Happy Thoughts are shorter blog entries that convey things the make me happy for one reason or another!
Nothing is more awesome as an educator than working with a faculty that is willing to try new things! Ever since I arrived at NWS my colleagues have been open-minded and excited to learn about all of the new features and challenges that we’ll face with our transition to Office 365. One big highlight from today was that two teams of teachers, the 6th and 9th grades, offered to pilot using Sharepoint sites to centralize their documents and calendars. It is early, but the results are promising so far!
I love Educational Technology, but it has its limits. There are many places where technology can serve to enhance how students learn, but there are just as many where it can impair learning. A student in a dance class can benefit from watching a video recording of their performance, but they can just as easily hone their craft by watching themselves in a mirror. A humanities student can watch video interviews with primary sources, but usually will derive more benefit from looking the historical source in the eye and asking them questions. No matter where we look in our classrooms and educational practice, we will eventually find places where technology creates an impediment to learning.
“even when distractions are controlled for,
laptop use might impair performance by affecting the
manner and quality of in-class note taking.”
There sample size was small, only 65 students, but their methodology points to what may be an underlying truth: students will retain more information and perform better on tests when they take notes using pen and paper. They had the participants watch lectures and either take notes using laptops (not connected to the internet), or by hand. By removing internet from the equation they seem to have limited one of the most common sources of distraction when taking notes on a device, and thus they may have leveled the playing field to place where a meaningful comparison can take place. After completing their note taking, the students completed some thinking tasks before they were asked a series of questions that forced them to recall information from the lecture. Overall, students did better when they took longhand notes.
They found that when compared with computer notes, longhand notes:
contained fewer words
had less overlap with lecture (less verbatim transcription)
people who wrote more notes did better on the questions
people with less verbatim notes performed better on the questions
They found that “laptops may harm academic performance even when used as intended. Participants using laptops are more likely to take lengthier transcription-like notes with greater verbatim overlap with the lecture. Although taking more notes, thereby having more information, is beneficial, mindless transcription seems to offset the benefit of the increased content, at least when there is no opportunity for review. ” [emphasis is mine]
I highly recommend reading the paper (link above), and that you think twice before rushing students into taking notes using digital tools. Students need to learn note taking skills in general, because regardless of the tool they use, writing down the lecturer’s words is never a sound practice. Laptops and devices provide students with the ability to write at a far faster pace than pen and paper, but in so doing they create opportunities for students to use poor note taking practices. The authors close with a profound thought that I could not agree with more:
“synthesizing and summarizing content rather than verbatim transcription can serve as a desirable difficulty toward improved educational outcomes… laptop use in classrooms should be viewed with a healthy dose of caution; despite their growing popularity, laptops may be doing more harm in classrooms than good.”
As educators, we should use a similar litmus test whenever we turn to technological tools. We must consider the alternative to the tool we plan to use, and the tradeoffs of making the switch. If we honestly assess the value of the new tool versus the old, and take into considerations a serious list of benefits and costs, we may find that pen is indeed mightier.
Today I had the pleasure of hearing Howard Teibel (@HowardTeibel) speak about embracing and reaction to change. Throughout his speech he used the idea of “technology” as a catchall to represent all of the “changes” that schools would face in the future. Many of those in attendance were concerned about the implications of increasing access to technology, and he used this image to present how organizations deal with any change, technological or otherwise:
Mr. Teibel’s chart captures the fact that when we fail to educate those around us, the natural trajectory of change leads to what he calls the “Valley of Despair.” When students and faculty feel inadequately prepared for new initiatives it is easy to feel confused, misled, and even angry. Changes need to be introduced gradually, with an end in mind, and with the concession that it is impossible to reach unanimity on any planned decision.
CONTENTMENTAdjustment. My present situation feels good enough as it is. Relaxed, effortless self-control, as when riding a bicycle. Attention focused on the here & now, no marked self-reflection. »I am OK, you are OK«. Feeling »average« in the sense of not special. Being there.
RENEWALCreative change. Integration. A sense of »getting it all together«. Insights, aha-experiences. Feelings freely felt and expressed. Intense experience of the here & now, with self-reflection: I participate and observe that I am participating. Strong feelings of community. Self-confidence. Energy. Radical ideas, a desire to make things happen.
DENIALPseudo-adjustment. Self-discipline with focus on completing a certain task or defending a certain pattern or status quo. No clear feelings. I am in control but uptight. The here & now (if experienced at all) feels empty and mechanical. Irritation. Attention concentrated on the task felt to be necessary, on the rules and/or my image in others’ eyes, on not to lose face, on tactical considerations, etc.
CONFUSIONMaladjustment. Something is or feels wrong here & now, but I do not know what, or what to do to make things right. Tense, negative self- consciousness with feelings of inferiority and doubts; »self-centred«. Chaos. Dialectical YES/NO-conflicts within and/or without. Feelings in a clinch. A sense of unreality.
Before changes come about, many will start in the room of contentment. People grow accustomed to the status quo, and accept things as they are. They are either happy with the way things work, or they are hesitant to redefine their roles. When change is first introduced many people head into the room of denial. Denial is not necessarily a bad place. In addition to serving as a defense-mechanism it can help us define our priorities (Dezieck). If, for instance, a school is preparing to adopt a 1-to-1 program, many teachers may immediately step into this room. Their hesitancy will be based on many concerns such as the proper role of technology in education, the pervasiveness of technology in our lives, and the adequacy of technical training for faculty and students, all of which are legitimate concerns.
Any new technology adoption needs to be driven by pedagogical concerns and directly tied to an institution’s vision. Technology is not a cure in and of itself. The effectiveness of any technological tool is a product of its necessity, community buy in, professional development support, and the relationship of the tool to their institutions objectives.
The key at the denial stage is for us to help faculty and students transition to the confusion room. In many ways, a state of confusion is the most powerful place to start any journey of learning or growth. Once we reach this place of cognitive dissonance we have the ability to challenge and refine the beliefs previously held. When things are too comfortable it is nearly impossible to learn, and certainly highly difficult to process change. This key stage is pivotal, because while the door from denial to confusion is unlocked, it is not wide open. People need to have time, support, and patience before they can open the door and leave one room for another. They need to open this door on their own. Change does not, and should not, happen overnight. It also is very difficult to sustain if people are not allowed to call it into question. If the intention of any technological change is ultimately adoption, it is going to take some time.
The final stage is renewal. This stage is highly metacognitive. At this point the changes have been fully adopted and people are comfortable enough to reflect back on the process that led to this stage. When people look back on the process they may begin to see new opportunities for change, or if they become complacent, they can reenter the first room again. It is important that we take the time to analyze the rationale behind any change, and that we work together to propose new, radical ideas after doing so.
All of this has led me to the idea that of the various ingredients that are added into the recipe of education, technology is perhaps the most seasonal one. The tools we have at our disposal seem to change each day, and each time a new communication or creation tool comes into use, new challenges arise. Tools come into and fall out of fashion at an astounding rate, and that is okay. As educators we need to accept this.
We need to be realistic and acknowledge that our students will have access to these tools whether we want them to or not. It is as important for our students to go through the stages of change as it is for us as educators. We need to have strategies for teaching students how to face these changes. We cannot focus on specific technologies, we need to be technology agnostic and teach our students how to live in a world that is constantly evolving. By recognizing that change is inevitable we can take a step back, slow down, and focus on the educational side that preempts any new tool, thus smoothing out the process of adoption. Ultimately, the key is that we avoid or minimize the “valley of despair” by preparing ourselves and our students for change.
We had our new faculty lunch today. It was awesome. I feel very lucky to go to work every day with such kind and talented people. I especially enjoyed our tour with Mark Terry, and the historical insights he provided. It’s always so interesting to see how the character of a building and a community can be tied together so closely.
“If you have (21st century elements integrated into lessons and throughout the year) then you have the necessary conditions for teachers to mesh their work together, and for the institution to be transformed not just at the level of the individual classroom, but at the level of teaching practice as a whole.” ~Ruben Puentedura
One of the problems with being a technology evangelist is that teachers often think that I will always “have a tool for that” or “know the latest app” when they approach me for help. While I do try to stay up-to-date on the various tools that can be of assistance in the classroom, I do so with the mentality that the individual tools are nearly meaningless. The power of technology does not lie in the individual bits of software or hardware we provide to students, but in the methods we use to implement its use effectively in our classrooms.
If the best tools to create an engaging lesson are a piece of paper and a pencil, there is nothing wrong with that. However, if the same lesson can be completely redefined and expanded in a way that uses technology to engage students in higher-order thinking, should we not aim to do so? Historically, as new tools have been introduced teachers have been eager to find creative uses for them in their classrooms. This spirit of innovation and creativity is what drives us educators to create engaging lessons, but when we do so we should always stop to think about the way in which the technology will be impacting our instruction.
I love Ruben Puentedura’s (@rubenrp) SAMR model for precisely this reason: it creates a simple framework for measuring the quality of technological integration in a given lesson or course.
At the most simplistic level, technology is used merely as a substitute for the traditional tool. Like having students type an essay using an online editor like Google Docs rather than Word. Although this is a new technology, the use presents no functional change in the way the student is completing the task. This is often where teachers who are new to using technology begin, but even pros can end up in this category if they don’t have clear objectives and a great lesson plan.
On the other end of the spectrum is redefinition. When teachers reach this level of instruction their students are actually using technology in novel ways complete tasks that would have been impossible without the technology. Kathy Schrock (@kathyschrock) has an amazing blog post in which she delves into this more deeply. She aligns the SAMR model with Bloom’s Taxonomy, and more specifically, she draws a comparison between redefinition and creating or evaluating.
As I reflect on my time as a teacher, I feel like have slowly moved along this continuum; I have moved from simply using technology to replace an older tool, to a place where I’m striving to empower my students to do something that was previous unthinkable. One example was when they used their phones to gather GPS data on invasive species in South Seattle, then mapped these data points to Google Earth and put all of this into a presentation they then shared with the Seattle Parks Department (Full disclosure, a project of this scale was not a one person job. I was collaborating with Ms. Dresler and Ms. Hitchcock on this). I can also remember far too many times where I have fallen into the trap of using technology where it was not necessary.
As I begin my new role as an Educational Technology Coordinator, I hope to help teachers see the value in working towards redefining how they use technology. My goal for this year is to always keep a copy of the SAMR model handy when working with faculty, and help them try to push the boundaries of their practice. What’s more, I’m excited to support them as the put these plans in action, and celebrate their successes when they do so.
Here are some additional links that I found interesting:
SAMR in 120 Seconds
Every Classroom Matters Podcast: Using the Four-step SAMR Model to Update Your Teaching Practice
danah boyd really understands how teens interact with technology.
If you are a parent, teacher, or anyone who may come into contact with kids you need to read It’s Complicated by danah boyd (she leaves it lowercase intentionally). danah is a principal researcher at Microsoft, a professor at NYU, and one of the few voices of reason out there when it comes to kids and technology. She spent several years travelling the country and interviewing teens before writing this book. The aim of her research is to to see how teens are integrating technology into their everyday lives, and how doing so shapes their interactions with the outside world.
Far too often you encounter reports about the dangers of the internet today. Many of the fears that are voiced – those regarding bullying, addiction, and online predators for instance – while serious, are far from the epidemics they are often described as. boyd is able to create numerous talking points regarding teens and the internet without resulting to such sensationalist tactics.
“Teens are passionate about finding their place in society. What is different as a result of social media is that teens’ perennial desire for social connection and autonomy is now being expressed in networked publics.” (8)
One of the first concepts boyd introduces is that of the networked public. She essentially argues that the places where teens socialize change over time as technology and society introduce or force new ways for them to network. When she was teen the mall was the primary location where teens networked, but due to changing social norms, parenting, and outright fear-mongering kids today don’t have the same level of freedom as she once did. On the most basic level, kids are really not that different than they were 20, 40 or even 60 years ago. They crave a space where they can carve out their identities, test boundaries, build friendships, and socialize.
However, boyd points out that teens movements today are more restricted than ever before – by parents, legally imposed curfews, and even mall policies. These restrictions, coupled with the availability of online tools, push teens to create news forms of networked publics. She breaks down the issues surrounding this shift into 8 clear chapters, which can be read sequentially or on their own. As I saw it, the crux of her argument is best laid out in her own words:
“…the mere existence of new technology neither creates nor magically solves cultural problems.” (156)
The key here is that teens’ use of the internet should not be demonized or ignored. The internet is no panacea, but it can hardly be seen as the source of all that ails society. Instead, the internet and teens interactions with social media serve as a kind of bellwether, reflecting troubling trends that already exist in society. We, the adults in these teens’ lives, should use their interactions with this technology to create entry points into talking about real-world issues. When we see teens struggling online we should pause and look at the other issues which may have led to this point, rather than taking away their phones or disconnecting the internet.
If you’re intrigued, I highly encourage you to either read the book or listen to boyd discussing this on a podcast (link below). boyd addresses all of these issues in far more detail than I do in this post, but I don’t want to ruin the experience of reading this great book for you, Once you read it, I look forward to hearing what you think about it.
New Books in Sociology covering danah boyd, “It’s Complicated: The Social Lives of Networked Teens”
A couple of years ago I stumbled onto an app that revolutionized how I used screenshots. At the time, I was running a 1-to-1 laptop program that had several hundred machines, over fifty faculty members, and numerous parents and community members coming to me for help. I was constantly repeating instructions, like how to log in to specific sites or perform simple steps over and over again. Rather than bang my head against the wall, I turned to Twitter.
I sent out a couple of questions to my PLN and someone recommended that I try ScreenSteps (@screensteps). It worked out pretty great. I was able to send out documentation to students, faculty and parents to explain things like checking grades, how to contact teachers, and navigating our LMS. Everyone was happy and my life was a lot easier.
Two years ago I returned to the classroom. I was still working in a 1-to-1 environment and I found myself in a similar predicament. When students were exploring new technology they would run into various roadblocks. If I was leading a demonstration it would be hard for students to keep up, or if they were advanced they’d get bored and try to move ahead. I needed a simple system for creating documents that could help guide my students when they got stuck.
Enter Clarify (@clarifyapp). Clarify is essentially a pared down version of ScreenSteps, but it has many of the same awesome features:
You can create easy-to-follow tutorials and post them directly to the web, your blog, etc.
It simplifies the screen capturing and editing process
You can edit uploaded “Clarify-cations” and keep the same link so
Most of all, it is a simple program that works on both PCs and Macs. Let’s say you want to show people some of the great features in Office 365. You can send your users directly to the tutorial hosted on Clarify’s servers, create a PDF, or even embed the content easily on your site:
Accessing Office 365 Tools
Once your are signed in to Office 365 you will see a toolbar across the top of you screen. If you need help signing in, click here.
Overview of the tools
Outlook – This is where you view your email online
Calendar – This is where you view your online calendar
People – This is where you view your contacts
Newsfeed – This is where you can view/start online conversations
OneDrive – This is where you store and access your files
Sites – This is where you can view/create Sharepoint Sites (you can make websites here!)
The online version of Outlook has most of the features you are familiar with from the Outlook application on your computer. You can view this any device that is connected to the internet.
This calendar will also look familiar if you used Outlook in the past. To create a new appointment or meeting click on “New Event.”
You can see all of your contacts under “People.” If you are looking for someone use the “search People” window.
On the newsfeed you can start or view conversations that have been shared with you. If you have created a site for your course or followed a group, you can specify who has permission to view your conversation.
This is one of the most useful features in Office 365. You can store/share your documents easily. Also, you have 1TB of storage!
This feature replaces Sharepoint. It lets you create sites for collaborating or organizing your files.
Overall, I really have enjoyed using this app. I think it’s great for many scenarios, especially when you want to hand out a hard-copy of instruction for students to refer back to. Some of the uses I’ve found for Clarify are:
To create support documentation for faculty, students, and parents
To create a reference sheet for a specific lesson. I once was teaching students how to use Microsoft MovieMaker for the first time. I found that students were having trouble navigating the ribbon at the top of the window so I made this cheat sheet for them. It made my life so much easier!
To create an outline of a lesson. Last year I taught an intro lesson on Code.org for a seventh grade math class. I wasn’t sure what the student’s levels were so I wanted a document that would serve as a guide for all the numerous steps, sign ins, etc. that they’d need to complete in order to complete the lesson. I whipped this up the night before and the class was nothing but smooth sailing.
I also think that Clarify would be a great tool for leading flipped classes, but I haven’t had the chance to experiment with that yet. At the end of the day, I’m very happy with Clarify. While it doesn’t fully replace the need for screen-casting software, I’ve found many times where it was far better for my needs.
How are you using Clarify? If not, what do you use instead?
It’s that time of year. Schools all around the world are either deploying new equipment or have recently done so. I just wanted to take a second to acknowledge all of the hard work that goes into disassembling, cleaning, assembling, wiping, imaging and configuring all the computers that we educators depend on.
Every time I see a pile of machines I have flashbacks to my first year running a 1-to-1 program. I didn’t know what I was doing, but I knew that I had to image 250 machines ASAP. I spent a lot of time figuring things out and eventually built an unattended install using a bunch of USB drives and my imagination. It’s always a pleasure to see real pros using System Center to make this task look a lot easier.
Thanks to Greg, Danny, and the whole IT Team at NWS for making things run smoothly!