Conference Time

           The Future of Education Technology Conference (FETC) happens every year and attracts thousands of teachers and technology leaders from around the world.  Utilizing a YouTube channel with taped sessions enabled me to watch two sessions from the 2015 conference.  Below are highlights from each session I watched.

            Leslie Fischer presented Tools You Can Use Tomorrow (40:23).  Leslie demonstrated a number of apps and websites to incorporate in our classrooms.  I highlighted four that I have not heard of and enjoyed learning about.

            Screenleap allows teachers to broadcast their screen to a device with a web browser and has audio support.  This is a free and does not require any downloads.  The disadvantages of this simple, free tool are no zooming or chat while it’s running. 

Adobe Voice is a quick and easy way to record your voice to create a story.  The app has a number of templates to choose for your story and the option to add music from within the app.  The project can then be added to Facebook, Twitter, a website, or emailed. 

            AR Flashcards App requires you to print flashcards to interact with the app features.  Using a device with a camera, point the device at the flashcards and a 3D   There are flashcards for an animal alphabet, addition, space, and shapes and colors. 

image will appear.

            Arloon offers apps for both elementary and secondary.  This app also uses a device’s camera to give realistic 3D models with Augmented Reality.  Elementary apps include Mental Math, Plants, and the Solar System.  Secondary apps are Geometry, Anatomy, and Chemistry. 

            These are all great apps, but in order for them to be implemented in my school, I need to introduce these to my colleagues and give them time to play with the apps.  Teachers need time to think, brainstorm, and collaborate to help them develop plans for incorporating new technology in their classrooms in a meaningful, educational manner. 

            Eric Sheninger presented Leading the Maker Movement (42:18).  My school just started our Makerspace this year and there are mixed feelings on what is a Makerspace.  I enjoyed listening to Eric speak about his school’s Makerspace, because he kept offering definitions of the space.  Makerspace is:

• Self-directed
• Creation
• Evolution of technology
• Engaged learners
• Curiosity
• Constructing
• Gateway to deeper engagement
• Control and trust given to the students
• Open-ended exploration

Eric talked about the three components of a Makerspace as 1) process, 2) educator, and 3) space.  The process will be messy, but we must be willing to let things happen so students can problem-solve, explore, and question.  There needs to be the right educator who is knowledgeable and can offer guidance when needed, but also understands the importance of patience and letting the students work through the process to find a solution.  Lastly, a space that is comfortable, flexible, has access to the internet, and offers limited rules.  Along with an educator for the Makerspace, their needs to be administration that stands behind the movement.  He or she needs to be inspiring and encouraging throughout the process. 

            As I look at technology tools or the Makerspace movement, I understand that forming a PLN can be beneficial to learn more about these topics.  One of the easiest ways for me to learn is to hear from others who are using apps or experimenting with Makerspace.  Hearing their successes, challenges, and examples offers me inspiration and allows me to start thinking about how I can incorporate these in my own classroom and school. 

           

 

 

ISTE Standards for Students

            The International Society for Technology in Education (ISTE) is responsible for creating seven (7) technology based standards for students.  The 2016 ISTE Standards for Students were created to help students “engage and thrive in a connected, digital world and inspire students to amplify learning with technology while challenging them to be agents in their own learning” (ISTE, 2016).  A brief description of each standard and classroom implementation thoughts can be found below. 

Standard 1: Empowered Learners

            Students become empowered learners by using technology in all aspects of their learning process from creating goals, defining outcomes, to achieving those goals, and reflecting on the learning process. 

            Students understand the objectives and knowledge of the lesson but are allowed to create their own path of demonstrating their knowledge.  Effective feedback is given to enhance this process.  It is imperative to help students see the relevance of their learning, that technology can assist them with their learning, and that learning can happen even outside of the classroom.  Create discussions that continue online after class ends, utilize appropriate, meaningful technology such as Twitter where each student can summarize the lesson for the day.  This is a well-known platform to students and a great way for students to learn how to use social media to learn from others. 

Standard 2: Digital Citizen

            Students needs to remain professional, respectful, and ethical when using technology.  We should stress this not only in learning environments, but also in everyday use as we encounter a more diverse population online.  Students should only engage in the same conversations online that they would have in person.  Students need to use technology responsibility be not sharing personal information and presenting themselves in a positive manner at all times. 

            As teachers, we must first model digital citizenship by using proper etiquette when posting and communicating online.  Our own accounts and digital footprint should be professional and ethical.  We should also try to use platforms that are meant for educational use and are age appropriate such as Google classroom, Google Apps, Edmodo, Schoology, etc..  These platforms allow the teacher to manage the site and settings.  Any inappropriate behavior can be addressed by the teacher and used as a ‘teachable moment’.

Standard 3: Knowledge Constructor

            Students employ technology to construct knowledge by using digital resources to gather and connect different types of information. 

            Research projects are no longer looking through books or magazines.  When given a research assignment, students can use the internet to access current information.  Students should be able to gain knowledge from a variety of sources on the internet while evaluating the information for accuracy.  A project on the Holocaust can now involve listening to interviews and news stories from survivors and hearing their personal stories or Skyping with a survivor(s) and gain the ability to ask questions.  The use of the internet for research projects helps the research come alive for students. 

Standard 4: Innovative Designer

            Students use technology in a creative manner to develop a method to problem solve while constructing knowledge. 

            Incorporating Makerspace opportunities for students will allow them to think outside of the box and test a variety of methods where taking risks is encouraged to find the best result.  Makerspace is meant to be a self-directed space where students create, collaborate, and use critical thinking to solve problems. 

Standard 5: Computational Thinker

            Students leverage technology to develop and test solutions as part of their problem solving methods. 

            This standard can grow as big as students creating new programs or as simple as students building from technology that is available to them.  In a simpler approach, consumer math students can use technology tools and their own knowledge to build a spreadsheet that allows them to calculate their checking account balance throughout the month.  Students then see how they can manipulate technology to develop solutions to real-life problems. 

Standards 6: Creative Communicator

Students use technology in a variety of ways to effectively communicate their knowledge to meet learning goals. 

            A great opportunity after reading a book or studying a historical event, is to allow students to develop a project demonstrating their knowledge.  The project is more open-ended where students decide on the best method of delivery using any platform or tools they feel appropriate.  A playlist could be given to students to offer ideas, if needed.  Students will be more invested in the project when given the opportunity to take ownership of demonstrating their knowledge in a manner they choose. 

Standard 7: Global Collaborator

            Students use technology to collaborate not only with other students in their class and school, but also with people in the community, nationally, and globally. 

            Classroom learning teams happen on a daily basis, but now with the use of technology, we are able to create learning teams outside of the classrooms.  Google Hangout, Skype, Podcasts, and other similar apps makes this process easier.  Students can collaborate with a variety of groups and learn from different viewpoints around the world. 

 

 

Reference

ISTE. (2016). ISTE standards for students. Retrieved October 20, 2016, from http://www.iste.org/standards/standards/for-students-2016