking about tests and quizzes. If I end up asking a question that can be Googled and doesn't provide any higher order thinking, why would I be asking that question? This site has brought that question to mind again, and it's something that really should be shared with teachers. The question is, how do you approach this (possibly touchy) subject? At least in my district, we have had CFF training to help move us in that direction, as well as a forward-thinking staff.
12.04.2008
Cell Phone Exploration: Day 1
So, I began my foray into utilizing cell phones in my classroom. I am starting out with my Advanced Algebra classes. So far, I am only utilizing Poll Everywhere to gather quick responses to short questions, almost as you would with a CPS (but a lot cheaper). Neither myself or my district had to purchase the CPS, as we use either the cell phones students already have or the computers we received through the CFF grant. This allowed for 100% participation, regardless of whether a student has a cell phone or not.
I first asked a review question from the previous day, hoping to see the correct answer. I set up a multiple choice question with four possible answers, and I had all but one student in the two classes choose the correct answer, but I believe that was due to being unfamiliar with the process. It was good to know that I got through to them, and you are not always able to know that until it's too late. It is so nice to be able to receive this feedback as a teacher, as I was then ready to move on to the next topic.
Right now I'm working on a unit dealing with solving systems of equations. We covered the substitution method today. We worked on two problems together as a class, then I set them loose on a third example to do on their own. When they were done, they were to submit their answer as a text answer. Most of the students did the work correctly, except for one step, where they ended up losing a possible solution due to making a very common error. I was somewhat expecting that, which was a great thing that allowed me to review the concept. Had I gone through this problem at the board, I know I would have lost most of the class. By allowing them to make the mistake and then going back over where the mistake was made, we were able to deal with an error that comes around very often, and I had my students' attention when we covered it. The other students that made a different error also were able to determine where their mistake was made, as well.
I think for now, I will continue using the polling option with my classes to see how they further react to our use of cell phones in this capacity. They seemed quite receptive for now, but I will have to continue to grow in my use of this mobile technology if I am going to make a success out of this experiment.
On another cell phone note, I was speaking with my buddy Chris at a retirement dinner last night, and he was telling me how he was using coupons through his iPhone. How interesting. He had been doing it for quite some time, until the other day he attempted to use a coupon at a place of business that he had done so before, and he was told that they needed a paper copy of the coupon. It was no longer good enough to just scan the bar code from the iPhone. How 20th Century. Could you imagine if businesses actually embraced this idea? They could have coupons posted on their sites, and by accessing these coupons, they would be building web traffic, which would help with their advertising revenue on their site. It could be a win-win for everyone involved! This could be something to keep an eye on in the future.
I first asked a review question from the previous day, hoping to see the correct answer. I set up a multiple choice question with four possible answers, and I had all but one student in the two classes choose the correct answer, but I believe that was due to being unfamiliar with the process. It was good to know that I got through to them, and you are not always able to know that until it's too late. It is so nice to be able to receive this feedback as a teacher, as I was then ready to move on to the next topic.
Right now I'm working on a unit dealing with solving systems of equations. We covered the substitution method today. We worked on two problems together as a class, then I set them loose on a third example to do on their own. When they were done, they were to submit their answer as a text answer. Most of the students did the work correctly, except for one step, where they ended up losing a possible solution due to making a very common error. I was somewhat expecting that, which was a great thing that allowed me to review the concept. Had I gone through this problem at the board, I know I would have lost most of the class. By allowing them to make the mistake and then going back over where the mistake was made, we were able to deal with an error that comes around very often, and I had my students' attention when we covered it. The other students that made a different error also were able to determine where their mistake was made, as well.
I think for now, I will continue using the polling option with my classes to see how they further react to our use of cell phones in this capacity. They seemed quite receptive for now, but I will have to continue to grow in my use of this mobile technology if I am going to make a success out of this experiment.
On another cell phone note, I was speaking with my buddy Chris at a retirement dinner last night, and he was telling me how he was using coupons through his iPhone. How interesting. He had been doing it for quite some time, until the other day he attempted to use a coupon at a place of business that he had done so before, and he was told that they needed a paper copy of the coupon. It was no longer good enough to just scan the bar code from the iPhone. How 20th Century. Could you imagine if businesses actually embraced this idea? They could have coupons posted on their sites, and by accessing these coupons, they would be building web traffic, which would help with their advertising revenue on their site. It could be a win-win for everyone involved! This could be something to keep an eye on in the future.
11.28.2008
11.24.2008
Priorities and Cell Phones (A Two Part Post)
Part I: Priorities
In an effort to try and do a better job in both teaching and CFF Coaching, I have realized that I need to better prioritize what I need to do. My body is constantly telling me that it cannot handle the stresses being imposed on it by the double duty, so I guess I should listen to it and rethink how I am approaching the two positions. So here goes:
In an ideal world, I would be able to be a CFF Coach full time. I would be able to achieve so many of the goals that I have set for myself, and would be able to assist the staff and student body to better understand what the 21st Century skills are and how to include them in their everyday instruction and learning.
Part II: Cell Phones
It's no secret that I am a big proponent of using cell phones in education. I have used them sparsely at this point, and I really want to see if I can fully integrate them as a learning tool, so my Advanced Algebra students have a treat awaiting them when we return from break.
I already have great ideas for using Poll Everywhere (and their web voting for those without cell phones) for quick feedback as to whether they understand the concepts we are covering. I tried it once, and it worked pretty well.
But I want to look at it as something more. How can we use the cameras on the phones to analyze with the math? How can we use calling features to record our thoughts? What about texting to gather information and get quick answers?
It's time to shift into driving the technology to do for us what we want it to do. True, there are many arguments out there for not allowing cell phones in schools. But they'll be there, whether we allow them or not. Why not teach the proper use?
To help me with this, I just ordered Toys to Tools by Liz Kolb, and I am using her blog as a wonderful resource. She truly inspired me last year at NECC, and now is the time for action! Over the coming months, I will be blogging about how the process is going (what works and what doesn't) as an effort to reflect more (see Part I of post) as well as to help share why we should embrace this technology in our schools.
In an effort to try and do a better job in both teaching and CFF Coaching, I have realized that I need to better prioritize what I need to do. My body is constantly telling me that it cannot handle the stresses being imposed on it by the double duty, so I guess I should listen to it and rethink how I am approaching the two positions. So here goes:
- My students. They have to come first. That's why I'm here. And as long as I am teaching and coaching, teaching must be the top priority. After all, without them, I wouldn't have either position.
- Reflection. I need to reflect better. I have this blog, so I need to take the time to use it. I constantly jot down notes, but often find I don't have the time to do anything with them. That needs to change if I am to grow.
- Time for me. As it is, it is now 4:30 in the afternoon, almost 2 hours after the contractual time we are allowed to leave school, yet here I am, still in my classroom, gathering resources and organizing. I often remain here until 5 PM or later, then go home and do more work. I need to tell myself that enough is enough. If I can't get it done during my work hours, I shouldn't kill myself trying to get it done at home. I'm only a half-time coach, so I can only accomplish so much. I have to look at the small accomplishments I achieve as the successes they are. If my district truly wants to get the most out of this position, they must be the ones to commit to making it a full-time position. I'm not a miracle worker. Of course, this will also mean less that I will be offering my district, but again, I'm killing myself right now and that needs to change.
In an ideal world, I would be able to be a CFF Coach full time. I would be able to achieve so many of the goals that I have set for myself, and would be able to assist the staff and student body to better understand what the 21st Century skills are and how to include them in their everyday instruction and learning.
Part II: Cell Phones
It's no secret that I am a big proponent of using cell phones in education. I have used them sparsely at this point, and I really want to see if I can fully integrate them as a learning tool, so my Advanced Algebra students have a treat awaiting them when we return from break.
I already have great ideas for using Poll Everywhere (and their web voting for those without cell phones) for quick feedback as to whether they understand the concepts we are covering. I tried it once, and it worked pretty well.
But I want to look at it as something more. How can we use the cameras on the phones to analyze with the math? How can we use calling features to record our thoughts? What about texting to gather information and get quick answers?
It's time to shift into driving the technology to do for us what we want it to do. True, there are many arguments out there for not allowing cell phones in schools. But they'll be there, whether we allow them or not. Why not teach the proper use?
To help me with this, I just ordered Toys to Tools by Liz Kolb, and I am using her blog as a wonderful resource. She truly inspired me last year at NECC, and now is the time for action! Over the coming months, I will be blogging about how the process is going (what works and what doesn't) as an effort to reflect more (see Part I of post) as well as to help share why we should embrace this technology in our schools.
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