Weekend Links for November 23

We'll be on hiatus over the Thanksgiving break, enjoying some time with our families and (hopefully) some rest.

If you need reading material while you're hanging out in an airport, waiting for the kitchen timer to ding, or lining up for Black Friday insanity, peruse the links below for some discussion of student voice.

Happy Thanksgiving!  Be safe. Have fun.  In that order, please.

Voice is Cheap by Gary Stager

Fake and Real Student Voice by Dean Shareski

Getting My Grubby Hands Out of My Students' Projects by Russ Goerend

Thoughts On Student Voice by John Spencer


And, in case you missed it...

This week's post by Andrew Maxey: Google Calendar - Organization and Communication

Google Calendar: Organization and Communication

When my posting rotation has come around for this blog, I have mostly used my turn to pitch general ideas or to share my own educational philosophies as they intersect with instructional technology. This time let me share about a tool we are using at our school that is working very well.

One of the persistently difficult things for schools to be good at is communication.  "Poor communication" is a (largely justified) criticism that is lobbed at just about every school and school system.  It seems to me that at least part of the reason for this weakness can often be traced back to organization: it is hard to speak clearly when you don't know exactly what you are saying.  It stands to reason then that tools that provide organization and clear communication would be very valuable to schools.

Two years ago, the leadership team at our school began seeking systematic ways to communicate clearly (and directly) with our community and with each other.  One of the tools we looked for was a calendar that could be published and shared publicly.  The idea was that a "living" calendar that could be updated as needed would provide a level of real-time communication far beyond what we had in place.  We started with a digital calendar that was available to us but began to discover several major issues with that option.  Early in this school year, we switched to Google Calendar.  I have wondered aloud several times why we waited so long.

Some features of Google Calendar and a couple of how-tos are listed here.  If you are looking for a great organizational and communication tool, I hope this will be useful to you.

Anyone with a gmail account can create a calendar.  In case you didn't know it, every teacher in Tuscaloosa City Schools has a gmail account.  Most have never been activated or used, but you have one.  You should know that (for reasons I do not understand) these gmail accounts limit some of the functionality in the Google suite of apps.  I have a different gmail account connected to my work calendar and documents in Google; having said that, you can also use your TCS gmail account to set up a calendar.

Create a calendar

• log into Google and click on the "calendar" link.  You should see a blank calendar that defaults to the week view.  You can adjust default settings by clicking on the gear symbol at the top right side of the page and going to "settings".  If you prefer to default to a month view, for example, this can be set here. 
• click on the arrow next to "My Calendars" on the far left side of the page. Select "Create new calendar".
• name your calendar.  Try to make the name a description of how it will be used.  For example, one of our calendars is named "RQMS Faculty/Staff Calendar" and is used for events that employees need to know about (but not parents).  You can include a description of the calendar on this page as well.
• you should make the calendar "public" by checking the box for this option.  This will allow you to share this calendar with other users.

Add events

• this is the easiest part of Google Calendar.  If you have the rights to edit a calendar (the creator does and can give that right to anyone else too), all you have to do is click on the day you want to add the event, give the a name, select the beginning and ending time and click save.
• additional details can be added to events - such as location or notes. Events can also be set to last several days (i.e. State testing), recur regularly (Faculty Meeting every first Monday), or some combination of the two.
• events can be edited any time.  If the parent meeting gets moved up 30 minutes, you can change the start time with four clicks.
• because Google Calendar is web-based, you can add, edit or remove items from the calendar from any device that has an internet connection.  Remember to add a test for two weeks from Friday at 10:30 at night?  Put the date in from home.  Find out that your department's PD day will be starting at 9:00 instead of 8:30 while you are riding in the car?  Adjust the time from your smart phone on the spot.  The best part is that these changes aren't made to one person's view of the calendar, they are pushed live to everyone who subscribes to the calendar.

Invite people to join

• there are several ways to do this.  You can enter gmail addresses for individuals but if the calendar is meant for lots of people this will be simply impractical.  You can also provide a link to everyone who is invited to use the calendar; when they click on the link, they will be guided through the process of subscribing to the calendar.
• calendars can also be linked or embedded in blogs and websites.  A link to our school calendar is posted on our website and the PTSA blog.  
• while I am not going to share instructions for doing so here, individuals can also link a calendar directly to their mobile device - so that your calendar events show up on their calendar app.  
• the best part about all of this is that changes made to the calendar are pushed out immediately.  I have watched the calendar update itself on my devices less than two minutes after I added or deleted an event in Google.

I can think of ways everyone who works in a school could use a Google calendar.  I have described our two school-wide calendars.  Departments could create calendars.  Librarians could use Google to schedule all the events in the library that they coordinate.  Counselors could schedule their guidance lessons and group sessions.  CNP could publish the menu for the month and provide live updates when things have to change.  Custodians could keep a schedule that plans for special events at the school without letting regular rounds slide.  Teachers or departments or grade levels could keep calendars to schedule shared events or to communicate planned events.  Student clubs and organizations could make their calendar available to everyone who is involved.  I am not saying that schools should have twenty or thirty calendars.  I am saying that because of how it works, Google Calendar is a powerful tool for organization and communication.  Tools like this are only as good as the folk who use them, but this does make it much easier for everyone to stay on the same page when it comes to the events that are planned in the life of a school.

Many phenomenal educators do not use a digital calendar of any kind.  For someone as forgetful as me, though, a tool this powerful results in levels of organization and clear communication far beyond what I would otherwise be able to achieve.

If you are interested in hearing more about how we are using this tool or if I can help answer specific logistical questions, please feel free to contact me.  If I can't talk to you immediately, I'll be sure to put you on my calendar!

Andrew Maxey is the principal of Rock Quarry Middle School.  He blogs at nothingthatprofound.wordpress.com and tweets from time to time as @_ezigbo_.

Weekend Links for November 15

We'll try something a little different for this round of weekend links.  As you begin finding content online that makes you reflect on your practice or provides you with helpful ideas and resources, you'll need a way to keep your web reading organized and efficient.  There's a lotta good info out there, folks, and it can get overwhelming.

So, for example, if you've liked any of the bloggers highlighted in our past weekend links, you might want to keep up with what they continue to share.  The tools below offer some assistance.  Check them out, and see what works best for you.

Feedly
After the demise of Google Reader in July 2013, Feedly offered an alternative to folks wanting to use RSS to subscribe to online content.  You can sign in using your Google account info, subscribe to specific content of your choosing, or get started with some recommendations built into the tool.  After that, all the stuff you want to read comes straight to you - no need to spend your time hopping from one site to another.  Please note that Feedly attempted to swap over from requiring Google credentials to using Google+ instead.  As of the writing of this post, it seems as though that substantial mistake has been rolled back due to user feedback.  Here's a quick overview of Feedly from CNET.

Flipboard
Pitching itself as your own personal magazine, Flipboard offers a snazzy look and feel along with a lot of the same functionality of an RSS reader.

Pocket
The tool formerly known as Read It Later allows users to do exactly that.  It's not uncommon (particularly among educators who are incredibly generous in sharing resources) to find yourself swimming in interesting links that you want to explore.  Save them to Pocket, and you can visit them when you have the time.  This app works in your web browser and in tons of apps including Twitter, Feedly, Flipboard, and more.

These are just a few of the options available to support your online reading.  If you have experiences to share with the tools mentioned here or want to share others that work well for you, please post them in the comments below.

Hang Out, Mess Around, and Geek Out at the UA GeoTech Lab

UA GeoTech Lab (photo credit: Allie Sorlie)

As an aspiring archaeologist in middle school and high school, I spent many a sweltering week on the Alabama Museum of Natural History's  summer expeditions, digging along with other campers and archaeologists at sites in both Alabama and Mississippi to uncover bits of our history.  Those experiences helped to shape many of my beliefs about teaching and learning, and because of that I was thrilled to learn that the museum recently opened their GeoTech Lab in Smith Hall on the University of Alabama campus.

Funded through a grant from the MacArthur Foundation and the Institute of Museum and Library Services, the lab, which officially opened in July 2013, is one of only two of its kind in the southeast.  Allie Sorlie, Education Outreach Coordinator for the museum, says the goal is to give teens access to tech they might not be able to use at home or in their schools.  Their hardware offerings currently include fifteen iPads, seven laptops, and fifteen GPSs used for geocaching and other activities, and students can access many different pieces of software and apps for creating projects.  Access to 3D printers is also available through other sites on campus.

The lab operates under the principles of HOMAGO.  The term, which stands for "Hanging out, messing around, geeking out," refers to spaces and learning activities that allow for flexibility, hands-on experimentation, collaboration, and tinkering in areas of personal interest.  Because of this philosophy, much of the lab's time is spent in open sessions, during which students can work on projects of their own choosing.  Mentors - UA students in fields such as engineering, geography, and environmental science - are available for support and can offer guidance and expertise with the available tools.

Right now the lab hosts open sessions on Tuesdays and Thursdays from 3-6pm.  However, starting in the spring, open labs will be available each Thursday, plus the coordinators will add formal workshops every Saturday.  Check out the schedule below for some of the spring workshop offerings:

Game Shop on January 11:  

Learn how to code your own video game

3D Creations on January 25:

Learn how to use Google Sketch-Up to create your own 3D printable object

Digital Design on February 15:  

Learn how to design in Photoshop and Illustrator and enter your ideas for a GeoTech Lab logo into their logo contest

Headstart for College on March 1:

Learn Excel, PowerPoint, Prezi, and other programs that will help give you a headstart for college

My Global Position on March 15:

Learn how to use GPS units through geocaching, and create story maps of where you have been

Want to use some of the GeoTech Lab's equipment and expertise for a lesson or project?  Contact Allie Sorlie to schedule a pop-up lab, and the lab will come to you!  See the information below to get started.

Allie Sorlie - Education Outreach Coordinator

(205) 348-6383

acsorlie@bama.ua.edu

Laren Hammonds is an 8th grade English teacher at Rock Quarry Middle School.  She's @_clayr_ on Twitter and blogs about her classroom experiences at Game to Learn. 

Start with the Standard....then Run with IT!!!!

When 8th-12th grade English teachers arrived to their classrooms this past August, they were greeted with a classroom set of shiny Chromebooks.  The TCS Digital Conversion had begun!  While teachers were excited about the prospect of being able to use the device EVERY SINGLE DAY, some still felt trepidation regarding how exactly the tools would be utilized.  As my inbox began to flood with questions, I took a few minutes (heck, really a few days........) to mull over just how I could best help teachers.  And here's what I came up with.....start with the standard.

Yep, it was that simple.  After all, the Chromebook and the myriad of technology it brings really are just all instructional tools.  Like a graphic organizer, or biopyramid, or reciprocal teaching cards, the Chromebook is an instructional tool.  Thus, as I plan with teachers, we start with the standard and then we evaluate our tools....including Chromebooks.

So, for this post, I thought I would list two writing standards and then share how Google Docs could be used to teach the standards.  The two standards I chose are under the anchor standards of Production and Distribution of Writing:

W.CCR.6:  Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

W.CCR.5:  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

To me, Google Docs is like Microsoft Office on steroids.  Users can create documents, presentations, insert images, add tables, and add links.  But what makes Google Docs the ultimate collaboration tool is its sharing function.  Once you've created a document, you just click "share" and then invite people to edit your document.  What's impressive is that all edits of the document are saved and you can see who made the edits!  There's also a chat function so that you may chat with your collaborators.  If you can't collaborate in real time, you can also leave comments for your collaborators to look at when they open the document. How cool is that?!

Imagine the power of meeting the previously mentioned writing standards through Google Docs.  No longer do your students have to swap papers and edit via red pen.  They can now write, collaborate for peer edits, and provide feedback all through Google Docs.

If you would like to discuss using Google Docs in your classroom or for any planning help, please email me at sbogert@tusc.k12.al.us.  I'd love to come visit you and your students!

Shannon Bogert is a secondary curriculum specialist with the Tuscaloosa City Schools.  Email her at the address mentioned above or connect with her on Twitter (@shannonbogert1).

Weekend Links for November 8

See the links below for a round-up of posts to enjoy over the long weekend.  Happy Veterans Day!

Google Chrome Presentation from TechCon 2013 via Leyden Techies (I particularly love the subtitle: Prepare to live in your browser)

Everything That's Wrong with Traditional Grading in One Table via Dangerously Irrelevant (check out the comments here, too)

The Power of One-on-One Conversations About Learning by Edna Sackson

How to Privately Share Media from Your iPad via Google Drive via Free Tech for Teachers

Academic Teaching Doesn't Prepare Students for Life by Shelley Wright for Powerful Learning Practice

How I Talk to My High School Students About the Internet by David Cutler via The Atlantic

My Remote Classroom

I’ve always been fond of 37signals’ products like Basecamp but also their always-fantastic writing. Their newest full-length book Remote is no exception, and has inspired some big changes in how I incorporate technology into my classroom.

My class is now paperless, a fact that has been incredibly well-received. Despite the enthusiasm, however, systemic obstacles remain for reliably sharing, communicating, and (eventually) collaborating on classroom projects. Given this, I decided to go back to the old school moment we all had when someone’s cursor first appeared in one of our Google Documents, which very few of my students had experienced before.

It might seem strange that I began this piece by talking about 37signals’ Remote, as the full suite of tools that would allow for the most effective remote work are not possible in our current system (not to mention I can never assume that my students have reliable Internet access at home.) By having multiple Drive-related tabs open on my own laptop, however, I can see which students need help but aren’t raising their hands, check whether students who are talking have been working on the project or need further direction, and even do effective classroom management all by typing in students’ documents as they write them.

If this sounds simple, it is. That’s why it works. A student gets out of his seat to show another student something on his document that has now distracted four others? I quickly fire off a message asking him to return to his seat, and it happens. No power struggle, no classroom theatrics, and no hurt feelings. A student is more worried about formatting than the work itself, even though I continue to tell them that doesn’t matter? I go into their document and say that how the bullets look isn’t the problem; it’s what’s written next to them.

Teachers will recognize these as more “macro” answers than ones linked to things like teaching ACT Writing best practices, but that sort of fine-tuned writing instruction definitely occurs all the time in my pseudo-remote classroom. Rather than interrupt the entire classroom, however, those students who want specific help simply raise their hand, I give them a thumbs up, and go into their document to discuss whether they are on the right track.

If 37signals are correct that the modern office has become an interruption factory that will give way to more remote workers, and if we are attempting to prepare students for 21st century college and career readiness, then doesn’t it make sense to start trying right now?

Christopher Watson teaches 8th grade language arts at Eastwood Middle School.  Connect with him on Twitter, where he goes by @schoolpivot, or check out his blog.

True Confessions of a Former Technophobe

When I started reflecting my use of technology during instruction I thought about the types of technology I use, the cool websites I have taught the students use, and my favorite - Edmodo. I realized though that before I could get into explaining and highlighting the different tools I used I need to first discuss why I didn't use technology in my classroom. And that was a mixture of pride and fear.

I am not a "tech guru."  For several years, I went without using  all of the cool resources I had available because I didn't want to admit I didn't know how, and I was afraid of not having it work and looking silly in front of my students. As I began to realize that my kids were really missing out on some great opportunities for learning, I had to be brave.  I had to figure out the technology.

For me, that meant asking questions, finding a patient person who could show me a few things, playing around a lot, and then doing what I do best...teaching others how to use the things I had discovered. I began by using the video tutorials on the websites I was using or even using YouTube videos to figure out things I was unsure about. I also found a co-worker who was great at instructional technology and I would ask questions and work with her and her classes collaboratively in order soak in all of the technology I could. When I found new resources I spent time to make demo versions of what I wanted my students to make. I was able to anticipate the questions they had or possible glitches that might occur. Then, when I felt comfortable, I would share with other teachers in my department or in my building my newly gained skill.  This would prepare me even more and help me to feel even more comfortable with the new software, website, or tool.

By no means did I turn into a "tech guru" (true confession: I had to watch a You Tube video on how to copy and paste on my new Mac Book last month), but I am more comfortable and have more confidence so that my pride and fear will no longer be stumbling blocks to using instructional technology.

If you find yourself hesitant about trying something new, I encourage you to ask questions, find someone who will patiently guide you, play around with it, and then teach it to others. Take advantage of all the amazing resources that we have available.

And if you happen to be a "tech guru" and it comes naturally to you? Take the time to help answer the questions of someone more hesitant. Maybe even partner with them on a collaborative project. Our students will surely benefit from the time you take, and the hesitant teacher will be thankful for the support.

Carrie Jones is a reading coach at University Place Elementary School.  Connect with her on Twitter, where she's @carriekeyjones.

Weekend Links for November 1

Happy November!  Here are some links to chew on over the weekend:

Sign up for the 2014 Global Read Aloud - Learn more about the GRA here.

Calendly - Conveniently Schedule Meetings Through Google Calendar via Free Technology for Teachers

The Immense Complexity of Dynamic Conversations by Kristen Swanson

We've Got Extra Funds! Let's Buy Test-Taking Devices! via Dangerously Irrelevant

Stop Trying to Figure Out If Screentime Is Good for Students by Lisa Nielsen

Michael Wesch: How the Internet Has Changed Us via The Vancouver Sun


And, in case you missed them, check out this week's posts here on the TCS Tech blog:

Pros and Cons of Using Livebinders as a Digital Archiving Tool for Student Work by Lavanda Wagenheim

Malware: What It Is and Why You Have It by Erik Hammonds