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).
Showing posts with label collaboration. Show all posts
Showing posts with label collaboration. Show all posts
Monday, November 11, 2013
Friday, November 8, 2013
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?
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.
Thursday, November 7, 2013
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.
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.
Sunday, September 29, 2013
I've Got a Cart Full of Chromebooks, Part 3: Sharing & Collaborating with Google Drive
At this year's parent open house, lots of moms and dads asked me questions about supplies and notebook setup: Does my son need a 3-ring binder? How many inches? What tab labels should my daughter write on her dividers?
The truth is, once we're fully running with our Google accounts and have daily access to our Chromebooks, there might not be enough paper floating around in our classrooms to warrant much fuss about these issues. Instead, we can set up digital notebooks in Google Drive for organizing all (or almost all) of the work students do each day.
Why Google Drive?
Let's check out the SAMR model for the bigger picture of what we want to do with tech in our classrooms.
If we are to take advantage of what a digital transformation has to offer, then we must move beyond doing traditional work in a digital format. Additionally, we must offer a more substantial rationale for our tech choices than "It's more fun/engaging for the kids." The key word is transformation: What learning experiences can we offer our students that we could never pull off without the tech?
I am not suggesting here that everything we do must hit the Redefinition level. However, we should strive to keep the image above in mind and push ourselves to develop lessons that leverage technology to arm our students with the critical thinking and collaboration skills that members of an active, thoughtful citizenry need.
For that reason, Google Drive is the workhorse of my classroom. It allows my students to collaborate with one another asynchronously and in real-time, and it gives them a space for working efficiently with collaborators throughout the world, as well. Drive makes for easy and constant revision and iteration, and I can provide more timely, more human feedback via text and voice comments. Apps that hook into Drive offer opportunities for multimedia projects, remixes, and mash-ups, and housing their products in a digital space makes the jump to publication much more manageable.
But what about Edmodo?
When I decided to make the switch to housing most of my students' work in Drive, one of the biggest questions I wanted to answer for myself was "What does this offer that Edmodo doesn't?" The kids know Edmodo and tend to be proficient in using it. Widespread use throughout our school and system has made parents comfortable with it, as well. However, Edmodo doesn't offer much to support student collaboration, nor does it play well with other tools. So while I do use Edmodo still for quick notifications and occasional posting of resources, Drive tends to meet our current needs in ways that Edmodo does not.
How do you set it up?
For our general purposes, I start my students out with two folders:
Check out the first two posts in this series:
Part 1: I've Got a Cart Full of Chromebooks. Now What?
Part 2: HP Pavilion 14 Tour
The truth is, once we're fully running with our Google accounts and have daily access to our Chromebooks, there might not be enough paper floating around in our classrooms to warrant much fuss about these issues. Instead, we can set up digital notebooks in Google Drive for organizing all (or almost all) of the work students do each day.
Why Google Drive?
Let's check out the SAMR model for the bigger picture of what we want to do with tech in our classrooms.
If we are to take advantage of what a digital transformation has to offer, then we must move beyond doing traditional work in a digital format. Additionally, we must offer a more substantial rationale for our tech choices than "It's more fun/engaging for the kids." The key word is transformation: What learning experiences can we offer our students that we could never pull off without the tech?
I am not suggesting here that everything we do must hit the Redefinition level. However, we should strive to keep the image above in mind and push ourselves to develop lessons that leverage technology to arm our students with the critical thinking and collaboration skills that members of an active, thoughtful citizenry need.
For that reason, Google Drive is the workhorse of my classroom. It allows my students to collaborate with one another asynchronously and in real-time, and it gives them a space for working efficiently with collaborators throughout the world, as well. Drive makes for easy and constant revision and iteration, and I can provide more timely, more human feedback via text and voice comments. Apps that hook into Drive offer opportunities for multimedia projects, remixes, and mash-ups, and housing their products in a digital space makes the jump to publication much more manageable.
But what about Edmodo?
When I decided to make the switch to housing most of my students' work in Drive, one of the biggest questions I wanted to answer for myself was "What does this offer that Edmodo doesn't?" The kids know Edmodo and tend to be proficient in using it. Widespread use throughout our school and system has made parents comfortable with it, as well. However, Edmodo doesn't offer much to support student collaboration, nor does it play well with other tools. So while I do use Edmodo still for quick notifications and occasional posting of resources, Drive tends to meet our current needs in ways that Edmodo does not.
How do you set it up?
For our general purposes, I start my students out with two folders:
- a personal class folder they can edit, in which they create their assignments (in our class, we call it their writer's notebook) - each student shares this with me so that we can communicate about their work throughout the year
- a view-only folder in which I'll place documents they need for their work - students have access to this folder but cannot make changes to documents in it
Step 1 is to make that view-only folder, which I create myself, naming it "[Class Name] Handouts" or some other informative label. Then I share it with students using the Can View setting. Students will be able to view all documents I place in this folder but will not be able to change or move them, making it an easy place to deliver electronic handouts.
See the video below created by the ed tech facilitator for Norfolk Public Schools to guide you through this process with both teacher and student views. The video also demonstrates how students can make a copy of a document if they do need to place it in their own folder and edit it (i.e.lab reports, templates, etc).
Step 2 requires the students to create the class folders that will house their work for the year. They make these, naming them using criteria I specify, then they share it with me at my email address, giving me Can Edit rights. Once they've completed this step, I'll have access to every document they place in the folder. I can drop in digitally as they work and offer feedback or assess a class's progress without lugging around stacks of notebooks.
Here's a video walk-through of Step 2 from the student perspective. Please note that, for consistency's sake, you may want to develop folder naming protocol at the school-, grade-, or team-level.
For those who are a little more comfortable with Google tools, there are ways to automate folder setup using Google templates and scripts. If you're interested in learning more, check out the instructions here.
Once your folders are up and running, you've got a powerful system for managing student work and a space in which students can collaborate with others both within your building and beyond. What ideas do you have for using shared folders in Google Drive? Please share your thoughts in the comments below.
Check out the first two posts in this series:
Part 1: I've Got a Cart Full of Chromebooks. Now What?
Part 2: HP Pavilion 14 Tour
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.
Thursday, August 8, 2013
Learning Isn't Optional or Why I Love Twitter
Our system hosted our two-day best practices with technology conference this week. #TCStech Days were a place for brand new teachers, new to our system teachers, and seasoned teachers to collaborate and play with new tools. The focus of #TCStech Days is to enhance learning, not just use shiny and snazzy technology. We had three time slots of concurrent sessions in the morning and then two open work sessions in the afternoon. Here is the Google spreadsheet of our schedule.
Collaboration is the heart and soul of a connected educator. Collaboration is why I love Twitter. Twitter is almost instantaneous professional development, tailored to your exact needs and in real time. Many educators have said they learn more from Twitter than any conference they have attended. Not only does Twitter provide PD, but Twitter is also a continuous, ongoing dialogue with other educators. Our system was looking at implementing Chromebooks, so I asked the Twitterverse who would know about Chromebooks. @web20classroom connected me with @kylepace, who then agreed to a Google Hangout with @chrisjenks and I to discuss Chromebooks. Chris and I were looking at learning management systems for our district, so I tweeted out this Google document and asked for feedback. Eight colleagues - some I know and some I do not - collaborated on the Google document. Through one tweet, I was able to connect with three other educators I have never met to answer my questions. Thank you @clonghb @mosspike and @davidtedu!
If I need a question answered, I tweet it. If I'm looking for a resource, I tweet it. If I have an awesome anything to share, I tweet it. If I need feedback, I tweet it. I tweet lots of things. I tweet because it is my main way to collaborate outside of whatever walls I may find myself in on a given day. I tweet because I don't know everything. I tweet because I need to perfect this craft of teaching with other people who have the same mindset I do - to never stop learning.
It may be the fact that I was raised by a Nationally Board Certified Library Media Specialist and twice Teacher of the Year, but I truly believe that as an educator, regardless of age or experience, we must collaborate or we will go extinct. My mother taught me that you can always learn something from someone, even if it is how not to do something. Twitter provides a place to share what we learn - the good, the bad, and the ugly.
The first part of collaboration is to share. If you are on Twitter, don't just browse or retweet. Join the conversation! Look at this Google spreadsheet of twitter chats you can join any day of the week. The second part of collaboration is to put to action what you have learned, to try something new or different regardless of the success it may yield. As teachers, we must continually learn so that we can provide the best process for our students to learn. A teacher cannot use the same lesson plan every year. Besides, that information needs to be refreshed and updated in times such as these. As teachers, we can never stop learning because that's what we expect from our students, right? So model it for them. Show them how to learn. Provide an environment for them to love learning. If we don't teach them how to do that, who will?
Melinda Sears is the Title I Instructional Technology Coordinator for the Tuscaloosa City Schools. Check out her website or connect with her via Twitter.
On the first day of #TCStech Days, this inspiring tweet showed up in my feed.
T&l tip for aspiring outstanding teachers: teaching is an art & lasts a life time; enjoy the profession! #ukedchat pic.twitter.com/cRK1M5ydFcThat quote resonated in my mind. "Never stop learning, because life never stops teaching." What does it mean to never stop learning? To me, "never stop learning" means never stop asking for help, sharing successes, sharing failures, asking opinions, researching, brainstorming, or connecting with other educators. In a word, "never stop learning" means collaboration.
— theharrispeeps (@theharrispeeps) August 6, 2013
Collaboration is the heart and soul of a connected educator. Collaboration is why I love Twitter. Twitter is almost instantaneous professional development, tailored to your exact needs and in real time. Many educators have said they learn more from Twitter than any conference they have attended. Not only does Twitter provide PD, but Twitter is also a continuous, ongoing dialogue with other educators. Our system was looking at implementing Chromebooks, so I asked the Twitterverse who would know about Chromebooks. @web20classroom connected me with @kylepace, who then agreed to a Google Hangout with @chrisjenks and I to discuss Chromebooks. Chris and I were looking at learning management systems for our district, so I tweeted out this Google document and asked for feedback. Eight colleagues - some I know and some I do not - collaborated on the Google document. Through one tweet, I was able to connect with three other educators I have never met to answer my questions. Thank you @clonghb @mosspike and @davidtedu!
If I need a question answered, I tweet it. If I'm looking for a resource, I tweet it. If I have an awesome anything to share, I tweet it. If I need feedback, I tweet it. I tweet lots of things. I tweet because it is my main way to collaborate outside of whatever walls I may find myself in on a given day. I tweet because I don't know everything. I tweet because I need to perfect this craft of teaching with other people who have the same mindset I do - to never stop learning.
It may be the fact that I was raised by a Nationally Board Certified Library Media Specialist and twice Teacher of the Year, but I truly believe that as an educator, regardless of age or experience, we must collaborate or we will go extinct. My mother taught me that you can always learn something from someone, even if it is how not to do something. Twitter provides a place to share what we learn - the good, the bad, and the ugly.
The first part of collaboration is to share. If you are on Twitter, don't just browse or retweet. Join the conversation! Look at this Google spreadsheet of twitter chats you can join any day of the week. The second part of collaboration is to put to action what you have learned, to try something new or different regardless of the success it may yield. As teachers, we must continually learn so that we can provide the best process for our students to learn. A teacher cannot use the same lesson plan every year. Besides, that information needs to be refreshed and updated in times such as these. As teachers, we can never stop learning because that's what we expect from our students, right? So model it for them. Show them how to learn. Provide an environment for them to love learning. If we don't teach them how to do that, who will?
Melinda Sears is the Title I Instructional Technology Coordinator for the Tuscaloosa City Schools. Check out her website or connect with her via Twitter.
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