EdTech & Innovation

Matthew Lynch published in EdTech & Innovation, Policy & Reform

We Need to Talk About BYOD

The BYOD Listening Project asks: In the rush to control students’ devices, have we overlooked the ‘moment of teaching’?

By Sharon Price Campbel

If you’re a teacher in the U.S., you have likely bumped into BYOD (bring your own device). Especially in recent years, school districts are rushing to “leave no device behind” and education technology companies are coming up with myriad new products and services to deliver the promise of BYOD Nirvana. At conferences and in district offices, educators are spearheading many iterations of teaching and learning opportunities.

What can we learn from the previous megatrends in education technology? The first small wave of technology occurred when computers were installed in public school offices. They were not to be touched by the likes of teachers, but by trained office professionals only. It took another decade for computers to become available to educators in the teacher’s lounge. By the turn of the millennium, computer-literate teachers began to ask for, beg for, and write grants for computers in the classroom.

A flood of federal money available for technology purchases created the second wave, the Educational Technology Tsunami. To cash in on the gold rush, business suppliers slapped “education friendly” labels on business equipment. Manufacturers racing to get their share of the federal bucks cut corners on research, design, and quality control to get products into the marketplace. Classrooms became a nightmare of unsupported, unreliable hardware and buggy software. Classroom teachers who had been enthusiastic became concerned about job security. They feared reporting faulty equipment and feared that they had inadequate computer skills. When the federal funding ended, school districts found themselves unable to financially support their technological machines and dreams.

Riding the same surge was the “No Child Left Behind” legislation. Its unattainable expectations, on top of education’s first attempt to merge onto the digital freeway, nearly crashed education.  Systems had been too quickly adopted and inadequately designed, and were incapable of the tasks they were purchased to perform. School districts became the graveyards of metal hulks and husks of educational technology—and federally-driven, data-based, student failure.

Since then, we have learned and improved. Manufactures and legislators are beginning to include educators in the conversation about expectations and realistic outcomes for tomorrow’s teaching tools. Teachers are getting very good at forming their own independent learning communities, and ideas are spreading faster than ever before. It was during this hyper-connected, surging wave of mobile device integration into all aspects of life that we ushered in BYOD.

It will take work. Early concerns about device security/privacy, unrestricted web access, and the potential for distractions in the classroom have driven the marketplace toward an obsession with control. There are now dozens of device management products that offer instructors and districts varying levels of control over student devices; however, these products don’t serve the fundamental purpose of BYOD in education, which is to improve instruction, empower students for self-directed learning, and leverage this generation of students’ technological prowess to turn the current model of instruction on its head.

In the rush to control students’ devices, we have overlooked the “moment of teaching.” Very few teachers are able to accomplish ordinary tasks, such as grabbing a picture from a document camera and getting it to each student device, without having to halt instruction and fiddle with far too many steps to integrate into teaching. So why is instructional software so clunky when we need it the most? The answer is that most companies making this software rarely set foot in an actual classroom. They are so focused on features and functions that they overlook how the product is used in the classroom during instruction. If one of the purposes of device management is to minimize distractions, shouldn’t the product just work and require no active management on the part of the teacher? Yet most device management products require that the teacher be behind his or her computer to share learning resources or to monitor and control student devices.

We can’t rely on product developers to just deliver brilliance. Rarely through history have major innovations been the result of one person or team, instead they have been the result of teams building on the work of or listening to others. The BYOD marketplace should be listening to the visceral and rational experiences of teachers, administrators, and students to make better products.

EXO U is sponsoring the BYOD Listening Project to strike up a dialogue between teachers, students, parents, administrators, and the marketplace, with the goal of pinning down and solving the increasing challenges that teachers and students face when attempting to integrate devices into a daily classroom teaching. I am serving as a moderator for the project, and we’re asking for your perspective on mobile devices in the classroom. What works? What doesn’t? Where are the significant pain points or problems at the interface of mobile devices and learning?

The BYOD Listening Project is asking for your engagement and in return, we will analyze, collate, and report themes and major takeaways. Our aim is to provide highly useful data and models for BYOD implementation that improve that moment of teaching.

Sharon Price Campbel has taught in Napa County Juvenile Offender programs, an alternative high school, and Youth Employment programs. For the last 28 years she has been a middle school teacher. In 2009, she was named a California School Master, the oldest, most prestigious California education award.

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Matthew Lynch published in EdTech & Innovation

Reading Horizons Incorporates the Lexile® Framework for Reading in K-3 Literacy Platform

North Salt Lake, UT- Feb. 23, 2016 — Reading Horizons and MetaMetrics® are thrilled to announce the expansion of their partnership with the addition of Lexile® measures in the Reading Horizons Discovery™ program. Reading Horizons and MetaMetrics, developer of the widely adopted Lexile® Framework for Reading, first announced their partnership in May 2015 when Lexile measures launched in the Reading Horizons Elevate reading program.

Reading Horizons Discovery is a strategy-based reading solution designed for students in Kindergarten through third grade that incorporates multi-sensory, Orton-Gillingham principles of instruction and a unique marking system that delivers superior results. The effective, easy-to-use software utilizes the most current technology and instructional best practices to deliver assessments and skill-based lessons for each grade level, K-3. Initial assessments ensure that teachers have an accurate measure of each student’s ability and the software adapts to meet the needs and skill levels of those students and provides differentiation as they progress through the program.

The software includes formative assessments as well as vocabulary, games, and activities. Reading Horizons Discovery fulfills 92% of the standards for foundational reading skills for students in K-3, as well as other standards outlined by the Common Core State Standards, and is correlated to the findings of the National Reading Panel.

“We consistently strive to provide the most robust literacy solutions possible for our customers, including the ability to adjust instruction in order to meet readers where they are,” commented Reading Horizons’ President and CEO Tyson Smith. “Adding the Lexile® Framework for Reading in Reading Horizons Discovery immediately provides educators with yet another layer to truly assess where their students are at and how to best support their learning moving forward.”

The assessment’s initial Lexile measure serves as a benchmark for gauging both a student’s reading ability and the complexity of text so that appropriate reading materials can be matched to the student as they progress. Reading Horizons Discovery automatically unlocks reading passages in the software library as additional skills are mastered. Each book in the library has been measured by MetaMetrics and has an official Lexile level. 

“I applaud Reading Horizons for extending their use of Lexile measures to K-3,” stated Malbert Smith III, Ph.D., president and co-founder of MetaMetrics. “More than that, Reading Horizons is measuring their readers at the start of their academic career. This allows for early detection of struggling readers, and then immediate intervention to strengthen the reader’s ability before they fall too far behind their peers. The power of Lexile measures also allows educators to seamlessly track their students reading growth throughout their K-12 progression.”

About Reading Horizons

Founded in 1984, Reading Horizons provides teacher training, direct instruction materials, and interactive software that empower teachers to effectively teach beginning readers, intervene with struggling readers, and provide instruction and support to English Language Learners. To learn more about Reading Horizons, please visit them online at www.readinghorizons.com or follow them on twitter https://twitter.com/ReadingHorizons.

About MetaMetrics

MetaMetrics is focused on improving education for learners of all ages and ability levels. The organization develops scientific measures of academic, achievement, and complementary technologies that link assessment results with real-world instruction. To learn more about MetaMetrics, please visit them online at www.metametricsinc.com.

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Matthew Lynch published in EdTech & Innovation

What fewer women in STEM means for their mental health

Jennifer Drake, University of Toronto

“You’re in engineering!?! Wow, you must be super-smart…”

It has been over 10 years since I was a first-year engineering undergraduate student; but when I remember the time a fellow female student made this comment, I can still feel a visceral, bodily reaction: my muscles tense, my heart rate increases, my breath quickens.

Comments like these on the surface appear as compliments. But when unpacked, they reveal subversive attitudes about women in STEM (science, technology, engineering and math).

As I think back to this encounter, there are two aspects that stay with me. First was the surprised, skeptical tone of the other student’s voice that conveyed it was surprising and unusual (or, to put it more crudely, freakish) that I was in engineering. Second was the attitude that since I was in engineering, this could be explained only if there was something exceptional or outstanding (or, once again, freakish) about me. Women remain an underrepresented group in STEM. In Canada, women account for 23% of engineering graduates and 30% of mathematics and computer graduates. In the United States, women are 12% of the engineering and 26% of the computing workforce.

The reality is that STEM professions are most commonly male and it remains surprising when these professional roles are held by women. The large gender imbalance means that women may naturally feel they’re outsiders at school and at work. This situation is often uncomfortable and mentally demanding, when even just showing up and doing your job comes with constant social stresses and anxiety. Ironically, the difficulties that they (we) encounter often dissuade the next generation of women from joining us. It’s a self-reinforcing cycle that we need to break.

Fight or flight, designed for quick response

Because of their underrepresentation, women in STEM often regularly question their place in these professions. When things feel uncomfortable – like when I was confronted with that comment a decade ago – our brains can overinterpret the situation as an imminent threat. And there’s an evolutionary reason for that physical response.

Stress is an adaptive response to perceived threats. It’s how the body reacts to these situations. Anxiety is stress that lingers after the immediate threat is gone; it’s experienced as a feeling such as embarrassment, fear or worry.

Fight-or-flight is a physiological response.
Jvnkfood, CC BY-SA

This stress response evolved in human beings to help us navigate a wild, dangerous and unpredictable world. When faced with imminent danger, like a pouncing tiger, our bodies have evolved an automatic reaction to help us react fast. Stress hormones are released, the heart beats harder and faster, breathing becomes rapid and muscles tense, ready for action.

This automatic response prepares our bodies for possible actions: fight or flight! From the perspective of evolutionary adaptation, it’s in our best interests NOT to distinguish between life-threatening and non-life-threatening dangers. Act first, think later. In the African wilds in which early humans roamed, the consequence of underreacting could mean death.

Good during lion attack, less good during daily life

In modern life, we don’t have to worry much about attacks from lions, tigers or bears. But adaptive mechanisms are still very much a part of our brain’s biology.

The flight-or-flight response is intended to be short-term. The problem comes in when stress becomes a daily part of life, triggering a physiological response that’s actually detrimental to health over the long term. Repeated and long-term releases of the stress hormone cortisol cause changes in brain structure that leave individuals more susceptible to anxiety and mood disorders, including depression. When exposed to long-term stress, the brain structure called the hippocampus shrinks, affecting one’s short-term memory and ability to learn.

Subtle cues can make female students feel marginalized.
World Bank Photo Collection, CC BY-NC-ND

Messages you don’t belong can be stressful

These physical stress responses can unfortunately run at a constant low level of activation in people who are made to feel like they don’t belong or aren’t good enough – such as women in STEM. Social situations like my undergraduate encounter – and their ramifications – are a part of day-to-day life.

The effects of stress on women in STEM fields are often already obvious during their undergraduate studies. A study of women in engineering at the University of Waterloo has shown that female students tend to have lower overall mental health. Women in STEM fields are more likely to report higher levels of stress and anxiety and higher incidences of depression.

Sadly, the percentages of women working in these fields have remained stagnant for decades. In 1987, women represented 20% of the STEM workforce in Canada. In 2015, their numbers remain unchanged at 22%. In the United States, the reality is very similar, with women representing 24% of the workforce. Confrontational reactions like “You’re in engineering!?!” communicate the message that as a woman, one may not belong in the social group of engineering. The brain perceives these kinds of social interactions as threatening, dangerous and stressful.

The social cues that women may not belong in male-dominated STEM fields can often be subtle. For example, researchers have shown that the presence in labs of objects considered stereotypical of computer science, such as Star Trek and video game posters, are perceived as stereotypically masculine and can dissuade women from expressing interest in topics like computer programming.

Moreover, seemingly complimentary “Wow, you must be super-smart!” comments also communicate an even more troubling possibility that, in order to belong in this group (of men), as a woman, one must be exceptional. Women + Engineering = Super Smart.

But what if a female student is not exceptionally intelligent? What if she is only ordinarily smart? Or, even more troubling, what if she does not believe that she is smart at all? In her mind, she becomes a sheep in wolf’s clothing, an impostor who has tricked those around her into accepting her into a group where she does not belong. From the brain’s perspective, this is literally interpreted as being in the lion’s den.

Women can flourish in STEM, but it can mean shutting out the noise.
USAID Asia, CC BY-NC

STEM should welcome everyone

So what can be done? If we are to increase the participation of women in STEM fields, we must make workplace and educational environments inclusive. In order to thrive, female students need to believe that they belong in technical professions, in both academia and the private sector.

The social marginalization caused by gender imbalances in STEM programs can be mitigated. Targeted intervention programs that foster social belonging and coping mechanisms to deal with stress and threat can help women develop skills to handle the mental challenges caused by gender inequality and help women integrate into their male-dominated environment.

Connecting female students with female professional role models such as mentors or instructors has also been extremely effective at improving women’s self-concept and commitment to STEM.

Finally, campaigns like the #Ilooklikeanengineer hashtag disrupt our common stereotyping of STEM professionals and help support a cultural shift.

The rates of female representation in STEM will not change overnight. It will probably be at least another generation before parity becomes an achievable target. But it’s through changing these attitudes and stereotypes that we will reduce some of the social stresses on women in these fields, helping women choose STEM as a career path, stay in these fields, and most importantly, remain healthy and happy.

The Conversation

Jennifer Drake, Assistant Professor of Civil Engineering, University of Toronto

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in EdTech & Innovation, Equity

Digital Early Learning Program in Napa County sees strong results

Submitted by Dr. Barbara Nemko, Napa County Superintendent of Schools

 “The children love [the program] and in fact they ask daily, ‘Is it my turn on the iPad today?’ Also … we as teachers are learning too.” – Marianne Stegman, Site Supervisor, St. Helena Child Development Center

Tackling Achievement Gap Before Kindergarten

Research has shown that children from low-income families come to school typically lagging two years behind their more privileged peers on standardized language tests. This achievement gap, which has been called a 30 million word gap (Hart and Risley, 2004), affects their ability to learn to read, and persists throughout their school careers. Identified as equally important in learning to read by researchers is access to books in the home. Again, children from low income families frequently have few or no books at home, and enter kindergarten not knowing that books in English are read from left to right, or being able to identify the letters of the alphabet.

To prepare these at-risk students for kindergarten, The Napa County Office of Education (NCOE) began collaborating with local non-profit NapaLearns to launch the first countywide offering in the nation of a digital early-literacy program. The program primarily uses the Footsteps2Brilliance “app” on tablets and other devices, and is provided at no cost to preschools and to parents of preschool age children in the county, including those not enrolled in a preschool program.  The digital early literacy tools include libraries of books that are engaging, animated, and capable of reading themselves to children in either English or Spanish.  These books teach the 1,000 most important Dolch words, as well as phonics and comprehension skills, through stories and games that motivate children to want to read the stories again and again.  Once downloaded onto a device these books can be opened with or without wifi.  For those families who cannot afford a device, NCOE has partnered with NapaLearns to offer a rent-to-buy HD Kindle for children.

The Results are Immediate and Impressive

NCOE’s Digital Early Learning program was piloted in 2011 as a 4-week summer boot camp for four-year old English language learners.  Impressive results in language use led us to administer the Peabody Picture Vocabulary Test, pre- and post, to kindergarten students the following year, producing statistically significant results in both expressive and receptive language.  The countywide launch for all preschool students came in February 2014, and Napa County preschoolers were challenged by me to read one million words by June 30.  Instead, they topped five million, and have continued their astonishing rate of growth. A kindergarten teacher recently administered the DIBELS test and discovered that the children who scored the highest were those who spent the most time reading their digital books at home. There are currently over 1,200 children enrolled who have been exposed to  over 12 million words, and have correctly answered the comprehension questions on their  first try 67% of the time. These children are using the program at home 55% of the time.

The Family that Reads Together…

The staff working on our Digital Early Learning initiative have conducted extensive bilingual and multicultural community outreach, and opportunities for parent training, to ensure the widespread participation in this free program.  In one year we have provided more than 30 parent workshops, as well as workshops for preschool and kindergarten teachers.  Outside of Napa, we were invited to the White House Summit on Early Literacy to share about the positive impact of digital early learning in our county.  Moving forward, we are excited to begin an ongoing five-year longitudinal study, to determine if children who use our digital early literacy in preschool are more proficient readers at the end of third grade than children who do not.

For more information on this program, contact Seana Wagner, Public Information Officer at [email protected] or 707-265-2351.

 

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch

3 Technologies Bolstering STEM Learning

According to the STEM (Science Technology, Engineering and Math) Coalition, there are 26 million STEM jobs in the U.S., comprising 20 percent of all jobs. By 2020, there will be 9.2 million STEM jobs in the U.S. Despite the need for these workers, only 45 percent and 30 percent of high school seniors are prepared for college-level math and science courses, respectively.

As the American K-12 system continues to look for ways to increase student interest and aptitude in STEM learning, technology is playing an increasingly pivotal role. Children who come to classrooms today have an inherent aptitude for technology and educators should encourage that skill set with resources that integrate STEM learning. Just a few of the ways to do that include making use of:

Virtual laboratories

Scientific experiments are no longer just reserved for physical labs. Through interactive technology, students can now do experiments remotely through use of virtual laboratories. The virtual labs at New Mexico State University, for example, give high school and college students access to food-based experiments. Students can test for corn mold, milk bacterial contamination and prevent C. Bot growth in salsa from a remote website. There is certainly something to be said of in-person experimentation, but student access is usually limited based on actual class times and resources. A virtual lab means that a student can do an experiment multiple times, and learn from mistakes in real-time and make adjustments. It also means that experiments are not limited to a determined class time and can be done on a student’s schedule. So students with an appetite for experimentation have greater access to it, and the others are not easily discouraged by “one shot” experiments.

In-class mobile devices

A student with a tablet or smartphone in hand has a portal to hundreds of apps that support STEM learning. There are a lot of things that students can do on basic tablets and phones, but there are also products like the einstein Tablet+ from Fourier Education that have a specific focus on STEM initiatives. Instead of going out and searching for STEM-centric lessons, the einstein Tablet+ comes preloaded with experiments and modules that cover physics, biology, human physiology, chemistry, and environmental science. This STEM-specific tablet can be connected to classroom projectors and monitors so that all the students can participate at once, or can be used as an individual tablet for customized learning in grades K-12. Teachers can search mobile apps for highly-reviewed ones, some of which are completely free, to use on the screens in their classrooms.

Television programming

While statistics show that too much television watching among children leads to higher obesity rates, behavior problems and less interest in things like reading, kids ages 8 to 18 are still watching television programs on various screens for 4.5 hours every day. It isn’t all bad news though. The value of children’s programming is increasing though. Programming is no longer created for the purpose of entertainment alone. On PBS alone, STEM-learning programs like Sid the Science Kid, Curious George, Cyberchase, Nature and Nova run the gamut of childhood ages and interests. In some cases, teachers are even able to incorporate some of these learning programs in classrooms and build entire lesson plans around the content.
Math, science and engineering are all intrinsically linked with technology. This gives educators an advantage with the current generation of K-12 students who arrive in Kindergarten classrooms with a technological edge. As learning technology improves, STEM education will continue to be the beneficiary if educators use it resourcefully.

What do you think can be done to improve student interest in STEM pursuits?

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Matthew Lynch published in EdTech & Innovation

10 ways to use Skype in the classroom

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Bevin Reinen

Skype is an instructional tool that provides boundlessopportunities for authentic teaching and learning.  It allows us to explore beyond the four walls of our classrooms.  As elementary teachers, we sometimes battle to hold our students’ short attention spans. Integrating Skype lessons brings the curriculum to life in ways never before possible.  You know that special moment when you announce a class activity, and it’s greeted with claps, screams, and cheers?  That’s Skype.  It brings pure joy, wonder, and intrigue to your students.

Here’s a list of ten ways to utilize it in the elementary setting, followed by some logistical tips for success.

1)  Take a Virtual Field Trip:  Is there some place you’d like your class to visit, but can’t swing the funds or it’s just not geographically possible?  Find a guide to ‘take’ you there by visiting a historical landmark, museum, zoo, etc.

2)  Invite an Author:  Set up a Skype session with an author you’ve been studying to discuss a book.  Or, set one up with any author so that your students can learn about the steps of the writing process.  No, real authors do NOT write one and done!  Here’s an awesome list of Authors Who Skype With Classes and Book Clubs for Free.

3)  Share a Project:  Have your students been working on some kind of a special project? Give them the chance to show/share it with a distant class.  This provides motivation and will help them develop confidence in the value of their work.

4)  Put on a Performance:  Is there a poem, song, skit, or reader’s theater script your students need to present?  Give them the opportunity to perform to a unique audience via Skype!

5)  Interview an Expert:  Invite an expert to speak with your class on a current topic of study.  Conduct a Q and A session.  This is definitely a step up from the basic Google search!

6) Cultural Exchange:  Learn about various cultures by connecting with a class from abroad. Check out the site ePals, which allows educators interested in Skyping or using other web-based tools to connect globally.

7) Meet Pen Pals:  To encourage meaningful writing opportunities, write back and forth with pen pals throughout the year.  Set up a culminating Skype chat so that students can finally meet their pen pals ‘face to face’.

8) Mystery Skype:  If you register for Skype in the Classroom (instead of regular Skype), you can play Mystery Skype.  Mystery Skype is an educational game that allows two classes to guess each other’s locations via questioning.

9) Including Students with Medical Issues:  If a student has to miss school for an extended amount of time, Skype is the perfect way for the class to connect with their classmate.  While not all class activities are workable on Skype, including the student in some key lessons will help prevent him/her from falling behind.

10) Share Travel Experiences:  If you have a special trip to attend during the school year, have your substitute connect with you on Skype to touch base, allow you to do a mini-lesson, or show/share about your location.

Tips:

1)  Install Skype on your computer.

2)  You’ll need a webcam, speakers, and microphone also.

3)  Be sure you and your person both add each other as Skype contacts.

4)  Run a test call to ensure everything is working properly.

5)  Outline a plan and discuss logistics with your Skype contact.

6)  Walk through expectations/procedures with your students beforehand.

*Remember, time is of the essence when working with little ones.  Make sure all kinks are worked out prior to the chat to maximize engagement.

Here are a few photos of my class chatting with our pen pals/digital learning buddies from a nearby school.  To launch our science unit on animals, we had each student bring in a stuffed animal and fact to show/share. Afterwards, I assigned her class to research and observe penguins on Monterey Bay Aquarium’s Live Web Cams, while she assigned my class to do the same for giraffes using Houston Zoo’s Live Web Cams.  This generated excitement and motivated students for the next fact/opinion pen pal writing to come!

This post originally appeared on teachtrainlove.com and has been republished with permission. 

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Bevin is Nationally Board Certified as an Early Childhood Generalist.  She considers herself a teacher by day, writer by night.  Some of her work has appeared in national publications including Chicken Soup for the Soul; Married Life, Hallmark’s Thank You, Mom book, and Boys’ Quest magazine for kids.

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Matthew Lynch published in EdTech & Innovation, Teachers

Building professional learning communities: Social media, ed camps, and meetups

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Madison Payton

Teachers sit in front of a sea of papers that must be graded. Curriculum needs to be mapped out and constantly revised to meet the needs of their scholars.  We attend meetings about how to bring rigor, engagement, and how to create Common Core aligned assessments to prepare scholars for state exams which determines our effectiveness as teachers. If the day to day, week to week, month to month tasks do not frustrate you, then we are placed in the role as counselors, social workers, surrogate parents, mediators, coaches, and advocates; and this is not just for a couple of scholars but practically all of them.  The system that was meant create learning communities has actually destroyed all that we have left as educators. Schools can’t possibly create and foster positive learning environments for scholars if the educators in front of them lack their own community to develop as effective and compassionate educators.

If we as communities are supposed to foster a positive culture among our scholars we must do the same for the teachers within these environments.  The answer is sometimes difficult to find within the school because we can turn into the gossip kids in the cafeteria focusing more on the problems then actual solutions. As teachers we have to think outside of the box and seek professional learning communities outside of our schools so that we can be critical of our practices and find solutions that can be applied throughout our schools.  Professional learning communities are essential to development of any educator because they enable the educator to engage and collaborate with a specific community that recurs in cycles of inquiry and actions that are grounded in research in order to better the academic and social development of the scholars they teach.

There are several ways we can build professional learning communities: searching on various social media platforms, professional meet-ups and content specific organizations, and summer PDs. Before you begin to spread your wings to build your network, make a list of specific objectives that incorporate your interests and needs that you wish to address from building and connecting with professional learning communities.  Once objectives are crafted then create strategies and benchmarks that will help you reach those objectives. Having a plan is important when diving into the world of building your professional learning community; it is not about working harder, it is about working smarter.

Below are some ways teachers can effectively build their own professional learning communities.

Twitter

Twitter is an amazing tool to use when you are trying to connect with educators from across the country. My wife showed me that if you are strategic you are always receiving a steady flow of information specific to your interests and needs.  Some cool features of twitter are specific chats that occur weekly or monthly. Some of the popular ones are: #edchat, #edtechchat,  #satchat, #engchat, #sschat, #digchat, etc. The more active you are in these chats usually means that you develop more connections that can build your professional learning community. You can also create lists specific to your interests and connect with like-minded educators. The benefit of having a list is that it allows you to specifically see what those educators are tweeting and allows better engagement. Again, the more specific you are about what you want and need the better these lists will be.

You can find more detailed information about each of these chats here: http://thejournal.com/articles/2013/09/23/13-twitter-chats-for-educators.aspx

Professional Meetup groups

These are the new rage because they are usually free and they connects educators with similar passions. It is important when building your professional learning community that you are engaging with people who are like you and who are not like you. The common ground is that we are in it to develop as educators and we can learn from different perspectives and methodologies of how to teach our scholars.

For more information go to www.meetup.com and search for groups of your interests. Here are my favorite groups:

Conferences and fellowships

These are great opportunities to be away with a group of professionals for a few days talking about real solutions to the problems that plague education. After these events are over you can stay in touch and reinforce best practices that were learned and maintain connections. These experiences also provide socio-emotional support that helps ensure the success and retention of good teachers like you. Programs are affordable or free depending on your interests and the competitiveness of the program.  A brand new program that I have been recently accepted into is the Stanford University Hollyhock Fellowship.  It was designed to give early career teachers the support needed to stay in the profession of education. The program is unique because it is competitive, free for participants, provides a $1000 stipend per year, and consists of yearlong professional development with mentors. This is a perfect place to grow your professional learning community because the fellowship already filters the applicant pool, which means fellows are passionate educators like you. After the conclusion of a fellowship or conference, your task is to just keep those contacts going and maintain your newfound relationships.

For more information about the program visit the following website: https://cset.stanford.edu/fellowships/hollyhock

Professional learning communities save our profession from dying and can renew educators’ commitment to the field. There is no better investment than diving into the world of self-reflection, challenges and exponential growth to be a better educator. After all, we can only be better educators for our scholars if we are actively engaged and learning just like we expect from those who are learning from us throughout the year.

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Madison Payton is an ELA educator at Eagle Academy For Young Men II located in Brownsville. His passions are professional development, reading and writing. He is establishing his school’s first writing center this fall, which he is really excited about all of the possibilities this resource can provide for his school community.
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Matthew Lynch published in EdTech & Innovation, Equity

The tech divide: An opportunity gap schools must close

By Robert Baker

Computer programming is growing at twice the average rate of national job growth according to Code.org —and by 2020 there could be nearly a million more IT jobs than U.S. college graduates available to fill them, representing a $500 billion economic opportunity waiting to be realized.

Living in Silicon Valley, I see firsthand the impact that technology skills make on one’s earning potential. Often times a college graduate with an IT degree can find a job with a six-figure salary right out of college.

Growing up with access to technology, and the opportunity to learn key IT skills such as coding and app development, gives students a huge economic advantage over their peers. But these opportunities too often are defined by a student’s family income.

While 90 percent of families with household incomes above $100,000 have broadband access at home, only 64 percent of those with incomes between $20,000 and $29,000 have home broadband, according to the Pew Internet & American Life Project.

Schools not only have an opportunity, but an obligation, to be the technology equalizer that levels the playing field for all students—but too often, we see a similar divide between schools in wealthier and poorer neighborhoods.

While virtually all schools have basic hardware and connectivity, there is a sharp contrast between those that have the high-speed wireless connections that can support devices for every student, and those that lack this sophisticated technology infrastructure. There is also a knowledge gap between schools that have savvy instructors who can teach students IT skills such as coding and app development, and schools without this expertise on their staff.

We need to do everything possible to get technology in front of more kids at an earlier age, accompanied by curriculum that teaches them coding and other IT skills. Fortunately, there are movements under way to help bring these skills to more students.

A growing number of states have passed laws allowing computer science to count toward math or science credits needed for graduation. Code.org offers free local and online workshops, curriculum, and instructional videos to help schools teach computer programming. Other nonprofit organizations, such as Yellow Circle, offer free online environments for students to learn IT-related skills.

Of course, none of these resources will do any good if students aren’t connected or don’t have access to devices.

Although 2014 marked the first time that the number of apps in the Google Play store exceeded the volume in Apple’s App Store, many app developers recommend starting with iOS first as their platform of choice. “It’s my contention that iOS development is quite a bit easier,” writes programmer David Bolton.

Add in the fact that Apple currently has a 90-percent share of the tablet market in schools, according to education research firm MDR, it’s clear that Apple’s platform is an important tool for students to gain exposure to.

But Apple devices also are more expensive than devices with similar specifications running on other platforms, which raises a significant question: How can schools in economically disadvantaged communities afford these tools?

That’s where companies like Mac to School help. We enable schools to save on the cost of high-quality Apple equipment by reconditioning and recertifying used iPads, iMacs, and MacBooks and selling them to educational facilities for a fraction of the cost of new machines.

Schools can purchase up to four times the equipment by purchasing recertified devices, which allows them to put that extra money toward wireless infrastructure, teacher training, and other essential ed-tech needs.

Given the huge demand for IT-related employees, and the technology divide that exists between wealthy and poor communities, there is both an economic need and a moral imperative to expose all students to technology skills at a young age—regardless of their ZIP Code or their parents’ income level.

Technology is a gateway to future success, but students from impoverished areas will need access to the same tools and devices if they are to be given the same opportunities as their peers from wealthier families—and schools have a critical role to play in ensuring these opportunities for all students.

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Robert Baker is the co-founder and chief executive officer of Mac to School, which buys, sells, and recertifies Apple equipment for education.

 

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Matthew Lynch published in EdTech & Innovation

Ed Tech Companies That I Really Love: Part II

Read the entire series of Ed Tech companies that I love here.

By Matthew Lynch

Educational technology is a billion dollar industry, and I have been blogging about it for over a decade. Today, I will continue my series on ed tech companies that I really love. I’m interested to hear your thoughts on these ed tech companies and the wonderful work that they are doing.

Mathbreakers

Mathbreakers, is a virtual math playground that starts with topics as basic as counting and advances through complicated subjects like Calculus. Instead of handing students worksheet-style problems through digital means, Mathbreakers uses action adventure role-playing to give students a fun, yet calculated, gaming environment that puts math at the center. As classrooms become even more gamified, Mathbreakers is a leader in making those concepts effective ones with real-world applications.

The game uses number sense, or the ability to see how to work with numbers and multiple solution approaches, instead of using rote memorization concepts like times tables. Players are in control of their futures in a third-person shooter style that takes them through an array of conquests and challenges.

Mathbreakers is a step towards a full math curriculum available in a virtual world, where students can learn about multiple types of math in the same environment. The vision of the application’s creators is that math learners at many levels can use the game to help visualize and understand mathematics on a fundamental level. That starts with basics like number sense, fractions, the number line, operators, and negative numbers.

Instead of giving players one set answer, Mathbreakers lets them use creativity to use math and create their own worlds, in essence. I was really impressed with the way the application seamlessly integrated concepts like multiplication and functions with the storyline and fun of the game itself. Not only does the game encourage players to use math (not just recite it) but it really is a lot of fun.

 

CALL (Comprehensive Assessment of Leadership for Learning)

Two education college professors from The University of Wisconsin-Madison and a consultant from the Wisconsin Center for Educational Products and Services have developed a survey-based system that calculates areas of strengths and weaknesses in schools, and creates an action plan for improvement. The Comprehensive Assessment of Leadership for Learning, or CALL, does not single any particular educators but rather takes a snapshot of what is happening as a whole entity. It is a smart assessment tool to implement at the end of the year and then brainstorm actionable steps on improvement when school is back in session.

The survey and results-delivery system were born of necessity. More than ever, schools are in need of transformational leadership that creates learning opportunities for students but also prepares them for the real-world economy. The pressure has never been greater, particularly as Common Core Standards and other state-based ones heighten accountability for teachers, administrators and other instructional staff. The belief used to be that principals were responsible for all the leadership roles within a particular school but that theory is starting to fade. While principals certainly need solid leadership traits, distributing those responsibilities can actually lead to stronger school systems that are able to better support student bodies.

It really is true that “it takes a village” and understanding how each educator in a school can best contribute to its success leads to stronger student outcomes, and stronger schools. By implementing the in-depth CALL survey, schools can see exactly HOW to get where need to be when it comes to school leaders.

 

Alma: Free Student Information and Learning Systems

Alma is a student information and learning management system that combines a vast range of reporting features that are typically only available in several fragmented systems – instead of a central location. Alma brings together lesson planning and curriculum management with student and classroom management to give teachers all the tools they need right at their fingertips, and with one login.

Schools can upgrade the core package for a fee to include “extras” that may be helpful to their operations, like on-site support and custom data migration. Alma has customized solution plans based on the needs of the school, and the budget being used. Alma is a cloud-based system which means that there is no cumbersome hardware or software to install and maintain. There is optional set up support for schools who would like the hands-on help, but it is not a requirement for schools that have the staff and ability to handle it on their own. Most schools will be able to set up the system in a day or less.

As a former public school teacher, I wish I had access to the type of technology and reporting that Alma offers. I still remember thinking of the school bell at the end of my day as the signal of my “lunch break” and that there were still many hours of work ahead of me. Like other teachers, I did my work without complaint and did my best to ensure my students were learning what they needed to know before exiting my classroom doors for good. Still – between planning, reporting, communication with parents and actual teaching, it was nearly impossible to get it all done. So I feel the pain of today’s teachers, asked to do even more in an already-tight schedule.

In coming posts, we will look at more ed tech companies that I really love.

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch

Educational Technologies and Concepts that Every Teacher Should Know: Part V

Click here to read all the posts in this series. 

During this five-part series, I’ve been talking about education technologies and concepts that every teacher should know about. Today I’m going to wrap up the series with several additional technologies and concepts.

Student-led planning. When special education students reach high school, they are being called upon more and more to have input into their individual learning plans. This is to prepare these students for more independence in adulthood. It also gives teachers more insight into the methods these students favor when it comes to learning. Instead of dictating what and how special education students should learn, student-led input helps chart the course toward academic and life skills.

Holography. Holography was just science fiction a few years ago, but it’s now becoming a reality in some fields, such as medicine. This imaging technique, which allows one to see a 3-D view of an image, has yet to become a part of everyday classroom activities. Holography introduced in classroom activities would change entirely how some subjects are taught. Biology, physics, astronomy, and chemistry could be taught on an entirely different level (S. H. Kim & Bagaka, 2005).

Time-management tools. These tools are variations on calendar software. They can be used to schedule your appointments, or you may want to take advantage of more complex features. Some tools can be viewed online, affording access for more than one student at a time. A teacher can arrange appointments or make a note of due dates for assignments so that all students in a class can keep track of such details. Most of these tools allow the option to put some information in private mode, too, so the administrator can choose which calendars people can see and which cannot. Most of these tools include a feature allowing teachers to arrange meetings and groups.

Virtual reality. Experiential education has been used as an instructional method for years. Field trips have always served to introduce students to real-world issues, to supplement learning by helping students get a fresh perspective on what they have learned in books. Technology using virtual reality, however, has introduced new levels of experiential education. Virtual 3-D worlds allow students and teachers to visit places otherwise impossible to visit without it. They can go to space, deserts, or foreign countries without physically traveling there.

Natural user interfaces. In its simplest definition, a natural user interface (NUI) uses the body’s movements to achieve certain outcomes. In the consumer market, examples of NUIs include the Nintendo® WiiTM, Xbox KinectTM, and the iPhone virtual assistant, Siri. The potential in the field of K–12 education is still being realized but will certainly lead to developments in the next half-decade. Students who are blind, deaf, or have physical disabilities or autism can better learn through use of this still evolving technology.

We are living in the midst of a tremendous upheaval in the fields of technology and communication. Advances in technology have influenced every aspect of modern life and are having an enormous impact on education. Technology can promote student engagement, immerse students in real-world issues, enhance discussions and workshops, and facilitate formative assessment.

Students today are often digital natives, very familiar with technology. But there’s a significant digital divide between students with access to technology and students, mostly from lower socioeconomic backgrounds, who don’t have the same level, range, and consistency of access.

The new technological advances can be helpful, but there are some associated problems. Students may spend too much time using their devices and the Internet includes information that may be harmful as well as helpful. Without clear parameters, teachers may become overly focused on technology to the detriment of information transfer.

Although there are pros and cons to most forms of technology and most technology-related education concepts, there is so much to look forward to in the 2014-2015 calendar year when it comes to K-12 classrooms. The concepts and technologies that I have discussed will allow educators to better prepare students for the rest of their academic careers and for lifelong success.

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