Edtech Evolution

In 2012 as a beginning teacher, I wrote a blog post about the e-learning tools I was using in my classroom. At the time, the internet was rife with various blog posts, tweets, etc of various educators sharing how they were trying, testing and using e-learning tools in their classrooms. It was these early posts that first introduced me to the wonders and marvels of the blended learning world. I learnt about the power of learning management systems to support students to become autonomous. I revelled in the authenticity of the real world collaboration that social media made possible for my students. I flourished and thrived in the online communities of teachers.

Nearly 6 years later and the use of digital technology has accelerated at an incredible pace. Many educators are using scratch and makey-makey like it is no big deal. Others are using 3D printing, laser cutters and virtual reality in their day-to-day practice. So much has happened! However, I recently went on a hunt to find some blog posts that describe how various educators are using these new fandangled tools in their classrooms. I remember spending hours in 2012 pouring over the many posts about how others were using e-learning, byod, etc. in their classrooms. While I am sure that there are many out there, it was much harder to find recent posts than what I anticipated! Perhaps this is because we have passed the 'popularity' phase of e-learning. We are no longer concerned with the latest and greatest cool tool on the block, and have become increasingly focussed on the deeper learning? How do we use e-learning to amplify learning, not just use technology for technology's sake? In response, I thought I would share some of the tools that I use now. Of course, my pedagogy has evolved massively since the time of my first post. Here is a brief snapshot of the tools I use now and the pedagogy/theory that underpin them.

Fuelled by my role at Hobsonville Point Secondary School where the students are flying the plane and I am just the air traffic controller, I needed something to help me manage all the independent projects that were happening at any given moment. This can be a real juggle, especially when there are delayed flights (students not making enough progress), flights that arrive early (students making really fast progress), multiple flights arriving at once (many students needing your attention all at once) and emergency flights (urgent things that need to be addressed eg. inappropriate behaviour). I use a number of tools to help me manage the project based, personalised and autonomous learning environments that I strive to create.

Every lesson begins with a do now in the Google Classroom. Every lesson begins with a self-explanatory 'DO NOW' so that students can come to class and get started on the learning without me. This gives me time to do the roll, talk to late students, check in with students who were away, etc. The whole lesson and learning objective is also outlined in the Google Classroom along with the relevant resources. This means that students who are away can catch up on their learning. Students who finish activities quickly can also move on to the next task. We also add the rubrics and assessments in the about section of the Google Classrooms. Our use of Google Classroom is largely informed by our original HPSS e-learning best practice guide. You will see the influence of assessment for learning and universal design for learning quite heavily in this document. The image below shows the 'should do' section of our best practice guide.

My use of Google Classroom and our best practice guide has been heavily informed by:

• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical applications. Guilford Press.
• Absolum, M. (2011). Clarity in the classroom: Using formative assessment for building learning-focused relationships. Portage & Main Press.
• Voice of our students.

Trello is without a doubt my favourite tools to manage my air traffic controller role. Trello allows me to quickly identify students who are behind or ahead, students who need help, students who are struggling, etc. I set up the tasks students need to work through in each column and the names of the students/groups as cards. As students complete activities, they simply move their cards along. I have even used Trello for assessments since the cards allow you to attach files, set due dates on tasks, add comments, and track your interactions on the board. We also use the labels to signpost if students need help or are making progress.

The reason why Trello is without a doubt one of my favourite classroom e-learning tools is that it facilitates the kind of autonomous student learning environment that I am working hard to develop. Additionally, using this tool in conjunction with agile and scrum has meant that it can also be used to facilitate collaboration as it allows students to see their contributions, progress and involvement.

My use of Trello has been influenced and inspired by:

• Adkins, L. (2010). Coaching agile teams: a companion for ScrumMasters, agile coaches, and project managers in transition. Pearson Education India.
• Facer, K. (2011). Learning futures: Education, technology and social change. Routledge.

Trello

Trello

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Trello

The latest tool that I have been using is Kialo. The website attempts to do "empower reason through friendly and open discussions." While there are some interesting debates happening on the platform, I have found it's the greatest merit the ability to map out perspectives, evidence, opinions and claims for an argument. Not only can you find some great examples of how to structure an argument, but you can also build your own. We have really enjoyed how everyone in the class can find ways to contribute, whether it is through adding their own claims or evidence to an argument, or whether it is through voting on the impact of others' claims. Additionally, after building an argument collectively as a class, you have created a digital, collaborative artefact to act as a resource for future use.

My use of Kialo has been informed by:

• Scardamalia, M., & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal Of Learning and Technology, 36(1). doi: http://dx.doi.org/10.21432/T2859M
• Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future. Wellington, New Zealand: NZCER Press.
• Gilbert, J. (2005). Catching the knowledge wave? The knowledge society and the future of education. Wellington, New Zealand: New Zealand Council for Educational Research.
• Gilbert, J. (2007). Knowledge, the disciplines, and learning in the Digital Age. Educational Research for Policy and Practice, 6(2), 115-122. doi:10.1007/s10671-007-9022-1

Kialo

As I wrote this post, it struck me just how much my pedagogy has evolved. I have become increasingly focused on translating academic and scholarly work into a workable classroom version. (That means I genuinely enjoy having a good debate about epistemological integrity and then working out what that could and should mean for the class I am teaching this week.) I also recognise some of the early elements of my practice that are still present too. For example, I still think that saving time is a key filter for the tools I use. Electronic grade books, automarking and productivity tools are all a key strategy to juggle the many demands of being a teacher. The time I freed up by getting Flubaroo to mark the quiz was time I could spend on high quality feedback instead! 

So my education friends... I am curious what e-learning tools you use now and why? What is it that has stood the test of time for you? Perhaps it's time for a circa 2014 chain blogging event? Tag three people to share their #edtechevolution?

PS: Some other tools I have used recently include Playposit, Google Cardboard, Kahoot, Quizizz, Google Maps, Google Earth, Google docs/sheets/presentations/drawings, Piktochart, YouTube, Socrative, videonot.es, Read Write for Google, Equatio, iQualify, Khan Academy, Soundcloud, Garage Band, iMovie, Screencastify and so many more! 

Why have an online home for your class?

In an effort to remind myself why I believe in e-learning tools, as we as to encourage others to do the same, I have created a summary that might be useful. Feel free to share and distribute. You can access the Google Drive drawing here for editing and easy sharing purposes.


I would love your feedback on this, as always!

Why bother with change in education?

Enabling learners to create new futures from EDtalks on Vimeo.

My latest Core Education EDtalk. Thanks to all the great thinkers, academics, practitioners and more who have developed my thinking in this area. If you want to know more, I highly recommend you read some of the following:

• Too Big to Know - Weinberger, D. (2011). Too Big to Know. New York: Basic Books.
• Learning futures: Education, technology and social change - Facer, K. (2011). Learning futures: Education, technology and social change. Taylor & Francis.
• Catching the Knowledge Wave? The Knowledge Society and the future of education - Gilbert, J. (2005). Catching the Knowledge Wave? The Knowledge Society and the future of education. Wellington: New Zealand Council for Educational Research.
• Supporting future-oriented learning and teaching - a New Zealand Perspective - Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching - a New Zealand Perspective: New Zealand Council for Educational Research.
• Race Against the Machine: How the Digital Revolution is Accelerating Innovation, Driving Productivity, and Irreversibly Transforming Employment and the Economy - Brynjolfsson, E., & McAfee, A. (2012). Race Against the Machine: How the Digital Revolution is Accelerating Innovation, Driving Productivity, and Irreversibly Transforming Employment and the Economy. Massachusetts: Digital Frontier Press.

BYOT for Teachers

Made with Skitch for iPad

As part of a generation who remembers dial up but already had high speed internet access before I left high school, technology is firmly part of my every day life. As a result, I didn't even think twice about  the integration of BYOT (bring your own technology). BYOT seemed a natural progression. Of course, I realised the challenges. You can see the draft department analysis I did here.

The use of BYOT in schools have been discussed at length - see here, here and here or here. Or talk to the teachers on twitter at #BYOTchat about it. In light of all the recommendations and advice for BYOT and despite the advice against it, our school has officially supported a bring your own technology policy for five weeks now.  Students are encouraged to bring their smart devices, big and small, to school. The teachers are encouraged to provide opportunities for students to use the devices in class.

I firmly believe in leading by example. As a result, before BYOT, I would never ever have brought my phone to class. With BYOT, I feel that I need to be a role model, showing students how to use their equipment to gain maximum use out of them. I also strongly feel that I need to model the social etiquette that is required when you are constantly able to transport yourself to a different world at the touch of a button. Half a term since the formal inclusion and my favourite part of BYOT is not what I expected at all.

I started using Edmodo with my students a few months ago. I can set an Edmodo quiz or assignment for homework. When I see them next I can log on to the free Edmodo application whilst in class to see who has done their homework and how well did the students do. I can immediately give help to the students who I know is struggling without having to mark their homework first. The feedback is instant.

I also love Splice. This free video editor allows me to splice together videos that we make in class, edit them quickly, and upload them to YouTube. Not even once going near a computer. This is all done on my phone within minutes.

Each of my classes also have their own class blog. This is where we post notes, photos, diagrams, practice questions, homework or anything else relevant. I use blogger for this. When we have drawn particularly good diagrams on the board or we have done an exciting experiment, I can take a photo and upload it straight to each class' blog in a matter of minutes.

The standard iPhone voice recorder lets me record conversations with students during individual feedback on their tests. The voice recorder also lets me record the class discussions so that we can keep them, play them back to analyse our learning or even post it on the class blog for the students to listen to when they are trying to study.

Since New Zealand teachers are now required to have a portfolio of evidence that demonstrates their teaching practice, I am able to record video, audio and photographs with my phone, I can save these to Evernote  which is also free - using my phone! This means that my evidence is safe and sound in the Evernote cloud, searchable by tag, title or notebook until I am ready to file it into My Portfolio as required by our school. I know I am not the only one who records my activities at school since recently whilst on duty I watched as the principal and another staff member stood around a lunch time school concert, recording the student response through photos and videos on their phones. They blended right in between all the teenagers who already had their phones out, recording the experience for personal use or Facebook.

There is also Skitch for iPad which lets me make drawings, export them or email them straight to students when they want an explanation of something. It means I can annotate photos of science experiments or show maths problems based on photos. It means I can make notes with one student and then email/share them with the whole class or save them to Evernote.

Being completely hooked on my iPhone, an upgrade was due. My two week old iPad has already proved its worth with Numbers allowing me direct data entry onto an electronic grade book. This means that when it is time for reports, I am able to generate averages for my students - who did their homework (Edmodo exports to Excel files), who completed their starter activities without being asked, who had their equipment, who had a good attitude or any other notes, all documented in one place. This of course can also be linked straight into my electronic portfolio.

Half a term into the formal incorporation of BYOT with more and more schools going down a similar path. Can you imagine what the future could hold for teachers? I expected great things for students with BYOT. Instead I found great things for teachers.

Parents, Progress and Technology

There are a huge range of articles floating around about the use of twitter in the classroom. See here, here and here for some of my favourites. Teachers are using You Tube in the classroom. We are using Google apps, and we are using blogs like this, this and this (see my class' blogs here, here and here). Some classses are even involved in quad blogging. We are using mobile phones and other smart devices in the classroom like this. My kids are also using sites like Edmodo and Socrative.

I have watched my students collaboratively write scripts for their science documentaries using google documents or completing SWOT analyses about cyber safety and M-learning. Students then filmed their documentaries using their smart devices. Students look up answers on their smart devices instead of using textbooks and they generate answers from interactive on line simulations like this one about transpiration. My students also email me homework and study questions. They listen to their music whilst doing maths and then listen to explanatory videos when they get stuck. We can also record our class discussions and post them to the web.

For many of my students who already have Facebook accounts and literally thousands of followers on Twitter and Tumblr, the above is nothing new. For other students, I have had to send emails to their parents to explain why their child would like to bring their ipod touch to school. For others, I have had to explain why we are using smart devices in maths (hello, chicken coop fractions!). As an avid tweeter myself, I wanted to get my maths class tweeting support/help/homework/tips/reminders to each other as well as tweet their progress on a school wide maths treasure hunt (think school blue print with measurement problems as the clues). However I encountered some serious resistance to this idea from parents because they did not see the need for social networking in maths. (Granted, this is an outside of the box idea). Most of us might be able to do maths out of textbooks but after 10 years of this without success, is it time to try a new approach for some students? One of support and communication where they are reflecting and thinking (read tweeting) about maths outside the classroom?

The tools and resources that are available to education is enormous. But are parents ready for the progress that education is making? Are they aware of the technological demands that are placed on people in the work place today? Our school has introduced My Portfolio and had many teachers panicked and stressed because they do not have the skills to use it effectively. Graphic designers, photographers even those in marketing and leadership require e-portfolios and even twitter accounts to show their work or influence. Yet some of the older students in my classes are not allowed to use their computers at home for anything other than research. Web 2.0 has infiltrated on so many levels of education, but are parents aware of the progress? The importance? Or the effectiveness? By no stretch do I believe we should use technology for everything we do. Only where it enhances or improves the end product. Technology is however enhancing the possibilities and the range of students that teachers can reach and engage.

Lots of teachers, governments and definitely students might be ready to embrace the benefits of technology in education, but are parents ready?