EdTech & Innovation

Matthew Lynch published in EdTech & Innovation, Trending Topics December 29, 2017

Are Teachers Ready for Virtual Reality in the Classroom?

Virtual Reality (VR) has become a hot topic in education as of late with the arrival of many options for the technology in the video game world. Whether or not video games can teach children has been a long debate, but the addition of VR has possibly complicated or alleviated the situation further. According to a survey completed by GFK, 85 percent of teachers are ready to include VR in their classrooms. At the same time, 84 percent of teachers believe using VR could enhance the one thing that has seemed to be lost in classrooms in recent years: student motivation. These statistics come as no surprise considering how many students are so familiar with the technology, and two out of three teachers claim to be technology innovators for that very reason.

How Ready are Teachers and Classrooms?

Many teachers claim to be ready, but they might not see the amount of training and preparation it takes to use VR. Also, there is the concern of whether or not school districts can even afford the technology. So far, the cheapest route to go is headsets that work with Smartphones. However, with budget cuts across the board and technology that is already out of date being in classrooms, the concern of how to fund upgrading to this technology remains.

What is Currently Used and What Does Funding Look Like?

At current, most schools only make use of laptops, computer labs, iPads, and SmartBoards. Some of this technology has been provided by teachers themselves due to the lack of funds. Through this method, many applications have come into existence, and several successful start-up companies have been born. However, it is not fair to teachers to expect them to fund everything out of their own pockets much longer, especially as technology becomes more expensive and demanding in the classroom.

How Can VR be Used? What is the Hold Up?

There are many advantages to using VR in classrooms, though. Studies indicate that science and social studies classes would benefit from using VR the most because of the ability VR offers to simulate situations throughout history and in laboratories. For these simulations to occur, though, some technology programs currently available on the market need also to expand to meet the potential demand for these programs shortly. Even though students are ready for such technologies, and teachers crave having them in the classroom, current school curriculum just cannot seem to keep up with either situation. This is a shame considering the effect VR can have on students’ learning experiences and opportunities.

One Teacher’s Story

One teacher, in particular, Erin J. Merrill, has found a way to bring VR into her social studies classroom at the middle school where she teaches, though. She was able to find VR headsets on Amazon for as cheap as $10.00 each, which was helpful to find in a school that allows teachers to bring their own devices into the classroom. She also stated that each student does not have to have their VR headset as a group can share throughout a lesson. She requested students to use their on Smartphones to find 360-degree videos on YouTube and to download other applications found through Orbulus, Trench Experience VR, and Google Cardboard. Merrill foresees writing a grant in the future for a 360-degree camera of her own to have in the classroom for the sake of making her videos and experiences since students found the lesson plans revolving around VR to be so enlightening and eye-opening.

Conclusion

Unfortunately, due to the funding situations of most school districts that have previously been mentioned, most teachers who are ready to include VR in their classrooms will not have any other choice but to look into grant funding for such technology. Students are ready for it. Most teachers are ready for it. Therefore, the curriculum and budgeting in school districts should find a way to be ready for it, too.

Matthew Lynch published in EdTech & Innovation, Trending Topics December 1, 2017

Five Ways to Leverage Wearable Technology in the Classroom

There is no doubt that technology both improves and complicates education. Technology can turn education into a more interactive, global experience, though it also raises new issues regarding classroom management and student misuse of class time. However, with guidance and dedication, teachers can implement wearable technology to help students engage with lessons on a deeper, more intrinsic level. Here are 5 ways educators can leverage wearable technology to enhance student engagement.

1. Fitness Trackers

Fitness trackers, like FitBit or the Adidas Zone, can help students take ownership of their physical education and health classes. Instead of running a mile only once a week, students can monitor their daily fitness growth and progress over the term of the class. Physical education teachers can assign fitness homework and have access to monitoring, track the students as they make and reach health and fitness goals, and adjust their classes to accommodate the students’ changing fitness levels. This can make fitness goals and tests less competitive since physical competition can be intimidating for some students. On the other hand, students who are motivated by competition can enter into small-group competitions through their fitness trackers.

2. Virtual Reality

History, civics, and language teachers can make instruction true-to-life through the use of virtual reality headsets in their classrooms. Virtual reality allows users to feel immersed in another place or experience, an invaluable asset for students learning about foreign cultures, cities, or ancient empires. Teachers can lead virtual tours through the cities and events they’re teaching about, instead of relying on pictures, posters, and slideshows. Students can move from reading about a country to viewing its geography on a map, to walking the streets of its cities using virtual reality headgear.

3. Smart Watches

Smartwatches are a great way to enhance student-teacher communication and help students hold themselves accountable. Smartwatches increase students’ ability to self-monitor and self-regulate their learning experiences. Smartwatches can be synced to a user’s phone or tablet and can increase communication between teachers and students. Students can send questions to a teacher remotely (if they’re too shy to ask aloud), schedule and receive reminders about school work, or be used as an alarm or remote.

4. GoPro and Video Recorders

GoPro is just one of several portable, wearable video recorders on the market. They can be used by teachers to record lessons and in-class experiences to be used by students who are absent or unable to attend traditional school, or they can be used to enhance the learning environment. GoPro allows the student to take the driver’s seat in exploring the world around them as it relates to the curriculum of a class, especially in journalism, communication, and television production classes.

5. Google Glass

Google Glasses are perhaps the pinnacle of wearable technology. They take all the capabilities of a phone or tablet and wrap them around a student’s head in a pair of glasses. They are equipped with 4G and wireless internet technology, meaning that students can use them for both classroom input as well as output. Teachers can communicate with students, watch a student’s process (and not just the final result) in doing work through the Google Glass’ camera, and communicate with them in real-time, even when the students are at home. Google Glass is also hands-free, meaning it won’t interfere with the students’ other in-class tasks.

While these wearable technologies have creative uses in the regular education classroom, there are also a lot of exciting implications for special education students as well. Students with autism, for example, who may have difficulty communicating may find comfort in constant access to technology – like the Google Glass or smart watches – that allow them to view and communicate from behind a comfortable distance. These technologies also allow students to demonstrate their learning and understanding in deeper, more practical ways than traditional standardized tests or pen-and-paper responses.

Technology may offer certain temptations to students – Facebook, Instagram, and Twitter are easy to use for personal, non-academic reasons – and may at times make it harder for teachers to monitor their students, but the potential benefits of wearable technology far outweigh these hypothetical challenges. Wearable technology can make education more accessible, meaningful, and engaging for students of all abilities and interests.

Matthew Lynch published in EdTech & Innovation, Trending Topics November 6, 2017

Helping Teachers Use Technology and Technology Experts Teach

The Difference Between Teachers and Technology Experts

Although many teachers now have grown-up in the technology age, many traditional or “old-school” teachers are still not feeling equipped to teach in the classroom of the 21^st century. Teachers that earned their certificates in the 60’s, 70’s, 80’s, and even the 90’s may or may not feel prepared to operate and utilize today’s education equipment in the classroom. From the replacement of chalkboards with smart boards to the use of iPads in the classroom with apps for learning in English, Math, Science, and many other areas, the advances in technology are taking hold in today’s classrooms. The question remains how do we educate our teachers on how to use the technology?

What Needs to Change

Despite the fast-paced advances in the development of technology, technology can be used well if the teachers are first educated on how to take advantage of the resources that they have available to them. Teachers do not only need fancy apps and computer programs, but they also need proper training, as well as simple devices with easy to use features, affordable gadgets and programs, and ongoing support.

Include Teachers on the Decisions! – Teachers are not often included in the decision about what materials to purchase for their school and or how those materials will be utilized, but are expected to use them regardless. One of the biggest most common mistakes that increase the gap of comprehension between teachers and how to use their resources is that often teachers are simply handed a new program, device, gadget, or system, and are told to use it. Principals, executives, and other administrators make decisions about purchases but very rarely is teacher input included in the discussion. Open a dialogue about the needs of the educators before sliding the school board’s credit card across the machine.

Provide Proper Training – Instructions needs to be provided to groups and or individual instructors as needed through multiple sessions of training before each product or program is introduced to the student body. How can we expect teachers that were not trained in the 21^st century to understand how to implement programs and devices of the 21^st century, without proper training? Training requires patience, professional trainers, and can even require one on one attention. If we expect our teachers to implement unknown technologies we have to offer adequate time, training, and attention to each teacher who may have questions about the functions of a new program.

Purchase Simple Devices – Start from the understanding that not all teachers are automatically technology gurus. If a school, a university, or a community center is employing new technology in their programs and classrooms, they should not only talk to their educators and teachers before putting out the money for a complicated device, but also start with purchasing some basic programs, games, and apps that are easy to use. If a teacher is familiar and more comfortable with using a certain device, he or she will be more apt to use it, rather than leaving it on the shelf and collecting dust in the closet.

Use Affordable Programs and Devices – Although it is true that many new technologies and devices are outrageously expensive, some start-ups are offering free apps and other programs to gain publicity and market their company. Make use of free and or low-costs devices and apps to reduce the schools’ costs and minimize teacher out-of-pocket expense. After all, not all school districts will have access to equal funds for implementing technology of the 21^st century in the classroom.

Offer Ongoing Support – Lastly, after a new program or device is introduced to the classroom, and all the teachers have received training, don’t assume that the teachers understand 100% how to use the technology. Provide ongoing support, training, and continuing education regarding the new products. The process of learning must start with the teachers, in order for the students to also effectively learn! As teachers always provide ongoing feedback, exams, and reviews for students, even technology experts, administrators, and trainees need to remain available to teachers to listen to feedback and provide additional instruction after the initial use of a product.

With the advancing technology age, efforts need to be made by both teacher and technology experts to meet in the middle. Just like we cannot expect technology experts to automatically become amazing teachers, we cannot expect our teachers to be immediately knowledgeable about how to operate a Smart Board or how to manage a class of students with iPads. By including teachers in the discussion about materials they need for the classroom, offering training and ongoing support, and using both simple and affordable gadgets and programs, teachers and educators will feel that their voice is being heard, and will be more motivated to learn how to use the technology in the classroom to the benefit of their students.

Matthew Lynch published in EdTech & Innovation, Higher Education, Trending Topics October 20, 2017

5 Ways That Technology Can Expand Creativity in Higher Education

Discovering Ways To Link Technology and Creativity

Creativity has always been a part of a successful classroom, however recent advances in technology are making it possible to increase the ability for students to use their creativity in academia. With the ability to take and store thousands of pictures and videos, and listen to music in the palms of our hands, our students have the ability to be more and more creative in their projects, assignments, as well as group and individual tasks. As universities are encouraging the expansion and use of technology in the classroom, many professors are also encouraging the development of their students’ creative minds.

Getting Creative Through Photographs and Video Projects

One way many professors and teaching assistants are using technology to help students get creative is through the use of devices and media that students already have! Almost all, if not all of today’s students have access to a photo and or video recording device. Professors can use digital media in projects for their students, regardless of the subject. By asking students to step outside their comfort zone and produce their own piece of media, we are asking students to be creative, to think in a variety of ways, and to apply their learning through the use of technology. Nicole Flynn writes on Cielo24 that the concept BYOD (or bring your own device) to class will increase the concept that students can use technology to enhance their own learning. The BYOD idea will likely take hold immediately within the next one to two years, states Nicole Flynn.

Innovation and Creative Design in STEM Subjects

In STEM subjects, the use of technology and the need for creativity go hand-in-hand. Technology provides the opportunities for learners of STEM students to be more creative than ever before. Students have the opportunity to build virtual models of their devices, programs, robots, and other gadgets. According to Meghan Cortez, of EdTech Magazine, technology has enabled engineering students more opportunities than ever before to create and innovate. In the future, we can look for advances in robotic technology through “Generation Z,” the name of our current generation growing up with technology. The article “Technology Can Help Expand Creativity,” discusses how Generation Z students believe that learning to use technology in a creative way is essential to being career-ready.

Video Game Design, Film Animation and Media Development

As professors are being given more freedom in the classroom to design lessons, learning materials, and assignments, professors are also able to encourage and support students in the dual use of technology and creativity, according to Norman Jackon. Technology is also advancing growth in the gaming industry, as technology related to game design and program development is developing at a rapid pace. Video game design students, computer programming students, and students are able to access today’s technology and information about programming to create and innovate new ideas, games, and solutions to every-day problems. In game and software development, technology thrives where creativity is present, and vice versa; creativity thrives where technology is present.

The Makerspace Movement: Changing Our Creative Spaces

Another way that technology is changing our classrooms in universities and colleges is the recent trend called Makerspaces. Makerspaces are designated spaces in libraries, in labs, on college campuses, and in other learning centers for artisans, scientists, and learners to engage using given space, materials and supplies. Makerspaces, according to Nicole Flynn, will become a significant part of the learning process in academic spaces within the next three to five years. Makerspaces will provide space for students and teachers to collaborate and learn by engaging with building materials such as advanced 3D printers and laser cutters and even simple tools such as plywood, a hammer, and nails.

Encouraging Ideas and Growth Through Social Media

Social media is also encouraging creativity among our current generation of students. Through social media programs such as Tumblr, Pinterest, and Instagram, students are combining technology with inspiration, to create a wealth of resources and information available globally. Students in higher education are able to innovate, engage in online discussions, and share creativity through social media platforms. Through these platforms students can share ideas with each other, collaborate, and keep even their professors on their toes!

Regardless of the types of media that professors introduce, and students suggest, use, and implement, technology is taking hold in our universities to expand opportunities for the use of creativity inside and outside the classroom. Often times students can contribute new ideas to discussions and development regarding creative design, STEM learning, robotics, film animation, game design, and other arts. As we advance into the 21^st Century, we are all learners. We can all make use of both the left and right sides of our brain to advance the technology we already possess by using our creativity.

Matthew Lynch published in Assistive Technology, Black Boys in Crisis, Child Development Tech, Digital & Mobile Technology, Early Childhood & K-12 EdTech, October 19, 2017

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Matthew Lynch published in EdTech & Innovation, Trending Topics October 17, 2017

5 Things That Educators Should Know About EdTech

The Information Era began some decades ago and is now changing the way we educate our children. The children of today are growing up in a world very different from the world in which their parents did. Communication has changed, and an enormous variety of information is now accessible to almost everybody at the click of a mouse or swipe of a finger. Old-fashioned classrooms equipped only with books and chalkboards are long gone. New teaching techniques such as Internet research, experience-based education, virtual learning, and online live assessments are being introduced to meet educational needs in the Information Era.

As we examine this sea of change in the way information is delivered, we’ll also take a look at the impact of these changes on veteran teachers. Other problematic factors include teachers with years of experience in the classic method of teaching; teachers who are not familiar with technology resources; and students and schools that don’t have access to technology hardware, software, or connectivity to the Internet. In this article, we will discuss the 5 things you should know about Edtech.

What should every educator know about 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” who are very familiar with technology. However, there is a profound “digital divide” between students who have access to technology and students, mostly from lower socioeconomic backgrounds, who don’t have the same amount of access.

The new technological advances can be helpful, but there are some associated problems. Students may spend too much time using their devices, the Internet includes information that may be harmful as well as helpful, and teachers may become overly focused on technology to the detriment of information transfer.

What resources can a teacher use to introduce technology into the classroom? The Internet offers a vast array of resources and access to information, but students should be tutored in proper research techniques to weed out unreliable sources.

Tools such as spreadsheets, word-processing programs, and desktop publishing are highly useful and should be incorporated into classrooms. For subjects such as mathematics, foreign language acquisition, social studies, and science, technology allows students to immerse themselves in the subject and access material not otherwise available.

Other technological tools can benefit teachers. These include software for time management, grade book programs, and test-generating software. Multimedia tools can be used in the classroom to impart information and keep interest levels high. For students with disabilities, technology offers a range of tools than can, for example, create Braille texts or assist with typing.

How has technology changed instructional practices? Social networking sites such as Facebook have allowed teachers to create groups to build communities and hold discussions. However, teachers must be aware of their “public” profile, and personal information that can be accessed online. Other opportunities for social interaction online include e-portfolio or assessment tools, which allow students to store their work in web-based portfolios, so teachers and students can have access to it. Technology is also influencing the professional development of educators, as online courses are becoming more prevalent.

What are the barriers to implementing technology into your classroom? Though the digital divide has been closing, a number of factors inhibit the implementation of technology in some schools. These include lack of funds, lack of training, slower access to the Internet, and lack of access to technology at home.

What does the future hold for technology in schools? Holography, or 3D imaging, will become a useful tool in some science classes. Virtual 3D immersion will allow students to “travel” to distant places. Bring Your Own Device initiatives are allowing students to bring devices into schools, and work with them to make use of the devices in the classroom. Natural User Interfaces such as Kinect allow physical movement to control devices, which is particularly useful for students with disabilities. Personal Learning Environments are mobile and often cloud-based, allowing students to learn wherever they are. Finally, the backpack filled with heavy books will probably be a thing of the past as texts move to tablets or e-readers that students can carry in their pockets.

Did I miss anything?

Click here to read all of the articles from this series.

Matthew Lynch published in EdTech & Innovation, Trending Topics September 29, 2017

Creating a Makerspace on a Budget

The ultimate goal of any good teacher is not just to teach his or her content, but to mold young men and women who will be productive, contributing members of society who can solve problems and, hopefully, make the world a better place. It’s not always important that a student can, in isolation, recite the Pythagorean Theorem or a list of prepositions. Instead, it’s important to use the tools and the knowledge learned in the classroom to positively impact the world around us.

And that’s where Makerspaces come in! A Makerspace is a way to bring rote learning to life, to teach students to become lifelong learners, and to encourage problem-solving skills.

What is a Makerspace?

Makerspaces are “community centers with tools.” It is a physical location – in a school or, in a broader sense, in a community – where people gather to brainstorm, solve problems, and create art and technology. A good makerspace will have an expert (or teacher) available as a guide, monitor, and coach, but most of the time users (students) will get guidance, inspiration, and advice from their co-users.

Makerspaces are special because they are designed to promote self-directed learning and independence. In the classroom, makerspaces are used when a teacher presents a problem, challenge, or question, and the students hypothesize, experiment, create, and design to solve said problem. Students learn by creating, doing, and teaching along side their classmates.

These special areas, in an educational setting, are often equipped with computers and tablets, 3D and traditional printers, software, electronics, craft and hardware supplies, and tools. These are all useful and sometimes essential tools to teach students how to problem-solve in simulated real-world scenarios. However, these items are also extremely expensive, especially for a school that is trying to start their makerspace.

So how can schools create makerspaces without breaking the budget?

Makerspaces on a Tight Budget

Even though it’s nice to dream of a makerspace with fancy gadgets and expensive technology, the truth is that you truly can start a makerspace, even with a small or nonexistent budget. By following these five tips, you can start a Makerspace on literally any budget!

Spread the word

Tap into the community. Chances are, parents will be excited about innovation and hands-on experiences for their children, and they may have untapped resources they’d be willing to share with you. Maybe they’ll buy some of the things you want, or maybe they’ll suggest an alternative item that they would be willing to donate to your Makerspace. Or maybe they already have a lot of what you need and would be willing to loan or give it to your school or organization. Whatever the case, community support will go a long way in helping you procure the materials you need.

Look for – and ask for – donations

Legos, craft supplies, leftover construction materials, old and refurbished technology – there is so much out there that might be yours if you just ask the right people or advertise in the right spots. Keep your mind open to items you hadn’t considered. While you might not necessarily get a class set of iPads or tablets, you might find that someone has something else that could be just as beneficial to your students’ developing imaginations and your burgeoning Makerspace.

Utilize existing supplies and materials

Scavenge your school and the classrooms of your fellow teachers. Maybe the physics teachers have unused building sets, maybe the art teacher has supplies that they are willing to part with. Start small and gradually build up your reserves.

Take advantage of crowdfunding or teacher support sites

GoFundMe and Kickstarter are two popular crowdfunding sites, but for teachers there is truly no greater financial resource then DonorsChoose.org. At Donors Choose, teachers put up proposals and ideas for classroom supplies and activities, and benefactors choose the projects they wish to find, in part or in full. If you’re hoping to start a Makerspace, create a DonorsChoose project, and you may be pleasantly surprised by the funds you receive!

Recycle

Scavenge the items in your school that are going to be thrown away! Cardboard boxes are treasures for a Makerspace, and other items that may be perceived as garbage can be disassembled or repurposed by creative young imaginations.

Makerspaces are all about student exploration and creativity. And while it might be nice to have fancy technology and expensive accessories, what it comes down to is nurturing student independence and fostering problem-solving skills. Don’t let a lack of funds prevent you or your school from investing in strategies that will benefit your students. It might be tough to find a way to achieve your goals of creating a Makerspace in your school or district, but it will be worth it in the end.

For you visual learners, here is an great video that discusses how to develop a thriving makerspace.

Matthew Lynch published in EdTech & Innovation, Trending Topics August 26, 2017

Edtech Basics for New Teachers

Many new teachers fresh out of college and other pathways to teaching possess new ideas, but they have to prepare for any challenge in the classroom, especially regarding using technology. Edtech has greatly expanded what a classroom can accomplish, so new teachers have to acclimate to these technologies as quickly as possible. Here are some basic edtech options that teachers need to know when they first step into their own classrooms.

Locating New Ideas for the Classroom

One of the best resources of where to find ideas to integrate into any classroom would be TeachersPayTeachers. Many teachers use this site to share their ideas with other teachers for the sake of building a stable support system across the internet. It opens gateways to new ideas for teachers of all experience levels. Shared ideas include décor for the classroom, organizational tools, and standards-aligned activities that can be located with a simple search.

Managing Tasks

To-do lists do not quite cut it when it comes to managing all of the tasks that need to be completed when preparing and managing a classroom. For iOS users, 30/30 is a great app to help with managing those many tasks. It can mix personal and work items in a color-coded mode to differentiate types of tasks. For Android users, Tassky functions in much the same way.

Dealing with Interactive Whiteboards

Many classrooms come equipped with hardware technology, too, like interactive whiteboards and learning how to use one can be rather difficult without some training. There are several tools available to become familiar with this type of technology and fast. Two examples are Flockdraw and Cosketch. Both of these tools allow for interaction using whiteboard software on any computer. It promotes collaboration, which is another skill that new teachers need to perfect as soon as possible.

Maintaining E-portfolios

A new type of tech that has become rather popular in the last few years is e-portfolios. Students learn through to and how to maintain these portfolios with tools related to Google Sites, Wikispaces, and WordPress classroom edition. They learn how to work on smaller assignments that build to a culminating project alongside learning how to collaborate with other students instead of just submitting assignments to teachers for approval or feedback. A new teacher should familiarize him or herself with these options as soon as possible to begin planning their classrooms around an e-portfolio early on. E-portfolios take a lot of planning and effort on the teacher’s part, so the sooner this process begins, the sooner it can be perfected and improved upon before it is rolled out to students.

New teachers can also take advantage of e-portfolios in another way. An e-portfolio provides a great solution to making lesson plans and units, too. Everything can be organized in a neat and efficient manner, too. The main benefit to using e-portfolios for lesson plans and units is how accessible they can be elsewhere. The days of backing everything up onto a USB thumb drive can end by using e-portfolios in this way. The essential key to not using USB thumb drives is they can be lost or broken much easier than a cloud storage option.

Conclusion

So many tools and apps exist in edtech nowadays that it can be difficult to figure out where to start learning what to use. Exploring these tools can be intimidating, too. Starting off by using these tools as early on in a career as possible will lead to learning how to incorporate other technology over the years, too. Therefore, new teachers need to work on preparing themselves for the evasion technology has made into education quickly to be ahead of the game.

Matthew Lynch published in EdTech & Innovation August 24, 2017

What Robots Can Teach Kindergarteners

Young learners dive into STEM lessons—and discussions about the nature of humanity.

By Hannah DeRusha

What does it mean to be human? What does it mean to be a robot? These are the questions my kindergartners and first graders asked themselves this past year at the Acera Elementary School of Science, Creativity and Leadership in Winchester, Massachusetts. Concepts like these may sound challenging for the age group involved, but by breaking big ideas down into bite-sized applications, we can introduce young learners to a new way of thinking.

When I first brought a kit of customizable robots into my classroom, there were several learning areas that I hoped to engage:

STEM instruction and critical thinking;
Storytelling and creative thinking; and
The philosophy behind robotics, to help my students better understand robots and the science and thought behind them.

To achieve this, we pursued hands-on engagement through open discussions, whimsical coding assignments, and experimental play with a small toy robot named KIBO.

If/Then and Critical Thinking

When we started, the initial interaction with our robots and their programing blocks was purely experimental; a sort of trial and error approach. I explained the basic concept to my students—that each block comes with a command, you put them together, scan them with the robot, and see what happens—then I simply let them experiment.

The lesson really came down to helping them develop the logical parts of their brain, to think about their decisions and how it might matter what order their commands came in. This opened the door for critical thinking for our students, inspiring them to think about the end result of the “if/then” statements they were creating. Their learning was almost subconscious, allowing them to focus on the fun of solving the problem at hand while developing crucial early development skills.

Once that foundation was laid, I tried to get my students to consider the idea of reverse engineering. “Think of the end result first,” I would tell them, “and then try and figure out how to get there.” To help encourage this new way of thinking, I would sometimes put a series of basic codes up on our projector and ask our kids to act out what they think the robot’s action would be. More often than not, they were surprised to see the actual result.

Robot Storytelling

Now that I had my students thinking critically about programming and the results of their actions, I wanted to broaden their understanding of robotics from the practical to the creative. We started with a story assignment in which the kids had to design their KIBO as the main character of a story that they came up with. They had to code their robot to act out the actions of the plot and think creatively about how to properly convey certain ideas. For example, if there was a point in their story when the sun came up, they could program their robots to turn on their lights when given a certain cue.

Robotics doesn’t need to be purely engineering. A large part of this assignment was the costume design. As part of our story lesson, our students designed and made outfits to help their robots better fit their story. KIBO is cute, but it doesn’t always look like a kindergartener’s idea of a main character, such as a unicorn or a submarine. Finding a unique way to represent elements of character and plot through these devices fed their creative problem-solving.

It’s amazing for our students to see their story come to life through the programming they’ve created. It allows them to realize, “I wrote this and now it’s coming off the page and into the real world.”

What Makes Us Human, What Makes Them Robots?

I’ve had some fairly philosophical discussions with my students, more than you might expect when thinking about kindergartners and first-graders. The truth is, kids are very interested in understanding the mechanics of the world around them, a fact that’s wonderfully conveyed through the study of daily devices such as smart technology, or in some cases—as we discovered—not-so smart technology.

Seeing ways in which sophisticated robots can fail at even the simplest of human tasks is eye-opening for my kids. They love watching videos of robots trying to open doors or falling over when they try to kick a soccer ball. It’s impactful, seeing how far robotics still needs to come. Without this input, our kids might think of robots as something magical and unexplainable, creatures that can do anything with no limits. Videos like these open them up to a more realistic and healthy understanding of technology and how it works in our lives.

I’ve noticed that my young students especially hang on to the “uncanny valley” element of robotics—what makes them not quite human and sometimes creepy. They’re very interested in the idea of robots becoming more like us, and we’ve had many discussions about whether or not it’s a good or a bad thing. These children wonder what the future of robotics is. Will they someday lose their creepiness and blend with human society? Is that something we should be looking forward to, or wary of?

In order to explore these concepts, we watched videos on how certain people are trying to program robots to show emotion. We asked ourselves if robots will someday be able to experience true emotions, and discussed the challenge of programing robots to mimic such complex feelings. An engineer would have to ask themselves, “What behavior do I want to make the robot do, and what codes are required to have the bot act that out?”

By asking these external questions, it’s almost impossible not to inspire some element of internal reflection. The more our children can understand what makes a robot a robot, the more they can think about what makes us who we are. Is there some element of human programming that exists? And how can knowing that allow us to better understand the world we live in?

Hannah DeRusha is a cross-classroom teacher at the Acera Elementary School of Science, Creativity and Leadership in Winchester, Massachusetts. She can be reached at [email protected].

Matthew Lynch published in EdTech & Innovation, Trending Topics August 11, 2017

How to Find a Balance Between Teaching and Technology

Not all educators are won over by the bells and whistles that come with edtech. Many teachers feel threatened by technologies that aim to “replace them,” and cannot keep up with the training and the push that comes from within the schooling system. According to eSparks Learning, teachers regardless of age or experience level harbor doubts about their ability to successfully use classroom technology. So, if teacher’s skills and technology are to exist in harmony, there needs to be a balance. We need teachers’ talents and at the same time encourage them to start looking to the future.

The majority of today’s student population have never known the world without high-speed internet. It acts as a source of information, a place to socialize and now, a place for them to gain a formal education. Teachers need to see technology as another way to engage with their students and not as a replacement for their talents and their jobs. So, in hopes of finding a balance between technology and teaching, here are some ways to make sure there is a balance between teaching and technology.

Give Teachers Control

One way that this balance can be achieved is by teachers being in control of the technology that makes its way into the classroom. This ensures that technology compliments current teaching methodologies and does scare teachers into thinking that their talents are no longer valid. Schools and classrooms will not spiral out of control when we allow teachers the flexibility to take calculated risks. Not every edtech product will work, and with so many dynamic variables in every classroom, teachers need to be in making the decisions when it comes to the technology that will best suit the needs of their teaching and their students’ needs.

Technology Is Not Always the Answer

Another way that the tech and teaching balance can be met is by not believing that technology is the solution to every problem. With thousands of edtech products on the market, teachers are being told that a computer can “do it better.” While technology can help bridge gaps in content, it cannot solve problems more personal teaching problems around behavioral issues, student engagement and psychological problems that come into play. Teaching is more than just relaying content, and teachers’ talents and intuition are sometimes the best answers.

Catering to Learning Styles

Educators have always found it difficult to cater to all learning styles. As one person, it is hard to teach content at different levels in one lesson. Technology is allowing non-English speaking students and those with physical/learning disabilities to achieve comparable results to their peers. Teachers need let their egos take a back seat and the benefits of personalized learning slide in. By balancing natural ability with the malleability of technology and you get a balance that works in everyone’s interest.

New vs. Old

Novelty is always scary and with every innovation comes training and manuals. Information Today Inc recently put out a great article on the problems that new technology brings and why teachers are so untrusting and unhappy to learn. This is again, due to an imbalance in the technology vs. teaching problem. Educators should not be introduced to every new shiny gizmo but be given a chance to grow into the innovation. Teachers need to be allowed to find a balance between doing what they have done and incorporating the new with the old.

Overall, the most important aspect that feeds into all the above points is the control that is afforded to teachers. Every classroom is different, and teachers need to be in the driving seat when it comes to making a choice, implementation and ultimate success of the technology. Teachers should not fear that technology will take their place but that they can use it to supplement their weaknesses and elevate their talents.