1. Ask Why?
There are millions of connected educators around the world who would be delighted to answer that question for you. You must answer it for your own education context. Best not to try doing so alone. Which leads to…
2. Engage a Diverse Array of Stakeholders from the Beginning.
Moving teachers and students to a digital workflow, and considering all of the associated infrastructure and cultural changes that come along with this switch, is a big deal. Bring in student and parent voices. And lift the voices of the classroom educators as facilitators whenever possible.
3. Identify and Communicate a Collectively Determined Set of Goals.
No goals = no go. There are hundreds of reasons to go Google and move everyone to a digital workflow. Long before devices arrive en masse, a community engagement process should be underway. Stop anyone in the hallway and they should be able to offer two or three reasons for making the move.
4. Research Models of Best Practice.
Why re-create the wheel? Get connected, if you are not already (Google Plus is a great place to start), and find a few schools or districts that share some of your demographics. Visit them or at least arrange some Google Hangouts to learn about their successes and challenges.
Read More at the Hapara Blog
I didn’t get it at first, but I’m an experimenter so I persisted. To me Facebook is a bit of a nuisance. I have a profile that I created a few years after everyone else in the world did (or at least after about 500 million of them did). And like many of my generation, I made the mistake of friending all of my old high school classmates that were already there, lying in wait.
I did the same things you did; searched for an old girlfriend or two, and joined some groups, thinking that the conversation might be a bit loftier. It wasn’t. I even started a group of my own and tried to seed it with what I thought were provocative posts that would inspire discussion. Fail. When my youngest brother’s maniacal posting rate about food justice clogged my feed, seemingly to the exclusion of all else, I nearly shut it down; my account, that is, not Facebook. Then I learned how to block.
Blocking the posts of all those that I did not want to offend by unfriending them, re-invigorated my interest in Facebook for a while – even if only because it satisfied my desire to clean up the mess that I felt I’d made by joining this social network in the first place. But even blocking was not enough to sustain my interest.
It has come to this: Facebook is the place I go when I want to see what my young teen nieces are up to. They have yet to reach the age where they don’t want the older family members commenting on their posts. If my nieces lose interest in Facebook, I suspect my account will go the way of my Yahoo email account; a ghost town that occasionally haunts me with the fear that my unwatched profile might be an inroad for an identity thief. One major difference is that I don’t need Facebook as an email address when online shopping so that all my junk mail stays away from my gmail account.
Put aside for the moment that segregation of public schools in the United States is at its highest level since 1968; our country has backslid. During the more than three decades from 1954 (Brown Vs Board of Ed) and 1988 (peak desegregation in the US), achieving racial equality, or at least access to equal resources was arguably a more polarizing issue than immigration, gay marriage, and abortion are today. Currently, standards-based testing, and in particular, the changes that will be effected by the voluntary adoption of the Common Core, is occupying nearly all of the mindspace of educators, administrators, and education policy makers alike. Our obsession with testing will seem trivial, however, when we begin to confront the tectonic shift in paradigm that will be inspired by Google Glass.
I have argued before that all of the edtech we have seen in the last decade, cool as it is, has not significantly impacted how well we educate our youth. Few technologies, even expertly applied, have had an impact on the end product of K12 education. STEM scores have risen slightly in the last decade, though this is probably a result of myriad federal and state programs aimed squarely at placing more highly qualified STEM educators in classrooms. Diligently applied software programs to enhance reading ability and numeracy have shown some nice improvements on student test scores; though it could be argued that any mindful application of an educational protocol, employing technology or not, will increase student test scores.
Reflections on a year of Blended Learning with 1:1 Chromebooks
Physics teachers have a unique privilege in most high school settings. Most of us work with students that have elected to take our academic course, and with the exception of a growing number of physics first programs, we teach older students. Consequently, we tend to serve a population of learners that are more likely to match our enthusiasm for ideas, and entertain our whimsical diversions than might an average sampling of the student body as a whole. Many of us take advantage of the opportunity presented by this context to innovate with novel uses of technology in our practice. I am no exception to that rule.
When my idea of teaching physics in a one to one setting with Chromebooks was met with enthusiasm by both my colleagues and my administration eighteen months ago, I jumped in with both feet. Now, in April, at the cusp of another punishing two weeks of low quality standardized testing, it is time to reflect on the first year of the blend.
What would Maria Montessori say about the use of the edtech available to us as we approach the year 2013?
Heaven forbid any actual Montessori educators should read this post. My summaries of Montessori ideas and structures most certainly do not do justice to the wonderful body of work Maria Montessori left behind, nor do I adequately represent the many mindfully conceived and executed programs based on Montessori’s work. For this I offer an a priori apology.
Maria Montessori was a revolutionary in education. During the first half of the 20th Century, she commanded global attention for her work with pre-kinder Italian street children, and later for her inquiries into the education of children of all ages. The Montessori Method requires an observer scientist’s habit of mind for educators of children and adolescents, which relies upon a carefully constructed environment that promotes individual determination. Further, the Montessori teacher becomes a student of each child, observing them work, and carefully noting their accomplishments and challenges so as to be ready to introduce the learner to an appropriately timed task that suits both his interests and abilities.
Read more at the New Media Consortium..
There are many benefits for educational institutions that adopt Google Apps for Education. Many of the benefits are not visible right away, however. There are online resources and communities to help us find the hidden gems and guide us in best practices. In this post I will list all of the support structures that I am aware of, and that the few folks I consulted on this shared with me. Undoubtedly there will be many that we missed. Please tell us of other resources in the comments and I will add them to the original post as they come in.
..see the full list at the Hapara blog
This summer I wrote a post about the Bay Area Maker Faire entitled, My Son Met His People at the Maker Faire. Today I met mine. I am presenting on my blended learning experience with Teacher Dashboard by Hapara at the New England Google Apps for Education Summit in Burlington, Massachussetts.
A guy from New York showed us how three Nexus devices running Android could simultaneously allow students to compose and edit each other’s work on the same document – without typing a word! The voice recognition is now good enough and the web-based collaboration capabilities of docs are now robust enough that this actually works. Continue reading