EdTech & Innovation

Matthew Lynch published in EdTech & Innovation

Two Creative Ways to Engage English Language Learners

Educators share their strategies for teaching academically challenging (and fun) lessons that support native and non-native English speakers.

By Karyn Lewis and Yvette Ramirez

Transitions can be challenging for any student, whether that is moving from elementary to middle school, or moving to an entirely new school district. For English language learners (ELLs) the challenges are even greater. Not only do these students have to learn how to speak, read, and write a new language, they have to adjust to a new culture, all while keeping up academically with native English speakers. The challenge for these two educators, whose classrooms include native and non-native English speakers, is to make sure their lessons are academically challenging, while also teaching these lessons in a way that provides extra support for ELLs. Here’s how they do it.

Karyn Lewis: Music, Dance, and Movement

When working with toddlers during a weekly story time I held for the community at my school library, I often came across barriers such as language and cultural differences. Many of these children were shy ELLs. It was then that I discovered the magic of music to bridge the language gap. The songs I played would instantly perk these kids up and get their attention. Students are naturally motivated by music, so we couldn’t help but sing, clap, and dance along to the many books we read together.

When putting together a summer school lesson plan for my pre-K ELLs, I turned to the Cantata Learning books, which include songs and rhymes that make reading fun and easy for a wide variety of students. There are many great books about science and history concepts, including famous scientists, the water cycle, and the planets. I used the books with my pre-K and kindergarten ELLs once a week to work on building vocabulary and a love of books.

Through the songs, pictures, and movements, the students were quickly able to make connections to the content in each book, which helped them learn and remember the words at an accelerated rate. The more engaged students can be during the reading of the book and song, the better, so we would often stand up, dance, and make up motions for the songs together. This process involves several of the learning modalities (audio, visual, and kinesthetic) and therefore helps students have multiple ways to access the information later.

I particularly remember the book “Head, Shoulders, Knees, and Toes” being especially engaging for the students, and a lesson the teachers also enjoyed. I started the lesson by telling students we were going to learn a new song to help us remember the words for different parts of our body. They pointed to their head, shoulders, knees, and toes (with the help of their teacher assisting in Spanish, if needed).

As I played the song, the students stood up and followed the directions in the song to touch the different parts of their body, mirroring my movements. When the song finished, we listened to it one more time. This time, the students were singing the new words and confidently pointing to the body parts as the song played. At the end of the lesson I asked them to find many of the new parts of their body mentioned in the book, and they were able to find them and point to them easily.

This sort of activity has helped my students build academic vocabulary in an engaging and non-threatening way. The music and rhymes make learning fun for the ELL students. Students loved them so much that they often requested to play the songs again and again.

Yvette Ramirez: Project-Based Learning and Cultural Variety

I teach English as a second language (ESOL) at Hunter’s Creek Middle School in Orlando, FL, where we have 165 students in the ESOL program. These children speak 32 different languages, and are gaining confidence and language skills using STEM and project-based learning (PBL).

A common approach to teaching ESOL students is to pair a student with stronger language skills with a struggling student. PBL facilitates this kind of collaborative learning, and gives students an opportunity to dive deep into a topic and really spend time with it. They also get to practice their language skills in a variety of ways, including listening to and watching videos, reading articles, and writing their own content.

To implement PBL in my STEM lessons, I use Defined STEM, a K-12 resource that provides educators with hundreds of engaging, relevant, cross-curricular PBL tasks. Defined STEM allows students to access the lesson directions and rubrics in many different languages; all of the articles, videos, and other supporting content are in English. The format makes students feel more comfortable when engaging in a project because they read the directions in their own languages, but must use their English skills to actually complete the assignments.

Last year, my students engaged in a performance task focused on culinary art and sustainability. The goal of the project was for students to create their own farm-to-table restaurant, including deciding where to locate the restaurant geographically, what to farm, how to farm, and ultimately what the menu would be. Students used provided resources to research healthy recipes, figure out what kind of gardens they needed, and decide where in the country they needed their gardens to grow.

The project culminated in students presenting their findings through commercials and TV interviews they created to showcase their unique farm-to-table concepts. The ESOL students have influences from around the world, which shined through in their menu and food choices. While the project helped them build their English skills and gain knowledge about American culture and geography, the students were able to incorporate a bit of home, too.

Karyn Lewis is a pre-K–5 librarian at Meadow Wood Elementary in Houston, Texas.

Yvette Ramirez is the ESOL teacher at Hunter’s Creek Middle School in Orlando, FL.

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Matthew Lynch published in EdTech & Innovation

How Will Libraries Drive the Future of Learning?

When I was a child, I remember taking walks with my mother to the library to pick out a book or two. If I was lucky, and I was on good behavior, the librarian sometimes allowed me to take out three books from the library. As I grew older in school, I learned about the Dewy Decimal System, and how to find a book by using a library catalog. When I began college about ten years ago, there were floors and floors of somewhat outdated books on the shelves, and although I did not quickly find what I needed, there were books everywhere.

What I did not know then was that even ten years ago, the future of libraries had begun to change. I completed the majority of my research online, and I found myself meeting in the library with classmates to research needed information for group projects. Shortly after I graduated, my university announced it would be completely renovating the library in order to create a more technology-centered library with an increase in spaces for group work.

What I did not know then was that even ten years ago, the future of libraries had begun to change. I completed the majority of my research online, and I found myself meeting in the library with classmates to research needed information for group projects. Shortly after I graduated, my university announced it would be completely renovating the library in order to create a more technology-centered library with an increase in spaces for group work.

What Has Changed in Just the last Five to Ten Years?

All over the globe libraries have become, and are continuing to become places where learners meet, gather, and collaborate. Gone are the times when learners sat individually at tables and were told “be quiet” because they are being too loud. Although there may be space reserved for individual study, now the majority of new and renovated libraries are featuring collaboration spaces for students. Some libraries have even begun to include juice bars or mini cafes to encourage student collaboration. Group workstations are developing, and large open spaces with wide tables and laptops are becoming the norm, rather than the exception.

What Does the Future of Libraries Look Like?

Although printed books still play a critical role in the learning process and in libraries, libraries are becoming spaces that are more focused on the availability of technology, access to online libraries and resources, as well as e-books. Instead of ordering a book from your university library, and waiting for it come from another university, students can request materials online from enormous online university databases. Libraries are becoming furnished with armchairs and iPads. While students are studying in the library, iPads can be “checked out” for individual student use and research. iPads may have numbers or codes on them, just like books.

The Makerspace Movement

In addition to libraries transforming into technology centers with readily accessible iPads and laptops, modern libraries are including what are called “Makerspaces.” Makerspaces are learning centers, that can be as simple as a station with Legos for young learners to creative, invent, and build, or can even be as complex as workshops and stations for various crafts and tradespersons. Makerspaces can even be full and complete labs equipped with 3D printers, laser cutters, and or power and hand tools.

Makerspaces can contain work stations equipped with tools for any trade such as artists, seamstresses, engineers, computer programmers, computer hackers, painters, woodworkers, graphic designers, and more. These stations are becoming popular in new and modern libraries, as libraries become places of cooperation and teamwork, and are falling away from the traditional idea that libraries are quiet places for individual silent work only. Libraries are becoming learning commons for all ages, for artisans, for students, for families, and for all who wish to access the new world of Makerspaces and online learning.

What Is the Future Environment of Libraries?

Due to a shift in pedagogy and new education methods, as well the steady and fast increase in accessibility to modern-day technology, even the environment of the future library is being altered. The present and future of libraries not only include laptops and high-speed internet, but also rooms with whiteboard paint and chalkboard paint and large glass windows to allow sunlight to stream into studies spaces. As we march through the 21st Century, the century of technology, MOOCs, numbered iPads, and SmartBoards are quickly becoming standard in many libraries. Some libraries are including even Apple TV’s and other devices that we would never have found in a library, just 15 years ago.

What Are Some Concerns Regarding the Future of Libraries and Learning?

Some altruistic librarians are clutching their hardback books, and Dewy Decimal System in their hands, as books are becoming less popular in modern libraries. Physical books are being replaced by study spaces, Makerspaces, and computer labs. Although many if not all libraries still hold books on their shelves, the future of libraries is unknown. Will there always be physical books on the shelves of libraries in the year 2050? Maybe. Maybe not.  Although there is a danger in books disappearing from libraries altogether, advances in technology are making it more possible to spread information and knowledge at an ever-increasing pace.

 

 

 

 

 

 

 

 

 

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Matthew Lynch published in EdTech & Innovation

Personalized Learning: What Does Research Say About It

Increasingly, education is heading toward personalized learning for all students. In the past, gifted students and those students with special needs were the only ones to receive some personalized learning plan of some kind. Now, these programs are being expanded to reach out to all students. Research states many things about personalized learning, and it can make or break the future of education for many students.

Technology seems to be the most conventional method in which personalized learning is being achieved. Students will spend more time interacting with technology in this kind of situation, which will be a great avenue to open up one-on-one instruction time. However, research has indicated a concern with the lack of student-to-student interaction that will be lost during this one-on-one time being increased. Collaboration has proven to be a cornerstone of education in many countries that have successful students so it cannot be ignored or replaced without first being considered for its value.

As far as technology goes, some programs have proven to stand out among others in the arena of available tools for personalized learning. For example, some math programs are integrative and adaptive to the needs of each child using the program. These programs promote learning engagement and student motivation in ways that other models have failed to do so in previous years.

Some studies have spent lots of time focusing on research for these various types of technology and techniques regarding personalized learning. Schools that participated in the study have experienced positive effects as a result of using these technologies and techniques. Math, science, and reading scores have improved over the two years these schools took place in the study, too. Most of these scores are at or above national averages as well.

Unfortunately, there is not yet enough research to completely stand behind personalized learning. More research needs to be done to see if the funding costs will be worth the price for students to reap the benefits of personalized learning in a holistic way. Some of the concerns with this research being done are that it follows the standard model of research and development for typical classroom techniques to be investigated. The problem is that the processes being used in personalized learning follow modules and techniques that are not standard, so the research methods being used might not be the best ones to test what is happening in schools that are piloting many of these programs. In short, an improvement on test scores can only tell researchers so much information.

There are many upsides to personalized learning, though. Students are engaged and motivated to learn more, as stated previously. This situation occurs because learning situations are tailored to what students enjoy the most. Teachers can be more involved in making this process a reality, so long as too much technology is not involved. Projects can be made to pique student interest, making collaborative learning efforts all the more enhanced.

Another reason why personalized learning techniques might work over traditional teaching methods is the fact that the teacher-student role is somewhat reversed. Historically, teachers have been seen as leaders in the classroom, and students are meant to follow that lead completely. However, there is more autonomy given to students in a classroom that focus on personalized learning. Students no longer become a passive recipient of information because they are actively engaged and motivated, as stated previously, in the process all the more.

Though more research needs to be completed on the topic of personalized learning, it does not seem to be vanishing in the forefront of educational techniques any time soon. It should be considered as a viable method to be included in every classroom right alongside collaborative and other traditional learning methods.

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Matthew Lynch published in EdTech & Innovation

Why Digital Technology is Revolutionizing Education

How is digital technology changing education? An easier question to answer perhaps is: How is digital technology not changing education. Read more to learn about how digital technology is revolutionizing the face of schools and education on a global scale.

  1. Availability of Online Classes and Programs: One of the first easy observations regarding digital technology and education is that online schools and classes are becoming widely available. Even free online classes called “MOOC’s” otherwise known as Massive Open Online Courses are becoming widely popular. Online courses and full online programs are making it possible for learners young and old to unite from all over the world at any given moment, and to have easy access to a course or program from home.
  1. Learnings Texts Are Now Digitalized: Check the backpack of many high school and college students, and you will find that physicals textbooks are slowly being replaced with iPads and various forms of devices connected to online media. With the fast-paced development of online media, e-books, e-readers, and learning programs developed for iPads, iPhones, and smartphones, the textbook is becoming “extinct” in some areas. You can forget the time when your backpack was loaded down with a stack of textbooks, because learning is going online.
  1. Mobile Learning: A combination of the result of the sharp and sudden increase in the availability of online courses and programs, and the wide availability of online resources and books, you can now study from your phone. MOOC’s such as the well-known “Future Learn” MOOC allow you to access your course(s) from your smartphone. Just open the course, plug in your headphones, and follow the content and the classroom discussions! Whether you are riding the subway or taking a bus or a train you can instantly connect to the world full of learners and learning.
  1. Personalized Teaching and Learning: Due to the increase in the presence of technology in the classroom, teachers now have more ability to personalize lessons, instructions, and projects for each group or child. By using devices and programs to distribute classwork and assignments, teachers can personalize lessons and focus on the work of each student. Individualized lessons can be provided to each student, and learning tools enable students to work, perform, and excel at their own pace. Teachers can also now provide feedback, grades, and reports directly to students through online platforms, and online school portals and log-ins.
  1. Guidance and Instruction from Diverse Teachers: The increase of digital technology has also affected the availability and access to diverse teachers and instructors for students worldwide. One student can be present in a multi-cultural online classroom with teachers with origins from South Africa, England, Brazil, Spain, Russia, and Poland all at the same time. Teachers from different backgrounds and countries all bring their own unique perspectives, cultures, and languages to the table of learning.
  1. Collaboration and Peer-to-Peer Learning in the Classroom: With an increase in access to online learning, whether part or full instruction is provided online, increased opportunities for students to collaborate together from a variety of places becomes possible. Student bodies, in turn, can be made up of students from all over the globe, with every continent represented. Diverse student bodies also increase diversity in ways of thinking and contributions to class discussions and projects. Inside and outside the classroom students can work together through online platforms and portals to exchange ideas. Students can express ideas and communicate through programs provided by their schools, and also informally through social media programs such as Facebook, Twitter, and Pinterest. Peer-to-Peer learning has become increasingly popular as students share their ideas with each other through online discussions and share documents through programs such as Google Docs. Teachers are encouraging and setting up classrooms that inspire and sometimes require peer-to-peer discussions
  1. Data Driven Instructions and Results: Another change that is occurring due to the rise of digital technology is the increase in data-driven instruction and results. Although some teachers are being forced to use online grading tools and devices, analysis tools are also becoming more precise. These devices and grading tools can provide more accurate results regarding student performance, but can also result in a teacher’s limited ability to judge a student’s performance based on the content of their writing, classroom performance, and other contributions.

What Does the Increase in Digital Technology Mean for the Future?

The increase in digital technology corresponds with the increase in the use of technology in both virtual and real-life classrooms. Although many advantages come with digitalized learning, there are also disadvantages that you should be aware of, including and not limited to minimal to zero face-to-face interaction in the classroom, and the lack of ability to work in person with your study partners and your teacher. Despite these disadvantages, overall digital technology has enhanced the future of learning and has enabled students and educators alike from all over the world to work together, spread knowledge, and increase learning opportunities for everyone.

 

 

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Matthew Lynch published in EdTech & Innovation

What Is the State Of Virtual Reality In the Classroom?

Virtual reality sounds like a far-off futuristic concept. When we hear the words “virtual reality” we may think of people wearing big helmets that transport them to another location from the comfort of their home (or classroom). However, virtual reality is slowly becoming a reality in the classroom. It doesn’t look quite like what you might imagine, but it is improving all the time.

The potential benefits of virtual reality in the classroom are endless. Students from schools all over the world could have access to the same resources and experiences through virtual reality, creating an even playing field like we’ve never seen before in education. Students could use virtual reality to travel back in time and see history come to life, or to take field trips to far-off locations that would cost hundreds to travel to in real life.

There are a handful of companies already working to make virtual reality accessible to classrooms around the world. These programs are still in the early stages, but they are promising, and they hint at what we might see in the future once virtual reality in the classroom takes off.

Google Expeditions

Google is well-known for technology innovation in many areas. From search engines to self-driving cars, Google is on the cutting edge. So it’s no surprise that Google is jumping into the realm of virtual reality in education.

Google’s Expeditions app allows students to take virtual reality field trips. It’s designed to be an affordable entry into the world of virtual reality for educators. The app can run on just about any smartphone. Students just need Google’s Cardboard, a virtual reality viewer made of cardboard and available through Google for about $15 each. Schools can also choose to buy kits that come with phones, Cardboard viewers, and a tablet for teachers to lead expeditions.

Considering that Google Expeditions is fairly new, there are a surprising number of virtual trips available. Students can take a trip through a virtual underwater shipwreck or coral reef. They can walk through the Coliseum in Rome, or look around Pearl Harbor to learn about World War II.

Students aren’t limited to real places, either. They can travel back in time to see history unfold before their eyes, or take a virtual trip through the human body. Trips like this would never be possible without virtual reality.

Unfortunately, there aren’t many interactive elements to the Google Expeditions experience yet. Students can visit places, but they can’t interact with their environment like they might on a real field trip. In this way, virtual reality is still catching up to the real world.

Nearpod

Nearpod is a platform for teachers to create interactive online lessons for students. It’s a bit like PowerPoint, if PowerPoint allowed students to move at their own pace and included interactive elements. The folks at Nearpod are also working on incorporating virtual reality into the platform with Nearpod VR.

Nearpod VR allows teachers to create lessons that contain virtual reality content. Students might read an article about ocean ecosystems, then put on their virtual reality headset and take a trip to the bottom of the sea. It’s a good balance between the pure fun of virtual reality and more traditional educational activities, and it’s certain to appeal to teachers and students alike.

However, Nearpod is not a free service, and the Nearpod VR service comes at an additional cost. If you want to get in on the cutting edge of virtual reality in the classroom, you’ll have to be willing to pay.

For now, virtual reality in the classroom might not be a reality for all schools. It can be costly and limited in its uses. But educators should take note—virtual reality is becoming more sophisticated and accessible, and it may soon be as common as computers in classrooms.

How do you envision virtual reality in the classrooms of the future? Let us know how you think virtual reality could be used in the classroom in the future, or tell us how you’re using it today.

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Matthew Lynch published in Early Childhood, Early Childhood & K-12 EdTech, EdTech & Innovation, Elementary Education

How to Teach Reading in the Digital Era

Reading has always been an invaluable skill. Not only does it influence how we interact with the world but it is still the medium by which many students learn. And yet, statistics show that between 46 and 51% of American adults have an income well below the poverty level because of their inability to read. This is a scary fact, and with reading becoming more digital, it is important that educators start looking into how they can teach this important skill in a new digital age.

With the explosion of Facebook, Instagram, and other social media applications, students are actually engaging more with written language than ever before.  While this should be a success of sorts, the reading they do does not always push critical reading skills or challenges its readers with new vocabulary. The National Literacy Trust found that students who engaged in social media and blogs held a more positive view on reading and writing and that they were able to read and summarize better than those that were not engaging with the language. Educators need to tap into this new reading culture.

One way this can be achieved is by the use of digital libraries. Students as young as three are being encouraged to read by using digital resources that both push reading skills as much as they do other technological literacies. Epic! is an eBook subscription service that gives readers under 12 access to 20000 books is a great place to start.  Similar products give students access to reading materials of their choosing. Educators need to understand that while curriculum set books are important, giving students the autonomy to choose books that interest them fuels a passion for reading. If students enjoy what they read, they will form a positive relationship with the content and see reading as a gateway to information.

In high school, close reading and text complexity have become the new currency by which reading programs and instruction are being measured, and if students in the digital age are to meet this requirement; they need more than digital libraries. Educators need to see the benefits that technology can bring to teaching reading and how forcing a child to sit and read a novel is archaic. Below are some examples of ways that the digital can be incorporated into teaching reading:

  • The use of online dictionaries and vocabulary lists to help learn new words.
  • Hyperlinking complex words and phrases with videos, and other explanatory resources
  • Use of e-readers and other devices made for e-books
  • Using quizzes and fun, interactive games to test vocab retention and content basics
  • Edtech that allows for live feedback into reading achievements

What all the above suggestion have in common is that they combine traditionally “book reading” with the resources and benefits that come with the internet and technology. One powerful way that educators can approach teaching reading is by using analytical tools to monitor the way in which students read. By having an understanding of students’ reading habits, speed, and comprehension, educators can gain a better understanding of where the problems lie and tailor their teaching to best suit the needs of their students.

This was previously very difficult to judge, and educators had no other assessment tools than making the student read out loud. The digital age is giving students control over their own reading while at the same time, allowing teachers to follow and jump in where needed.

So, as we move towards a digital age, teaching practices need to embrace the benefits that come with technology. Edtech is being developed to meet these challenges, and through its use, students can feel validated in their choices and can foster a passion for reading. Educators need to move away from archaic reading methods and start to incorporate the skills that students already have, with the new ones they are acquiring. After all, you need to thank a teacher if you could read this article.

 

 

 

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@oldbrainteacher published in Ask An Expert, Assistive Technology, Digital & Mobile Technology, EdTech & Innovation, EdTech Policy & Reform,

An Open Letter to District Administrators

Dear School District Administrators,

Most open letters are written as a passive criticism or open critique of a large institution. I have no wish to be passive in my critique and observations.  They are intended to spur conversation and reflection.  These are the tools of our trade as teachers.  I was hired to critique and foster reflection.

 

 

 

After studying and researching in your administrative offices over the previous year, you have embraced personalized learning as a targeted result, as we deploy technology throughout the district.  It is a goal widely acknowledged to be systemic in scope and paradigm shifting by its nature. So with all sincerity, I applaud your willingness to step bravely into a well-reasoned approach to 21st-century learning.

It is widely agreed that personalized learning is also a new pedagogical mindset that must extend beyond the classrooms; that fact pushes forward my primary question “How does the leadership of a personalized learning environment shift itself to accommodate the new network of change?”

pass or failAs I continue learning to apply a more personalized approach to my teaching. I have found that many of those same skills can be used to reflect and evaluate options. So I have tried here to apply a similar cognitive approach, an open critique and sincere question on eight observations I have noted as my school, and our district has embarked on a journey of blended and personalized learning.

In the classrooms we are, approaching the close of another school year, you at the District offices are approaching the hiring season. As you do so, I would ask that you perhaps take some time to consider the qualities your prize as you develop a leadership team for the future.  It is commonly understood that there is a shortage of new teachers in the US, as well as a disconcertingly high number of experienced professionals leaving our classrooms. But that is not the case for program administrators and principals. The number of people earning Masters Degrees’ in educational leadership or seeking an administrative endorsement is higher now than at any time in the past 25 years. According to the US Bureau of Labor Statistics

You have the opportunity to look broadly and consider carefully those that will help lead us through this systemic paradigm shift.

Personalized learning achieved through a blended curriculum keeps students engaged; it pushes them to grow and demands that they understand both themselves as learners and our curriculum as it pertains to their lives. In a very real sense, PL embodies the vision that led so many of us into teaching as a profession. The opportunity to connect not just with a child, but with a child through teaching and learning.

Personalization is full of hard data, human connections and an intricate web of lessons, apps, and projects. Peel back that top layer and the overwhelming nature of the idea begins to surface, PL disseminates the control of the learning within a classroom, the students practicing to take control of their own path. The teacher building supports and taking them away.

That complex dance of adding and subtracting scaffolding while it is being used is being successfully done. But it is severely limited when it has to fall within blocks of time and for a set number of minutes each week.

  • Where once our administration needed to be skilled at defining, defending and delineating blocks of time we are now asking them to find flexibility within a rigid structure and extra time where the was never enough.

?  How do we as a district support the required complexity of a school schedule while still offering the time to rigorously dig deeply into an area of study?

Underneath the popular jargon and interview buzzwords that you will hear, like Grit and Mindset, are classrooms where those life skills are being developed.  In those rooms, both students and teachers are failing, examining their efforts and sometimes failing again.  Learning to fail and from failure is important for real success.

  • As an institution, we are built to reward success and admonish failure. As a culture of educators, we are largely populated by those that thrived in that climate exemplifying their own successes and hiding their failures.

? How do we insure ourselves and reassure others that our district leadership understands the role of failure and exploration as we move into a new mindset?

We do not work in an industry where taking chances, innovating or finding a creative alternative is celebrated, least of all at the administrative level. Rather we as a profession, are accurately profiled as safe, steady, stable, predictable types.  Our administrators even more so than those of us in the classroom.

  • We are now in an era where we will need to be inventive, take calculated chances and create new ideas. We will need to look for those traits in our leaders as we move into uncharted paths with impressionable cargo.

? What are the important character trait of a 21st-century school administrator, and how do we ensure that the status quo does not continue to be the status quo?

?  How will the changing power dynamic in classrooms impact both our schools and our district as a whole?

One of the most powerful aspects of personalized learning is that it is, out of necessity, powered from the classroom up.  Teacher-leaders are the ones moving the bar and setting the standards. Those classroom maestros will need strong support and stronger feedback.

  • Please remember as you consider the next steps for those that will be leading the dwindling number of magnificent classroom teachers that we are a profession built on the artful combination of personal connections, honest feedback, and transparent agendas with all of our students, not simply those in the most need.

?  How can we use our transition into personalized learning, as an opportunity to both support and capitalize on the prowess of our teacher-leaders?

The devices, the web resources, the alignment of lessons and project to a standard, all of these pieces are new and as unfamiliar as they are integral to this shift.  As a teacher, I know there is no shame in saying I don’t know, and that I will not be able to master all of those elements of the job I love without support.  I am confident and comfortable say that my principal and school as a whole will need support as well.

It is not an uncommon critique to observe that the current structure of our educational system was built with management in mind rather than support and growth. Nor is it an uncommon refrain for teachers ask for support. It is uncommon, however, to have the opportunity to create the needed change.

?  What structures of support can we enhance or establish to best help our schools thrive as centers of blended and personalized teaching?

?  How do we find a way to structure and support creativity while still managing growth and learning?

If you are overwhelmed by the questions and standards set before you if you feel as though the task is disproportionate to the tools available. Please know that I, and every classroom teacher, that works for you is familiar with those insecurities. We grapple with them every fall, we understand, from experience I can tell you that the while the challenge never fades the overwhelmed feeling does.

With sincere thanks for all that you do to move us forward,

Brian Cleary  @oldbrainteacher

 

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Matthew Lynch published in Early Childhood & K-12 EdTech, EdTech & Innovation, EdTech Futures

How to Develop a Successful Makerspace!

In the United States, a trend has been established to encourage STEM learning (science, technology, engineering, and mathematics) through Makerspaces and other critical thinking programs. Makerspaces are providing the needed for space for human collaboration and teamwork which can include the use of anything from 3D printers to Robotics equipment to hand tools to Legos. Let’s start out by talking about what a makerspace is.

What Is a Makerspace?

If you are not familiar with a Makerspace, first know that a Makerspace is a designated place in a school, a university, a library, or any other educational setting set up with tools for various trades. It is a workspace for learners to collaborate, engage, practice, and work together to encourage the spread of knowledge and learning. Makerspaces can be set up for every kind of artisan, and are now becoming a very popular option in modern and new libraries, high schools, trade schools, and especially on university campuses’. Makerspaces encourage the development of critical thinking and problem-solving skills for students of all ages.

What Are the Key Elements of a Great Makerspace?

  1. Space- A Makerspace more than anything else should primarily be a space that allows opportunities for creativity. Although there is importance in having relevant tools to a certain trade in your Makerspace, it is arguably just as important if not more important to have a large open space with even the most basic materials such as cardboard, wood, nails, a hammer, glue, tape, scissors, and even Play-Dough.
  2. Professionals/Teachers- Any great Makerspace encourages growth by having proper supervision or oversight of any workspace or place. Teachers, educators, scientists, and other professionals need to be present in Makerspaces in order to make them functional. Without proper supervision and instruction students may be clueless about what are the first steps to take regarding a project, an assignment, or a personal interest and or endeavor.
  3. Skill Set/Instructions- Students and learners need to have been given proper instruction regarding using equipment and machinery in a Makerspace. Without proper instruction, which includes giving students’ information regarding occupational health and safety, students will not be able to properly and safely operate equipment. When learning in a Makerspace learners should also have a basic idea of the concepts they need to understand in order to learn safely in a Makerspace. One way to ensure that students are prepared to use a Makerspace is to provide adequate supervision, as mentioned previously. Tasks given to students should also not be too advanced for the student’s skill set or level.

What Can You Find in a Makerspace?

If you are just beginning to create a Makerspace, think about resources you have at home. If you are a teacher, ask your students to contribute materials such as strong, old PVC pipes, jars and glasses, wire, soda cans, and anything else that they might have at home. You can begin a tool loaning system, where students can bring tools that they have at home to share with their peers, just to initiate your makerspace. Students may have hot glue guns, screwdrivers, nails, pliers, sewing materials, needles, spray paint, markers, old newspapers, plastic tablecloths, egg cartons, cardboard cereal boxes and many other items. The first step is to get creative! If you are establishing a new Makerspace use the resources that you have, and build your space from there.

How Can You Fund a Makerspace?

Of course, also to run an effective Makerspace you will need funding. Consider all aspects of how to develop and begin your space in the initial planning stages. Talk to your school administration, and your engineering, math, science, and even art teachers. Reach out to parents of your students and send home letters requesting materials. If you are creating a Makerspace in a library, a university or a community center consider charging space rental dues or membership dues. You can also charge fees for classes and workshops to generate revenue. Lastly, also consider if there are opportunities to apply for grants, or if there are individual companies or foundations that are interested in sponsoring the development of your space.

Perfect Addition to Learning Spaces Everywhere!

Regardless of what kind of space you are interested in creating you will need creativity, space, teachers, skills, and of course, learners and funding! Makerspaces are becoming a popular option for teaching STEM subjects and encouraging the growth and development of critical thinking, reasoning and analysis skills, creativity, and problem-solving skills. Whether or not you have a 3D printer, a laser cutter, or egg cartons and cereal boxes to introduce your space, Makerspaces are the perfect addition to any learning space all over the globe!

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

 

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Matthew Lynch published in EdTech & Innovation

Augmented Reality: How to Use it in the Classroom

Pokémon Go did two things for society; introduced us to the capabilities of augmented reality (AR) and showed us how much adults enjoyed catching virtual animals. Augmented reality in the education sector is growing, and as it does, it is important to look how the potential of AR can be harnessed in the classroom.  While AR is primarily focused in the gaming industry (at the moment) statistics show that consumers value AR products 33% higher than non-augmented reality products and that students are naturally entranced by how AR can change the world around them.

However, while it may be the new “it” technology, educators need to understand how they can incorporate AR into their classrooms if it is to be used to its full potential.

The most obvious benefit of augmented reality in education is that it changes the way that students interact with their world and in turn; the way they learn their subject content.  Deeper Learning With QR Codes and Augmented Reality: A Scannable Solution for Your Classroom by Monica Burns is an excellent book that provides educators with examples of how to use AR efficiently.  The overall aim of AR is in the name itself, it wants to “augment” reality and in doing so, teach students more about what they see and how to see it.

Premade resources are a great place for educators to start. Carlon books have published a number of books that are already integrated with AR technology.  Students simply need a smartphone, and they can bring the pages of textbooks to life. Numerous companies are publishing books encoded with AR possibilities. For educators, premade resources, such as these, take away the stress of being involved with the technological aspect of lesson planning, while still giving students a novel way to engage with content.

Another great way to integrate AR into the classroom is by custom making “markers.” Marker images serve as triggers to display AR content on or over the surface. There are a variety of apps that make this process easy and by having custom content teachers can ensure that the AR is directly linked to the content of the lesson. Two of the more popular apps are Aurasma and Layar, both work on IOS and Android devices and require nothing more than an account set up.

Printing AR-enabled worksheets allows students the chance to engage with the AR at home. This can make homework more engaging, and students can explore the AR opportunities as well as the content in their own time; an aspect that is important if students are to foster a positive relationship with education and technology.  The International Society for Technological Education has a great number of resources on how to produce printable AR worksheets. These can be adjusted to fit any age group and subject matter.

Augmented reality can also make class trips more informative. Many museums and historical sites have added AR features to their exhibits in order to appeal to a population that is dependent on technology for information. AR makes exhibits are replacing the “guided audio” tours that were popular in the early 2000s.  Students and guests can now get additional information through their screens and customize their experiences. Curators are usually involved in the creation of these AR experiences, ensure that that information is accurate and well sourced.

So, if augmented reality it to be effectively incorporated into education it needs to push students to explore, and in that exploration; learn. Educators need to see AR as a way to expand their student’s horizons. By bringing education to life, both students and teachers can engage with subject content in a new fun way.

 

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Matthew Lynch published in EdTech & Innovation

Why Ed Tech Companies Need to be Partners, Not Just Providers

Vendors in the education industry should aim to understand administrators’ challenges and be helpful, not just make a sale.

By Jacob Hanson

Educators and ed tech companies have the same goal: to help provide the best education possible by inspiring and supporting today’s generation of teachers and learners. To achieve that goal, schools aim to implement the most innovative tools and instructional models to improve teaching and learning—but these changes don’t happen over night. It takes time, strategic planning, and professional development to ensure that students are receiving the absolute best education possible.

It’s like buying a new car. When you start to look at cars, you may not even realize your current car has any issues. Over time, you notice that the gas mileage you’re getting isn’t as great as it used to be. You start to look on the road for cars you may like, and you ask friends and family for advice. You conduct research, read reviews, go to the dealership, and shop around. It may not be until a few months later that you actually decide to make the purchase. Oftentimes, that purchase is made with the salesperson who is most trustworthy and has been the most helpful during your search.

While choosing an LMS may not be exactly like buying an SUV, educators and administrators do follow a purchasing pattern a lot like the one I just described. Many have ideas on technology or concepts they’d like to implement, but don’t exactly know where to start or how to ensure that it will be more effective than what is currently being done, so they start researching. That’s where ed tech companies have an opportunity to step in and provide the support and direction educators are looking for to best solve their problems.

Be a Helper, not a Huckster

Selling to educators isn’t like selling in any other industry. These decision-makers are bombarded by hype-filled messages from an explosively growing number of providers competing for their attention and business. The thing is, educators won’t invest their time or energy in a company they don’t trust.

Education decision-makers are savvy consumers. They want the best tools to make their teachers’ job easier, to make instruction more effective, and to increase student achievement. Here’s the catch: just like you, they don’t want to be sold to. They get information on new tools and solutions by reading industry-specific publications, taking to Google, and by talking to fellow educators about what works for them. So how can ed tech companies become a part of the conversation and build trust with educators? By providing advice, being a “friend” in the process, and meeting educators where they are.

Finding Your Audience

Sharing thought leadership is the 21st-century version of back-scratching: if you aim to help, to understand, and to provide support, your customers will support you. Instead of blasting out repeated messages about price breaks or new product features, ed tech companies are much better off conducting their own research to identify their audiences and understand how they can help. No two districts are alike. While they may share similar challenges, the devil is in the details. By truly understanding theses nuances, companies are able to personalize their outreach rather than taking a one-size-fits-all approach.

By showing a willingness to understand their prospects’ problems, ed tech companies are able to offer more specific advice, whether that be a story about how another customer solved the same challenge, or tapping an internal expert who has helped guide many other leaders through a similar situation. Remember, more often than not, your product is only part (potentially a small part) of the larger issues your potential customers are looking to solve.

Behind the scenes of every ed tech company, there is a team of masterminds whose passion is to improve student achievement and ease the heavy burden today’s educators carry. These folks come from a variety of different backgrounds, oftentimes the classroom or district office, and aim to understand educators’ unique struggles. By showcasing your company’s thought leaders to best support prospects and customers, you demonstrate that your company is larger than the solutions it provides. You start to become the valued partner decision-makers are looking for.

If you create and disseminate valuable, relevant, and consistent content that provides solutions to educators’ challenges, these professionals will see that you are not just interested in the sale, but share their goal of moving the needle for their teachers and students. This sort of genuine interaction through content is a great way to gain educators’ trust and become a reliable resource to help them grow.

What Kind of Content?  

Just like you and me, decision-makers in our industry ask Google all sorts of questions, so ensuring that your content is findable in addition to being valuable is imperative. You can invest all the time, money, and energy in the world in creating great content, but it’s not going to help anyone if they can’t find it. To get started, you need to understand where your customers get their information as well as why they are looking for it. That may be through social media, your blog, a search engine or through word of mouth. Once you identify where your prospects and customers get their news, go meet them there!

As I mentioned above, educators often rely on testimonials or efficacy-based case studies from fellow educators to validate tools and solutions. More and more ed tech companies are showcasing their customers’ success stories to validate their solutions.

Along with customer stories, educators appreciate quick and easy resources that don’t take long to read. Many vendors are creating checklists, ebooks, infographics, and blog posts with quick tips. Oftentimes, this content is not designed to “sell” the product, but to provide educators no-strings attached advice on how to address their challenges, large and small.

Having a plethora of these personal stories and various types of helpful, dynamic content on a variety of topics will help you appeal to a large audience, build trust, and show that you are more than just a product. This approach demonstrates that your company understands your customers and is here to help. Don’t keep your expertise a secret—use it to help those you aim to serve.

Continuing the Relationship Past the PO

While sales are a clear milestone on the road to success, it’s important to remember that when the PO is processed, your relationship is just beginning. To show their value as partners after the purchase, ed tech companies should continue to engage with current customers and offer support such as professional development and other helpful resources. Educators will remember this sort of added value throughout your relationship.

By offering relevant content that doesn’t directly lead to a product, ed tech companies can demonstrate understanding of educators’ pain points, offer up relevant, timely help, and ultimately prove their value. Your company’s name does not always need to be front and center. The advice you can provide holds a much higher value in the eyes of your prospects, customers, and the education industry as a whole.

If you found this helpful, join the conversation by subscribing to PR with Panache!’s blog.

Jacob Hanson is the managing partner of PR with Panache! Follow Jacob on Twitter @PRPanacheJacob. He comes from a family full of educators and is extremely passionate about public education and improving student outcomes.

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