A Different Kind of Learning Experience

Posted by Sandra Miller on May 11, 2016

SU15Report_finalEvery year Project Tomorrow releases findings from their Speak Up Survey. I am always amazed at this research and how I can use it with different stakeholder groups to move technology forward.  The project’s wide participant base helps!  Over 500,000 people participated in this year’s survey, which includes 415,686 K-12 students, 38,613 teachers and librarians, 40, 218 parents, 4,536 administrators and technology leaders, and 6,623 community members.

This year’s report is a bit different from previous ones.  Instead of focusing on changes around technology use, it focuses on what the Speak Up Surveys have documented over many years: “…the emergence of pixel-based digital tools, specifically, videos, games, animations and simulations, as legitimate vehicles for learning”  (emphasis mine).

Trends

How is this happening and what were the results from students, parents, and teachers?  Some significant trends are highlighted below.  Each is accompanied by a link to an infographic you can use to begin a conversation with your groups.

  • Students are learning via YouTube:  38% are finding online videos to help with their homework.  Infographic
  • K-12 Parents are on board with technology from using it at home to receiving text messages.
    • Tech use in school is important to student success. (85%)
    • Parents are concerned that technology use varies from teacher to teacher. Infographic
  • Teachers are using more and more digital content in the classroom with flipped learning growing rapidly.  Videos (68%)  digital games (48%) online curriculum (36%) online textbooks (30%) an animations (27%).  Infographic

The disruptive nature of technology has brought about change in our schools.  Today’s leaders are more on board with technology than ever before, but we recognize some road blocks to moving forward. The top barrier, according to 57% of principals, is “lack of teacher training on how to integrate digital content within instruction.”  Interestingly, 35% of teachers say they are interested in professional development on implementation, and are open to online instruction as well.

Key finding

The key finding of Project Tomorrow’s Speak Up Survey?

“Students, educators and parents agree—we need a different kind of learning experience for the future.”

Certainly, it is a changing instructional world.  I hope these nuggets from the report will pique your interest and lead you to want to read and share the full report, From Print to Pixel: the role of videos, games, animations and simulations within K-12 education.

 

 

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Books fall open, you fall in

Posted by Leslie Miller on April 28, 2016

The author's daughter shares a story on her iPad.Like many educators who are also mothers, I dreamed of reading to my children every night before bed.  I saw myself reading The Lion, the Witch and the Wardrobe, gently tucking them in, and watching them drift off to join Aslan in Narnia.  I managed to fulfill that dream when they were small and loved picture books.  Yet somewhere around the time my eldest wanted a more challenging reading experience than The Very Quiet Cricket, I realized nightly reading was a road block.  What with homework and nightly routines, I just couldn’t do it!

Smartphone apps

So, I turned to my smartphone.  I found two apps I really liked.  One was the for-pay site Audible.com which, like so many Amazon products, offers a wide range of books to choose from for adults and children.  The other site I chose was Overdrive.com which allowed us to connect through our local library card to a wealth of free audiobooks, e-books and movies.

I downloaded Beverly Cleary’s collection of Henry and Ribsy to my phone. One particularly hot afternoon in the car, when my brood was fighting and my internal temperature was starting to rise, I turned it on.  Magic happened!  They listened. In fact, when we got home, we sat in the driveway listening because they did not want the story to stop. They were like camels crossing the desert to an oasis.  They drank deeply.  I knew we were on the right track.

As research has taught us, listening to adult readers builds in a child the value of becoming a successful reader.  It allows children to learn how to read at a natural pace and grows the enjoyment of listening to spoken words of a story.  If we think of oral comprehension as the foundation of the development of reading and vocabulary, then it is easy to see how listening and reading comprehension are interlinked.

Matthew Effects

In the primary grades a student’s maximum level of reading comprehension is predicated on the child’s level of listening comprehension.  Students exposed to stories with increased vocabulary will inevitably have a greater depth of knowledge and more developed academic vocabulary.  Keith Stanovich has described the so-called “Matthew effects” in reading—the wider the variety of reading, the more cumulative the child’s vocabulary and early acquisition of reading skills become, while the child not exposed to the cognitive exercise of tiered vocabulary can have gaps in her schema and will likely become a poor reader.

The beauty of online stories is that no longer am I the gatekeeper of reading more complex text.  At any time, my daughters can pick up a tablet, pop on their headphones and listen to stories unfold. The tablet becomes more than a screen to watch a movie or play a game; it becomes a way to connect with the library. With the current additions to Overdrive.com, children can enjoy hearing the story read aloud while following the text on screen.  While reviewing one particular Star Wars story, I noted how the inclusion of John William’s theme music, the rich voice of the narrator and high interest text invited the reader to become enthusiastic for the story.   Our smart devices become living books that unlock the reader’s imagination.

“Books Fall Open

Books fall open,
you fall in,
delighted where,
you’ve never been.
Hear voices
not once heard before,
Reach world through world,
through door on door.
Find unexpected
keys to things,
locked up beyond
imaginings….
True books will venture,
Dare you out,
Whisper secrets,
Maybe shout,
across the gloom,
to you in need
Who hanker for
a book to read.”

David T.W. McCord

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Makerspaces: Re-making education

Posted by Phoebe Bailey on March 26, 2016

Photo of a makerspace in action.Makerspace has become one of the new buzzwords in education.  A Google search of makerspace will return approximately 400,000 results.  Makerspaces are showing up in schools across the country—but what is a makerspace and how does it impact education?

A makerspace is simply a do-it-yourself place where people can gather to create, invent, and learn. In schools, it’s a hands-on way to encourage students to design, build and invent.  Many think of these labs as technology centers focusing on robotics and high-tech fabricating, but a makerspace could include activities such as woodworking, cardboard construction or even sewing.  Materials to stock can range from simple items like craft paper, markers, crayons, glue, modeling clay,  and Legos to be more high-tech items like wires, circuits, batteries, resistors, switches, and motors.  Tools might range from sewing machines to 3D printers. (Here’s one example of an inventory list for your makerspace.)

Planning your makerspace

Before you start building your space, you need to first consider what types of activities and projects could be done there.  Administration would brainstorm with staff (preferably including math, science, art and technology teachers) who will or possibly could use the space.  Once it is determined who will be using the space, the next item to discuss is which tools are needed.   Depending on the ideas and activities brainstormed, the space required for materials and project storage can be firmed up.  Will you need a new structure or can you use existing space? Consider renovations such as updates to electrical systems, plumbing and safety equipment you might need.

Another key topic for discussion is who will have access to the space.  Will you have the community using the space and if so, who is staffing and managing it in off-school hours?  If you are focusing your makerspace on students only, you then need to decide if the space is open all day or perhaps students will visit in a dedicated class time with their teacher.

But why?

So, we have discussed how to create your space, but let’s look at why you would want such a space to begin with. That goes back to what a makerspace is: a place to “create, invent, and learn.”  In this environment, you will see students creating open-ended projects and collaborating with each other.  They will be engaged in creative expression and reflect on what they have created.  This curiosity and interest create the type of youth-driven culture for learning in your building that all administrators strive to create.  These spaces promote experimentation with a cross-disciplinary focus that engages multiple staff members.  Students see how the very same tools, techniques, and process skills are found and required in the physics lab, art studio, and auto shop.  Makerspaces are a powerful way to move from a “winners and losers” mentality to one of “every student succeeds!”

 

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Use Infographics to Tell Your Story

Posted by Susan Brooks-Young on March 26, 2016

Infographic about why infographics workMembers of the media are more than happy to share tales about what’s wrong with education. This reality makes it even more important for education leaders to share their positive school stories far and wide on a regular basis. In a recent post on this blog, Arkansas TICAL cadre member Susan Gilley wrote about how to use a Google Doc in lieu of a traditional Web page to keep parents and community members up-to-date on events and other school news. Infographics are another web-based tool school leaders can use to quickly and clearly share stories with members of their school community.

You’ve probably seen infographics in newspapers, magazines, or even online. Designed for readers who want to get as much information as quickly as possible, these documents pack a walloping amount of material into a few graphics and minimal text. The idea behind infographics isn’t new—in fact, this kind of visual representation has been around for hundreds of years. But it’s only been recently that free and low-cost tools that are easy enough for almost anyone to use have become widely available.

Not just for numbers anymore

Originally, infographics were used to display quantitative—or measurable—data. This made infographics a great tool for making high level reports more accessible, but recently this has changed. As the public has embraced this format for sharing information, it’s become commonplace for infographics to represent qualitative data, things that can be observed but not measured. This shift in format makes infographics even more valuable for educators.

Recently I’ve taught two online classes for school leaders. Each course includes an activity in which participants identify information they need to share on campus or in their community and then use an online tool to create an infographic that displays the material graphically. Invariably this activity is identified as one of the most useful in the course. Class members develop infographics designed to explain policies, describe instructional programs, share assessment data, and more. Here are a few examples of infographics from the Internet that were created to explain something relevant to education:

Jump in and create

The most effective way for administrators to learn how to design infographics is to jump right in and create a few. There are several websites that offer free accounts and allow users to begin with templates that can be modified for new purposes. Then, with some practice, you can strike out to create infographics completely on your own. Here are four websites that are popular among educators.

  • Infogr.am (https://infogr.am): The free version of this web-based infographic tool is the most basic of the sites mentioned here—limited to 10 infographics and 10 uploaded images—but that may be a plus for users new to designing infographics. If you decide you’d like to access more features, you can contact Infogr.am regarding education pricing or try out one of the other sites listed here.
  • Easel.ly (http://www.easel.ly/): Offering free and pro accounts ($3/month, special education pricing available), Easel.ly users drag-and-drop elements to create infographics. Free accounts offer 60 images and 10 fonts, but users may upload their own images. Tools for adding shapes, arrows, and charts are available to all users. Start a new infographic from scratch or work with one of the free templates provided. The Easel.ly blog offers tips and tricks for creating infographics.
  • Piktochart (http://piktochart.com/): Piktochart is similar to Easel.ly in that it is web-based and provides a drag-and-drop interface. Some features like Charts seem to be more intuitive in Picktochart, but overall, the two sites are comparable in terms of ease-of-use. There are free and subscription accounts with special rates available for educators.
  • Canva (canva.com/): Use the drag-and-drop features of Canva to create your own infographics or other graphic displays such as posters and photo collages. Developed as a teaching tool, the site also provides tutorials. Canva works on the web and there is an iPad app. Free and paid options are available.
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Will Future Ready Make a Difference?

Posted by Stephen Vaughn on February 26, 2016

Future Ready logo with question mark overlaidMany superintendents of school districts in California have signed the Future Ready Pledge. Many of those districts have begun the process of evaluating the “readiness” of their districts for the future by using the great tools that Future Ready provides. They have developed plans to implement the suggestions generated from the surveys and tools. In some cases, districts have dedicated resources, including funds and people to implement and monitor their progress. However, even with doing all of this, I contend that it won’t be enough to make a significant difference for most school districts. Here is why.

There are still too many barriers to the implementation of an effective plan to be truly Future Ready. The first barrier is the existing employee contracts. Usually, most school districts have contracts that restrict and limit the process for staff development, as well as the evaluation process and the time that employees are in contact with students. The second barrier is the time constraints imposed by the transportation of students. This limits the options that are available for integrating training. The third barrier is the culture of autonomy that exists in most districts. Because most teachers still teach in isolation, they can ignore many of the requirements needed to have a 21st Century instructional program and no one will be either aware of it or able to do anything about it. The last barrier I will mention is the current tenure system. This system makes it very difficult to dismiss teachers who do not have the ability to implement an effective Future Ready program.

I recognize that there are a few districts that are making great strides, but the truth is most districts aren’t radically better than they were five years ago in terms of implementing a Future Ready program.  And I would submit that even in the case of districts that are doing well, the reasons why are tenuous and progress could end if a few things changed, such as the leadership of the district, the leadership of the associations, or the economy.

What do you think? Share your thoughts by clicking “Leave a comment” or by using the “Leave a Reply” form—you’ll see one or the other below this post.

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