A Decade of Shifts in Thinking

As we close out one decade and enter a new one, I’ve found myself reflecting on my teaching career quite a bit these days. When I think about who I was then, I am reminded of how much in the education world has changed, but also how much my own beliefs have shifted since I walked into my first classroom. So, I thought I’d try to compile a list of some of the things I used to think about teaching that no longer hold true in 2020.

When I Started Teaching I Believed:

1. You can be a well-liked teacher or an effective teacher, but you cannot be both.  

I probably listened too closely when someone uttered the tired old phrase, “Don’t let them see you smile until Christmas.” There was a period in my early career where I thought the only way to command respect (note the use of “command” instead of “earn”) was to be all-business, all the time. If the kids liked me, it’d only be because they recognized how serious I was about the work of high school English. What I was missing was that the only serious thing about any of it was that I was taking myself too seriously.  

I don’t begrudge new teachers who feel this way; I recognize now that in the absence of experience, I leaned hard on rules, procedures, and a freshly-starched shirt and tie to convey some sense of effectiveness. What I had forgotten was that most of the teachers I still remembered fondly (and the ones who  inspired me to be a teacher myself) were ones I genuinely liked as people. I also falsely assumed that students only liked teachers who had low expectations (the “easy” teacher, or the one who only shows movies) or ones who were warm and fuzzy. I was not (and still am not) those things.

I wish I knew then what I think I know now—I think students mostly just want to know that you care about them. Relationships are integral to teaching, and often the reason someone can be an effective teacher. I still don’t hate a shirt and tie, though.

2. When it comes to teaching English there is a canon and kids should read it

    I am sure that I am not the only one to see this shift in his thinking, and in fact, there is nothing revolutionary about the fact that I believe the opposite of this now; this has been an argument made by people long before I set foot in a classroom. The only real change, I think, has been that this belief in challenging the canon has become more mainstream. This is a sad thing, in some ways, because we’ve had students who needed diverse books for as long as we’ve been reading in schools, and it may seem like only recently ELA educators have made this a large priority. That said, I also see it as an opportunity for us to show our diverse populations of students more characters who look like them, as well as characters who do not share our students’ experiences. 

    When I started teaching, it wasn’t that I didn’t believe our students shouldn’t be reading YA fiction, graphic novels, diverse voices/texts, or living poets/authors. But, I thought part of our job as English teachers was to expose students to the “great works of literature” so that they could be a part of the larger cultural narrative. What I never stopped to think about was “whose cultural narrative?”or “what makes a ‘great book’?” At this year’s NCTE in Baltimore, Julia Torres of #DisruptTexts made the excellent point that rapper Kendrick Lamar is a Pulitzer Prize-winning musician, and yet how many of our students see his work on a standardized test? Challenging our notions of what students should be reading is one of the most vital conversations teachers and school leaders should be having right now. 

    I’ve worked with and for people who were vehemently against using YA in the high school classroom, because it isn’t “challenging” enough. As I’ve made an effort to read more YA, I recently thought to myself that while I enjoyed a lot of the titles, it was true that I felt more connected and challenged by literary fiction written for adults. But, there’s a perfectly good reason for that—these books are not written for me! So, something we may want to remind ourselves before we defend teaching our time-honored classics is that we teach these books to students, many of whom are young adults. Shouldn’t they get to read books written for them and not for us?

3. Technology, more often than not, gets in the way of real learning.

    When my school began piloting 1:1 devices at the beginning of the decade, I was pretty skeptical about it. I liked having a computer myself so that I could keep an up-to-date class website, and sure, PowerPoint was great. Every so often, when I assigned a project in class, it seemed like a good time for students to use the wide variety of technology at their fingertips. But, at the end of the day, I was an English teacher, and the main thing we needed to be doing in class was reading books and writing essays. I saw technology as a distraction.

    Enter: Google’s G-Suite. For the first time, I saw ways that technology could transform the English classroom. Collaboration was a real, possible thing, when in the past, students always seemed to be going through the motions. The number of ed-tech companies/websites/tools exploded, and suddenly we had things like Actively Learn or Common Lit—technology designed specifically for English classrooms that allowed teachers to really look at data on how well kids read. When it came to student writing, I could finally get a good sense of how much and how effectively students revised their work. Where I started as a bit of a cynic, now I serve my district as one of four technology mentors, working with teachers in my building to come up with ways of effectively integrating technology in their lessons. And yet…

    I’d say my thinking on technology in the English classroom this decade has perhaps had a circular arc. In the last year or two, I’ve become acutely aware of how distracted many of our students can be when they have screens in front of them all day. I think back to the start of my career and the times I struggled with getting students to meaningfully collaborate, and now I have to take special care to teach students that not all tasks are meant to be worked on in pairs, and that sometimes what they believe is collaboration is actually verging on outright plagiarism. 

    While I still think that technology has transformed my writing instruction (my students do most of their writing in class and Google docs allows me to be in there with them, coaching them as they write), in the end, I still think I’d rather students read from a physical text. Studies have suggested that it is better for us than reading digitally. Maybe I’m old-fashioned, but there’s just something about opening a physical book.

4. You don’t need to collaborate with others to be an effective teacher.

    Maybe this early belief of mine is true. Certainly, there are lots of very smart, passionate teachers who are reflective and adaptive in their practices. They may even keep up on all the professional literature for their discipline. Maybe they take webinars, or attend local professional learning. Their students consistently do well when you look at traditional metrics. Sure, I think you could pretty much be a lone wolf, shut your classroom door, and be a good teacher. But imagine if that person did all of those things and was willing to work collaboratively with others?

    No doubt about it, some of my most rewarding moments in teaching have been ones where I was working alongside and exchanging ideas with others. The first six years of my career, I worked in a collaborative pair with different special education teachers. While some partnerships may have been more effective than others, each one of these experiences introduced me to different teaching styles, but also different perspectives on what was and wasn’t working in our classes.

    If I could do it all over again, I’d have joined Twitter much earlier. Through Twitter, I have connected with so many other passionate teachers. I connected with Kate Baker, another NJ high school English teacher, which led to our serendipitous meeting at ISTE 2016. After Kate and my wife, Shari Krapels connected, the three of us collaborated on a number of presentations at various local and national conferences. Through this one connection, I have found a professional home and countless new friends in CEL, and if I can help it, I won’t ever miss another NCTE or CEL conference. All of this is personally fulfilling, but I get to bring everything I learn back to my students. No doubt about it, joining Twitter has made me a better teacher.

    This year, my supervisor allowed Kelley Kulick and I to co-teach our journalism class. In addition to getting to teach alongside one of my good friends, our student newspaper, The Lance, has never been better, in my opinion. The quality of the newspaper is because of the students who write for it, no questions asked. But because Kelley and I get to design this course from two different perspectives, and bounce ideas off of each other (as well as share the grading), I believe our students are getting us at our best. 

    I really thought, when I started teaching, that doing things my way and on my own would make me a happier and more effective teacher, but time and time again, that’s not been the case. If you don’t already have a meaningful professional partnership, go get one. Make it your New Year’s Teacher Resolution.

5. New teachers should keep their heads down, work, and wait for tenure before getting involved in anything.

    I have a feeling that many people may identify with this one. I remember that besides getting my lesson plans and grading done, my main priority as a new teacher was to survive. Survive to the end of the day, to the end of the week, to the end of each year, to the first day of tenure. Then I could breathe. Sure, I had questions. Of course I had opinions, but those could wait until I had job security. Fake it until you make it, right?

    What I didn’t foresee was that I’d work a string of maternity-leaves and that when the time came that I “could breathe,” I was already teaching for six years. And because I lived under a strict mantra of “keep your head down” or “don’t rock the boat,” I missed out on a lot of opportunities to grow as an educator. More importantly, my students missed out on lots of opportunities to have a better teacher.

    We all know that the teacher shortage and teacher burn-out are very real things. With more and more teachers leaving the profession, often early on, it’s clear that we could do more to engage those at the start of their careers. New teachers should feel like they are contributing as much to the school and their profession as experienced teachers are. There are lots of ways to get this kind of buy-in–more intentional coaching and on-boarding of new staff, meaningful mentor/mentee relationships, co-teaching models. One thing that I really suggest, and something that would have made a huge difference for me at the start of my career: attending a national conference.

    I am always most hopeful about our profession when I see in-service students and early career teachers at national conferences like NCTE and ISTE. There is definitely some faction of our profession that would decidedly eye-roll at the sight of young people engaging professionally before amassing a certain number of years of experiences, but so often, this is the problem. By setting up these arbitrary (and imaginary) barriers of “when you’re enough of a teacher” we further isolate those that will be the future of our profession. So often, it is these new teachers who have most energy and imagination to try profeessive new approaches in their classrooms. Why punish that? 

    Do what you can to nurture and encourage your new staff, because in the end it will be better for your school and your students.

So, as we enter a new decade that promises to bring with it even more changes and shifts, I challenge you to confront them head on. This doesn’t mean accepting everything that is thrown at you wholesale; you should still be a savvy consumer. But, if you find yourself resistant to a new idea, initiative, or philosophy this decade, ask yourself the following: do I resist this because I don’t want to think/do a new thing or because it doesn’t align with my current philosophy? Whatever your answer to that question, make sure to follow it up with why?

Teacher-created Video Series: 3 Great Ideas for Using Videos With Teachers and Parents

This post is the final one in a series about using teacher-created videos in your classes. For the first post in the series, “3 Great Ideas for Screencasting Software,” click here. For the second post, “3 Great Ideas for Using Teacher-Created Videos with Students,” click here.

Using Video (and other methods) to Flip the Faculty Meeting

“The big question is, What’s the best use of face-to-face time? My argument would be it’s not talking about the hat policy or fire drill procedures.”

– Jon Bergmann

Although there may have been a time where the faculty meeting was the most effective way of delivering information to staff, we can probably all admit that we’ve sat through many meetings that could have easily been replicated in an email. Even more frustrating? Sitting in a PD session meant to encourage teachers to try a dynamic, engaging best practice…that is delivered via PowerPoint slides. But, just as we’ve seen that teachers can create videos to maximize face-to-face time with students, administrators can capitalize on those same methods to reinvigorate the (sometimes) dreaded faculty meeting.

Sarah McKibben, writing for ASCD, detailed a number of school leaders who have made the move to flipped faculty meetings. Some have created videos using many of the methods detailed in Part 1 of this series, whereas others use email, blogs, their school websites, or other methods to communicate any information that doesn’t warrant a discussion. In doing so, administrators are able to use that faculty meeting time in a more meaningful way–for professional development, small group work, or discuss an article/topic that was shared previously. In some cases, flipping the faculty meeting replaces the physical meeting in its entirety.

Now, I know that some of you may be thinking, “what do you do about people who choose to not watch the videos/read the blog/etc. in advance?” While I’d agree that those people would be unprepared for the face-to-face time that follows, I would challenge you to think about how many people are truly engaged and paying attention during the old-fashioned “laundry-list agenda” faculty meeting. In fact, the expectation that teachers will actually have to apply what they learn from a video/blog post may actually raise the stakes and lead more people in the room to engage with the material that in the past, they were able to tune out.

Using Video to Communicate With Parents

Parents in many districts know how to get in touch with their child’s teacher if they have questions. Usually, in my experience, this has been through email and the occasional phone call. I find that most of the time, parents just want to be in the loop about not only their child’s progress, but also, the teacher’s expectations and how he/she believes a class should run.

A district website with dedicated spaces for departments (at least on the middle/high school level) and teacher pages helps. But, what if, on those department pages, schools made the effort to provide videos of their supervisors and teachers discussing their teaching philosophies? Or if these videos could capture what is happening inside our classrooms? I’m not naive enough to think that these measures would obfuscate the email to a teacher, but they could certainly provide an extra point of reference.

Another idea that my #CELmate and friend Kate Baker has written about extensively is flipping your Back to School Night. I won’t rehash too much, because she does a much better job than I could explaining her process here.  I have also seen a similar post about flipping Back to School Night from Catlin Tucker, which you can read here. 

Regardless of how you choose to do it, the goal is to give parents the opportunity to experience what it is like being a student in your class. If you use these technologies frequently with their kids, then show them what that kind of learning looks like. The plus side? It can help dispel some of the myths that sometimes arise around flipped learning, such as, “the teacher is just assigning me videos and doesn’t teach.” If you communicate to parents beforehand that they should watch a Back to School Night video, then you will have the opportunity to engage in a follow-up activity in person. In a night full of whirlwind presentations and paper handouts, the visit to your classroom may be the one that stands out.

Teacher-created Video Series: 3 Great Ideas for Using Teacher-Created Videos With Students

This post is the second in a series about using teacher-created videos in your classes. For the first post in the series, “3 Great Ideas for Screencasting Software,” click here.

So, now you’ve chosen the software/application that works best for you. But what should you do with it? How can you use video to enhance your lessons (and not simply substitute one thing for another, or add something more to your plate)? While I think everyone is able to create their own videos, there are so many out there already. If you’re not quite ready to take the leap, a bit of Googling/YouTube searching will almost certainly result in some great stuff that other teachers were happy enough to post online.

3 Great Ideas for

Using Teacher-Created Videos With Students

 

  • Use Video to Flip Your Lectures

 

This is really easy to do once you have chosen the video software with which you’re most comfortable, and what is nice is that other than recording your voice/image, you don’t necessarily have to do a ton of new work.

Take one of your tried-and-true PowerPoint/Google Slides presentations. Then, using your preferred screencasting application, record the lecture that you would normally give in front of your whole class. From here, you have a couple of options.

I prefer to load my videos to YouTube, as it makes it easier for students to watch a teacher-created video on multiple devices. This can also help you if you’re dealing with equity issues; if a student does not have working internet at home, or a laptop computer, he/she may still have a smartphone or tablet, both of which are well-suited to viewing YouTube videos.

You can use a traditional flipped-lesson approach, assigning these teacher-created videos for homework. Then, the time you used to use in class to present material can be used instead to answer student questions and practice skills.

I also am not shy about how much I love using the station rotation model of blended learning that Catlin Tucker talks about extensively (see her blog here). A key component of a good station-rotation can often be the use of an “in-class flip.” Follow the same steps as outlined above, but instead of having students watch the video at home, they can actually watch the video at one of the rotating stations during class. This also can solve issues of equity; while many of us may not work in a 1:1 device environment, we may have access to a cart of laptops, or a classroom desktop computer. This model allows for a small group of students to watch a short video (I’d keep it to five minutes or so) on one screen. While they do this, their peers may be working in another small group with the teacher, or independently at another station.

In either scenario, if you’re worried about accountability (ie. How do I know they watched/understood my video?), EdPuzzle is a fantastic, free site that allows teachers to embed questions in any YouTube video (another benefit to adding your own videos to YouTube). You can then monitor student progress and formatively assess them on information conveyed by the video.

 

  • Use Video To Explain Rubrics

 

While I have used teacher-created videos and screencasts for a few years, this is something that I only just started doing. You may have rubrics or grading guidelines that you use often. And yet, simply handing students a rubric does not guarantee that they understand the assignment. There have been many times where I have spent a good portion of my class explaining and teaching the sections of my rubrics (perhaps this is a sign that I should simplify them? Definitely something I should look into…), and if you use this same document again and again, those minutes are going to add up over the course of a school year.

So, I’ve made a short video to explain the categories of my writing rubric. I use this same rubric for all argument essays, and students should understand how to use when completing drafts. The first time I used this rubric, I spent some time in class going over it, but I also made the video available. Now, I can direct students (and parents) to that video as a first step, freeing up more of my class time to work on the actual writing of their essays.

You can do this for nearly any procedural thing that you do often in your classes. I have made videos that explain my course and used them at the start of the year, which has allowed me to get started with the curriculum on the very first day of school. I’ve also made tutorials for using various technology tools that we use throughout the year. Anything that allows you to maximize the face-to-face time you have with your students is a plus in my book.

 

  • Have Students Create Videos to Demonstrate Their Learning

 

Using video in student projects is nothing new. I have seen countless students create “movie trailers” for books they’ve read, or produce other creative work using their parents’ video cameras, and then, their smartphones.

Something that I think we can encourage more of though, is to have students demonstrate their learning via screencasts. What if a student talked through her writing choices in an essay, while highlighting or circling specific words and phrases? Or, if a student solved an equation in math, and made a video explaining his process? With video, we can rethink how we ask students to “show what they know.”

I challenge you to ask students to produce a video in place of a traditional quiz or test (not all the time, of course). Think about using a portfolio process where students can reflect on their learning via a screencast, while they open up the various assignments they’re talking about.

You may find that students who typically struggle on traditional assessments may actually know a lot more than we think if provided with a different way of showing it.

 

These are just three of the endless possibilities for using videos with your students in a meaningful way. In the final post of this series, we’ll look at ways that schools are incorporating videos outside of the classroom and in the larger school community.

 

Teacher-created Video Series: 3 Great Ideas for Screencasting Software

A little over a year ago, a few different spheres in the education orbit collided right in front of me, and I have been reaping the benefits since. I had the good fortune to hear Jon Bergmann speak at ISTE 2016 (I talk about this a little bit in my ISTE 2016 post here), initiating my research into the flipped classroom. At around the same time, I discovered Catlin Tucker’s blog. Tucker is an ELA teacher and Blended Learning extraordinaire. I found a lot of crossover between these two leaders’ voices, with both clearly outlining the WHYs and the HOWs behind their respective educational philosophies.

More notably, I’ve been using the station rotation model of blended learning, something that Tucker writes about quite frequently (My favorite blog posts of hers related to this model are here, here, here, and here). But, no matter how you blend your classroom, I am finding that the most powerful and game-changing choices we can make is to use short, engaging teacher-created videos.

This post will be the first in a series about introducing these videos with your classes.

 

3 Great Ideas for Screencasting Software

    Teachers sometimes bristle when there are calls to give up on the “sage on the stage” model. I know that I was a student who responded fairly well to a good lecture. I am not quite ready to admit that the whole-class lecture is dead (here’s a really interesting NY Times Op-Ed about this very topic).

    But, I do think that we can take those awesome PowerPoints/Google Slides, and using screencasting software, modernize what once took us a whole period to do in front of 25 students. Here are three great tools for doing that:

  • Quicktime: This program comes standard on Apple computers. Open it up, click File→ New Screen Recording. The program will record whatever is on your screen and the computer’s microphone will pick up your voice. If you narrate over a presentation, you can save the video file and share it on your LMS, YouTube, or both.

 

  • Screencast-O-Matic: This site is made specifically for making screencasts. There is a free version, which gives you the ability to make up to 15 minute videos, and also to upload the video to YouTube. The pay version ($18.00 p/y) provides you with more recording time and more uploading options, along with some other features.

 

  • Screencastify: This one has some similar features to Screencast-O-Matic, but it has the added benefit of being a Google Chrome extension. You have the option of a free and a pay plan (24 p/y), with more features (like editing) being available with the paid version. You can record your whole desktop, a browser tab, or your webcam. Integration with Google Drive and YouTube is seamless.

 

    These are just three possibilities, and of course there are many more. The goal should be to choose a screencasting software that works for you and your students. You may want one that allows you the ability to edit, so that you can make your videos as clean, polished, and engaging as possible.

    So now you know which screencast software you want to use. In the next post in this Video Series, I will discuss how to use screencasting to create a new lesson or “update” an existing one.

#ECET2NJPA – Reflections

I know, I know. It’s been three months since I’ve posted anything. This was one of the things about blogging that worried me before I started one–that I’d start off with a lot of steam before life inevitably caught up to me. That blogging would become a much lower priority than reading student essays or you know…grocery shopping…procrastinating…playing video games…

But, I want to cut myself a little bit of slack because the original intention of 3 Great Ideas was to share other teachers’ ideas, not just my own. And let’s be honest–starting a blog that relies heavily on teacher collaboration right before summer vacationMaybe not the best plan. Oh, well.

Whatever, though. Teachers-if you’re reading this, I still would love your great ideas. Send them to me. This entry, however, is about #ECET2NJPA which I had the pleasure of attending during the weekend of 9/24 at The College of New Jersey.

screen-shot-2016-10-04-at-2-53-48-pm

The #ECET2NJPA Convening took place at TCNJ on 9/24-9/25. (photo courtesy of http://www.ecet2njpa.org)

I literally do not even know where to start. ECET2, which stands for “Elevating and Celebrating Effective Teaching and Teachers” is a national organization, with the NJ-PA convening representing about 200 educators from New Jersey and Pennsylvania. If you’re looking for an education event where everyone is positive and shares a similar philosophy, then start getting involved with #ecet2 Twitter chats on Sunday nights. It has seriously grown my PLN by leaps and bounds.

The convening had multiple sessions over two days; I was excited to finally get to participate in a #BreakoutEDU during a session led by the wonderful Veronica B. Dougherty. If you don’t know anything about BreakoutEDU, well…it’s awesome. Think of those “Escape the Room” events popping up all over the country, but now adapt it for education. We had the opportunity to work on a 45-minute Breakout (or break-in) that incorporated multiple disciplines and ability levels. The best part about this activity for me was that there were very few instructions–we had to really use our problem-solving skills to get into the BreakoutEDU box.

Screen Shot 2016-10-04 at 3.04.50 PM.png

Don’t worry–we did it! (Photo courtesy of Shai McGowan’s Twitter)

ECET2 events also have educators speak in front of the whole group under the heading “Cultivating a Calling.” There were so many wonderful and different stories told–some heartwarming, some inspirational, some funny, and many with elements of all three. Glenn Robbins and David Aderhold’s stories, while very different, showed the impact that innovative leaders can have on a school’s culture. Mike Ritzius made us all laugh while detailing his creative problem-solving skills and reflecting on the ways that many of our careers tend to meander in unexpected directions. Meenoo Rami reminded us that much of the time, our job as educators is only as effective as the positive relationships we have with students. For me, these talks were empowering, insightful, and energizing.

Finally, a big takeaway for me after #ecet2njpa was that educators need to go to more events like this one. I felt this way after #ISTE2016 too (read all about that here), but there is something to be said for being at an optional workshop/convening/conference. Every attendee wants to be there, and you make so many valuable connections. There are always lots of practical things to take away, too–new tech tools, pedagogy, philosophy–but that stuff is just the icing on the cake. I’m really starting to see that the bedrock of meaningful education is in a network of teachers who collaborate and care about the success of all students.

Shout-outs (Shout OUT!) to all of the people on the steering committee for putting together a fantastic weekend of learning.

#ISTE2016 – 3 Great Ideas Just Aren’t Enough!

I don’t think I can “bear” to choose only 3 Great Ideas…

I know…this is only the third post, and I am already breaking my own rules. When I conceived the concept for 3 Great Ideas, I thought three was a good number. It will be easy(ish) to find contributors, and it’s a small enough number to not overwhelm people. So, because I’m a neophyte who thought he would actually be able to return from the #ISTE2016 with only 3 Great Ideas, this entry is going to be a little different. I stuck to the whole “three” idea, but each section is going to have lots of stuff in it. “Bear” with me…

Some of the Greatest Tools:

Obviously, if you go to a conference like ISTE, there is an overwhelming amount of tools and products barraging you from all angles. You can’t see everything, so don’t even try. The best thing you can do is soak up whatever you can and try to walk away with something you and your school can use. Here are a few tools that stood out for me:

  • FlippityWhen Kenneth Griswold presented this tool at TeachMeetISTE, people literally “oohed” and “ahhed.” Flippity allows teachers to create a student randomizer, just by utilizing your Google Sheets. All you need to do is have a roster of students, put it into Sheets, publish the sheet to the web, and you’re ready to go. Even more exciting? Flippity can automatically group students to the number of your choosing. No more on-the-spot scrambling if a student is absent or your numbers are off!
  • Switcher StudioSteven New (also a presenter during TeachMeetISTE) shared this really interesting tool that allows teachers who create their own digital content to use iPads and iPhones to broadcast and edit live video. There are also capabilities for multi-camera production, too (3 additional cameras if on the same wifi network). Then, stream to popular streaming platforms for live viewing.
  • ZooKazamThis was another crowdpleaser that Kyle Calderwood showed us at TeachMeetISTE. ZooKazam allows users with the aid of a “target” (print online) to have augmented-reality animals appear on any surface through the use of your iPhone or iPad camera. Kyle is also one of the TeachMeetNJ organizers.

    Here I am using Google “Ocs”…

  • Photo Apps: Bill Selak presented his session, “Iphonography 101” and shared a number of apps that take photo editing to the next level. Snapseed allows you to adjust color, focus and crop. Mexture allows users to integrate different textures with their photos. TouchRetouch was particularly interesting to the crowd in that the app provides users with the capability of easily erasing elements in a photo.
  • ThinglinkLiz Calderwood, also a TeachMeetNJ organizer showed off this real neat tool where you can take any picture (or “thing”) and add pinpoints to it. Then, within these pinpoints, teachers or students can incorporate links, videos, other pictures, etc. This allows students an opportunity to incorporate visual models to show their learning. Really cool!
  • SymbalooSymbaloo is a bookmarking tool that creates a user homepage on all devices. It presents all of a user’s favorite websites on an easy, icon-based page. Good tool if you want to curate a number of sites for students, or for keeping track of your own sites across devices.
  • HistorypinThis one, which I saw during “101 Web Tools” (presented by the people from SimpleK12) was really amazing. Historypin is a website where users can upload documents, photos, videos and more, and then tie it to a pin on a map. The purpose is to build an interactive map that tells the story of a place through the eyes and mouths of those that live there.
  • GoosechaseThis was SO FUN. During the ISTE session, Gamify Your Classroom, Marty Creech and Britanny Guy taught us about how to use game design to increase motivation in students. They led the session through this really fun and interactive scavenger hunt app, Goosechase. Goosechase lets students (or in this case, teachers) complete a series of tasks and earn points on a leaderboard. In our session, we got to high five other groups, and also learn about gamification via articles uploaded to Goosechase.
  • DocentEDUThis is one tool that I actually knew I wanted to check out coming to ISTE. I had played around with DocentEDU briefly this school year when I saw someone mention it on Twitter but didn’t know much. It allows teachers to turn any website into an interactive space via a Chrome extension. You can embed questions, videos, links, notes and more on the surface of any website’s page. Really great way to create engaging content. Their CEO, Matt Nupen was a really nice guy, too and seemed really helpful.

Some of the Greatest Ideas:

Yes, ISTE had me walking away with a bazillion new apps, programs, websites, and tools that I want to use right away in the classroom. But, for me, I got the most out of hearing about others’ philosophies, ideas, and mindsets. Jon Bergmann, Thomas Arnett, Vicki Davis, Mike Gwaltney, Aaron Sams, and Stephanie Sandifer led a panel about blended learning, and I walked away with a new commitment to how I want to structure my classes.

Blended learning is very much the future of classrooms

These are things we should be paying attention to when considering student success.

Something that really hit home during the blended learning session was the idea that “distance can be a positive principle.” Many of us know lots about flipped classrooms by this point, but the panelists here made it clear that it isn’t just about creating videos for home viewing. In fact, they talked about the value of having students view teacher-created content in class, while the teacher walks around and helps students who are ready to discuss.

The panelists also discussed the importance of creating a workflow system that works for your blended learning model.

These are the hallmarks of a succesful blended learning model.

Pretty much, I walked out of blended learning realizing more than ever that we as teachers have to give students more opportunities to demonstrate and articulate authentic learning.

Speaking of articulating student learning, another great session was Building a TED Culture in Your Classroom. I love TED talks, and what really makes them meaningful is the vast library of free, accessible videos they post on their website. TED makes it possible for people around the world to access high quality, engaging talks from the world’s greatest minds. This workshop detailed how teachers can leverage the power of TED in their schools by having students and community members deliver their own talks. Jimmy Juliano and Laura Grigg, teachers in Lake Forest, Illinois, walked us through their story of first starting a TED Club in their school and then eventually organizing a community TEDx event. By the end of the event, I was super jazzed and trying to figure out how we could do this in my own school.

My tweet, literally as I was walking out of the door at Building a TED Culture in Your School

What I like about the TED talk model is that it gives students a framework for reflecting on their learning. Many of the teachers I saw at ISTE2016 focused on getting away from the “read a PowerPoint verbatim” model and instead, getting to a place where students do a thing, and then present on their process. TED is a great way of fostering this kind of thinking.

Some of the Greatest People

Of course, I am leaving out so many of the other ideas I heard at ISTE. But, as I am sitting here in the airport awaiting my flight home, it’s becoming clear what ISTE was really about–connecting educators with other educators. I was privileged to listen to some wonderful speakers. We started off with a fascinating keynote from futurist Michio Kaku, who talked about all the ways that technology will make our lives easier (and scarier) in the future.

We are currently preparing students for jobs that we don’t even know about yet.

Tuesday morning, we saw R2-D2, LeVar Burton, and Princeton professor Ruha Benjamin (that’s still a strange combination when you say it out loud). What a wonderful day when you can both nerd out over R2 and be moved and inspired by Dr. Benjamin.

Dr. Benjamin spoke in a way that inspired and challenged my ideas about education and the world we live in. Here we were, sitting there in the middle of this educational technology conference, and Dr. Benjamin’s keynote touched on the human element of things. It was a perspective-gaining moment and reminded me that once again, as teachers, the shiny toys are fun but we musn’t let them distract us. We’re in the business of equipping students with the tools to be better learners and compassionate people.

The last slide of Dr. Ruha Benjamin’s keynote