online learning

Matthew Lynch published in International Education

How mobile technology boosts international learning

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

A guest column by Edgar Wilson

Mobile learning is still missing the “mobile” component.

Educational technology, while still developing, is already sufficient to enable travel study to become a core component of almost any distance-education model. While many of the proponents for online learning have focused on accommodating working professionals (whose time demands make traditional, campus-based programs impractical), the opportunities in online learning for traditional students have been slower to incorporate travel study.

If the toolbox of online learning is designed to free students, it is natural they should be able to take their education on the road. Whether spending a week participating in a regional conference, or going abroad for an intensive period of immersion, there are many valuable experiences that simply don’t translate to course work.

A key criticism of distance learning models is the absence of a campus with all the community, socialization, and collaborative activities that happen only on campus. Dispatching online students to foreign or remote locations could more than make up for this supposed deficit.

Personal development, networking, accountability, independence—travel study demands all of these, in ways traditional or online programs may not. Travel study provides much more than the “missing” classroom. Both students and administrators are beginning to recognize that joining online learning with travel study provides enrichment beyond what any single educator or piece of technology can do.

But travel study not only fits well within (and supplements) the distance education model, it may even help balance theory and application by putting unique demands on students and their nascent skillsets.

Travel study (both domestic and abroad) necessitates a profound adjustment to different social and cultural norms. In a global economy replete with virtual teams, connectivity through time zones, and international cross-cultural coordination, soft and hard skills play an equal role. STEM education especially could use a rich liberal arts supplement to better strike a practical balance between scientific and social training.

The challenges of accommodating local custom and bridging cultural divides are instructive. Taking advantage of travel programs while maintaining engagement with a targeted STEM program could lend context and emphasize the soft skills that make technical knowledge valuable.

The chorus of demand for greater academic focus on STEM subjects has missed the fact that STEM-centric skills are all but useless without additional soft skills. Employers are already decrying the gap between learned workers and those capable of communication, creative thinking, and problem-solving; STEM students need more liberal arts sensibilities in their journey to the field. Travel study is a powerful way to provide it. There is also practicality to placing study in a less isolated environment, considering the subjects exist in an international playing field. STEM students must be globally competitive, and need to learn in a more integrated environment.

The mobilization of learning technology lifts traditional barriers to travel study. Virtual classrooms, digital textbooks, and especially responsive assessments and learning applications have a natural fit in the online learning environment. The pedagogical instruments of the past are anachronistic in this new learning environment; so, too, should the tethers that bind students to classrooms and campuses be cut.

The biggest problem in empowering online students to study abroad is overcoming their sense that “a year abroad” still means “a year away.” The physical demands of the traditional classroom make travel study a complex process. Even though virtual learning models often dispense with such elements, the mindset of students (and, perhaps teachers) has yet to fully adapt.

Currently, university degrees are expensive whether delivered online or in person. Realizing the money-saving potential of digital programs could, over time, translate to lower prices, making travel study programs even more practical.

When all that is necessary to attend class and submit work is an internet connection, travel study’s key requirement is the same as online study: time management. Balancing work with school and family sets an excellent precedent for students who will need to balance the unique academic, professional, and personal experiences travel study opens up to them with their commitment to online learning.

The best online learning candidates tend to be students who are organized and self-motivated. Ensuring travel study does not devolve into an extended vacation requires some of the same traits. Bringing the two together may be the natural extension of changing educational models in the 21st century.

________________

Edgar Wilson is an Oregon native with a passion for cooking, trivia, and politics. He studied conflict resolution and international relations and has worked in industries ranging from international marketing to broadcast journalism. He is currently working as an independent analytical consultant. He can be reached via email here or on Twitter @EdgarTwilson.

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Matthew Lynch published in EdTech & Innovation, list, Matthew Lynch

(Yet) 5 More Educational Technology Concepts Every Teacher Should Know

In previous articles, I wrote about some emerging educational technologies and technology concepts that every teacher must keep track of to be more effective in the classroom, from virtual laboratories to prototyping. In this final installment of this series, you will discover even more concepts that will revolutionize K-12 education as we know it. A couple of these must-know technologies would have been unbelievable a few years ago. Take a look at the following five:

  1. Student-led planning. When special education students reach high school, they are being called upon more and more to have input into their individual learning plans. This is to prepare these students for more independence in adulthood. It also gives teachers more insight into the methods these students favor when it comes to learning. Instead of dictating what and how special education students should learn, student-led input helps chart the course toward academic and life skills.
  2. Holography. Holography was just science fiction a few years ago, but it’s now becoming a reality in some fields, such as medicine. This imaging technique, which allows one to see a 3-D view of an image, has yet to become a part of everyday classroom activities. Holography introduced in classroom activities would change entirely how some subjects are taught. Biology, physics, astronomy, and chemistry could be taught on an entirely different level (S. H. Kim & Bagaka, 2005).
  3. Time-management tools. These tools are variations on calendar software. They can be used to schedule your appointments, or you may want to take advantage of more complex features. Some tools can be viewed online, affording access for more than one student at a time. A teacher can arrange appointments or make a note of due dates for assignments so that all students in a class can keep track of such details. Most of these tools allow the option to put some information in private mode, too, so the administrator can choose which calendars people can see and which cannot. Most of these tools include a feature allowing teachers to arrange meetings and groups.
  4. Virtual reality. Experiential education has been used as an instructional method for years. Field trips have always served to introduce students to real-world issues, to supplement learning by helping students get a fresh perspective on what they have learned in books. Technology using virtual reality, however, has introduced new levels of experiential education. Virtual 3-D worlds allow students and teachers to visit places otherwise impossible to visit without it. They can go to space, deserts, or foreign countries without physically traveling there.
  5. Natural user interfaces. In its simplest definition, a natural user interface (NUI) uses the body’s movements to achieve certain outcomes. In the consumer market, examples of NUIs include the Nintendo® WiiTM, Xbox KinectTM, and the iPhone virtual assistant, Siri. The potential in the field of K–12 education is still being realized but will certainly lead to developments in the next half-decade. Students who are blind, deaf, or have physical disabilities or autism can better learn through use of this still evolving technology.

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. Plus, as students today are often digital natives, very familiar with technology.

However, the new technological advances do not come without their problems. There’s a significant digital divide between students with access to technology and students, mostly from lower socioeconomic backgrounds, who don’t have the same level, range, and consistency of access.

Furthermore, students may spend too much time using their devices and the Internet includes information that may be harmful as well as helpful. Without clear parameters, teachers may become overly focused on technology to the detriment of information transfer.

Nonetheless, these advances will prove to assist in the education of students in the near future. Observing the development of these technologies closely will reveal the ways in which they will change learning.

 

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Matthew Lynch published in EdTech & Innovation, Teachers

Using EdTech to assess small group instruction

A panel discussion with the teachers of Richardson ISD in Richardson, Texas

PANELISTS:

Caroline Canessa, Merriman Park Elementary, 5th Grade Reading-Language Arts

Leah Janoe, Dover Elementary, 5th Grade Math

Ashley Scott, White Rock Elementary, 3rd Grade

Jennifer Looney, Wallace Elementary, 3rd Grade

Alyson Hollon, Dover Elementary, 6th Grade Science

 

For those who may not know, can you elaborate on what your state standards ask teachers to assess in terms of small group discussions?

Jennifer Looney: According to our third grade standards, students should be involved in teacher-led and student-led discussions.

Leah Janoe: Students should participate in small-group discussions by asking questions and answering questions appropriately, which includes answering the question thoroughly, giving enough detail, and most importantly helping the conversation build and continue through their input.

Ashley Scott: We’re also asked to determine if students can use proper verb tense and grammar through discussions with peers.

 

Why is it challenging for teachers to monitor small group discussions?

Alyson Hollon: The biggest challenge with small group discussions or team collaborations is being able to monitor each group’s discussions at once, so that any misconceptions are addressed.

Caroline Canessa: This area of teaching can be very challenging! Often times it is hard to know whether or not student conversations or focus on the task at hand, or completely off the mark. Also, students may pretend to be on task while the teacher is near, but then return to being off task as soon as the teacher leaves the area.

Jennifer Looney: Small groups are often spread out all over the class, so it is hard for a teacher to have the time to engage with all groups. It is also a challenge to talk to one group while also monitoring behavior in a group across the room.

 

RISD has found and is trying out a tool that allows teachers to monitor several discussions all at once. Can you tell us about it?

Ashley Scott: The Flexcat system comes with two teacher microphones and remotes, one large speaker, and six individual speaker pods. The microphones can be used to project your voice out of the large speaker or out of individual pods. The remote controls the volume of your voice. You can use your normal talking voice and it does a wonderful job making it louder for all students to hear. With the pods I can control which group I would like to speak to directly. The microphone comes with an earpiece, which allows for you to listen through the pod to that group. You can turn on the pod without the students knowing and listen. Students can also use the call button on their pod and speak to the teacher through their pod.

Jennifer Looney: The speaker pods allow you to have ears all over the classroom. From working with a small group at my teacher table, I can tell what a group in the hallway is discussing and talk to them directly to refocus them without interrupting precious teaching time.

 

How has the Flexcat changed the way you run your classroom?

Leah Janoe: The Flexcat allows me to hear students’ natural conversations with each other, especially when I can listen in and hear how students are explaining a concept to each other. As a math teacher, I can listen in and see what steps students are verbalizing during group work and help clear up misconceptions in that manner. With the ability to project my voice using the main speaker, I’ve noticed that my students can actually hear my from any point in the room without me having to yell while teaching.

Ashley Scott: My kids are highly motivated to share their thinking and “be the teacher” up at the front of the class wearing the microphone. I can also send a student into a breakout room with a pod to finish work or make up a test. I can pop in on the pod and make sure everything is going OK or they can call me if they have a question. There is also a place for headphones so you could send a child with a pod and headphones to another class to work and still be able to talk directly to the student. It provides so much freedom and flexibility.

 

How have students reacted to the Flexcat?

Caroline Canessa: The students think the Flexcat is a lot of fun! They always ask to use the microphone and love to push the call button.

Alyson Hollon: The students were shocked at first when they realize that I could listen to their conversations even when I wasn’t near them. This has really pushed them to remain on topic and have higher-level group discussions. It has also given students who normally don’t ask questions the opportunity to ask me direct questions, reducing their feeling of apprehension.

Leah Janoe: My students have loved using the Flexcat system because they can discreetly call me to ask for help on a problem. Students who normally would not ask for help feel more comfortable asking for help if they can do so without me having to walk over to address them.

 

Could you share an example of a time when the Flexcat allowed you to catch a student really shining that you would have otherwise missed?

Ashley Scott: This year I had a few students new to our school. Most of my class has gone to school with their peers since kindergarten, and it can be an intimidating situation to walk into. It took this student until the third week to raise her hand to share with the class. One day I called on this particular child to “be the teacher” and share her thinking with the class during math. I gave her the microphone and once she heard her voice from the back of the room, she immediately smiled and stood up straight. You could see how excited and proud she was. Without the microphone, there is no way anyone would have been able to hear her because she was so nervous about sharing with her new peers.

Jennifer Looney: I have a very intelligent student who prefers to only share a few words at a time whole group because she is so shy. When she is with her tablemates, however, she is very talkative. I am able to listen in on her responses in a more laidback situation. I know several students have anxiety about whole class answers and responding directly to a teacher. As this student was working through a table problem in math, she guided her peers to solve a multiplication problem. It was really great to witness her come out of her shell and collaborate!

Alyson Hollon: I have this one student who really struggles working with teammates. One day I was listening to his group as they were finishing up a lab and he explained to another teammate why the chemical reaction occurred and he explained it so well. At this time I was working with my small group students and if I didn’t have the Flexcat I would never have heard his wonderful explanation.

 

What are your thoughts on education these days?

Caroline Canessa: The world of education is just as challenging and rigorous as it has always been.

Alyson Hollon: Today’s education is changing from teacher lead to student lead. Our students need “21st century skills” to be successful today which changes the role of teacher in a 21st century classroom. Students are more motivated and want to be in charge in their own learning.

Leah Janoe: In these times, I am amazed at what students are learning and how they are being taught. The methods and topics that students are using are amazing and I cannot imagine having learned with so many technology tools when I was in school.

 

What are your thoughts on technology in education? Why?

Jennifer Looney: Technology is used, in some way, for every career out there. Students must graduate knowing how to use this technology. To exclude technology from the classroom would be a great disservice to our students.

Leah Janoe: I am so excited for (and slightly jealous of) the technology opportunities my students have to integrate into their classes and learning. I’m amazed at all the tools students can use to encourage their learning.

Caroline Canessa: Technology in education is critical. It allows students access to information that they may not otherwise be able to access at home. It also readies all students for the future – which is increasingly more and more digital world.

 

Any other comments or experiences to share?

Alyson Hollon: I honestly believe with all the technology that I have in my classroom, the Flexcat is essential and necessary. A Flexcat should be in every classroom.

Ashley Scott: I would not want to go back to teaching without the Flexcat!

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Matthew Lynch published in EdTech & Innovation

Why we should teach our students digital marketing skills

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

A guest post by David Cutler

“It is time for schools to stop blocking Facebook, Twitter, Instagram, and other social networks that students love and already use daily outside of school.”

So writes Mark Barnes in his book, Teaching the iStudent: A Quick Guide to Using Mobile Devices and Social Media in the K-12 Classroom. Ad nauseam, schools advertise how they use technology to prepare kids to excel in an increasingly global 21st century, as if no other school is doing the same thing. Meanwhile, too few schools teach students how to make effective use of not just Facebook and Twitter, but also other popular online tools, instead preferring teacher-friendly alternatives that few use in the real world.

It may be true that plenty of students know how to create digital media, but too few know how to produce high-quality content, the kind that makes them stick out to not only college admission officers, but also potential employers. If you think “marketing” is a dirty word, and that educators have no business teaching students how to do this, you need to reconsider your role. We need to teach and encourage students to post original, quality content to brand their unique identities in a sea of increasingly indistinguishable resumes—which are going the way of the typewriter.

In fact, right now I’m teaching my freshman European history students how to create and maintain a WordPress site. Throughout the year, they will post their thoughts and creative responses. Moreover, students will learn to feel more comfortable sharing their work, crucial for successful collaboration in the digital age. As a next step, students will register for a Twitter handle, to be used for sharing and discussing topics related to European history. If they choose, Tweets can be embedded on their sites.

When it comes down to it, I do more than just teach history. I encourage students to use evolving digital skills to explore, develop, and express their own passions and interests. Of course, I’m fortunate to work at a wonderful school, whose ace technology department allows and fosters digital creativity.

I recently spoke with Barnes, curious to hear his thoughts. Not surprisingly, he agrees, adding that WordPress is the most powerful blogging platform in the world. “I always say…make sure that you give them the opportunity to do some niche-blogging, too, because ultimately, that’s what they’re going to do,” Barnes says. “That’s what we do. Our niche is education—we tend to write about education. Who knows what theirs is going to be, but they’re going to be creating content that’s going to be really important. I think teaching them at a young age how to do that effectively is really important.”

For the most part, I’ve found that when students share their work online, the quality of that work improves. I noticed as much in 2011, when I helped students launch The Falconer, the student news site of Palmer Trinity, a terrific private school in Palmetto Bay, Florida. Before submitting stories to me, students carefully reviewed each other’s work. Once their stories were posted, students felt even more excited about receiving feedback, not just from the class, but also from the wider school community.

More than anything else, I think, student excitement for online sharing stems from wanting to make a difference and having their voices heard. Nothing fulfills that yearning quite like the Internet, which allows students to use not just writing, but also photographs, audio, and video to tell stories that can elicit an immediate response and make an immediate impact.

Barnes tells me of one former student who blogged about Google Glass before the invention took off. “Here’s a kid, 12- or 13-years-old, and he writes this amazing post and does his own review of it, and includes pictures and outside links. It was just, you can comment on anything you want,” he says. “He wound up getting…150 or 170 comments on this one post. People were coming to him like he was the expert. It was such a great opportunity to share that with kids across all my classes and just say, ‘This is what writing and curating content is really about. You become an expert at something, and people come to you.’”

Last week, I also spoke with Eric Sheninger, whose courageous book, Digital Leadership: Changing Paradigms for Changing Times, echoes much of what Barnes and I believe so strongly in promoting. I asked Sheninger how best to serve students in the digital age, and his response leaves little to the imagination. “Adapting and evolving with the times and worrying more about learning than numbers,” he says. “When you focus more on learning, everything else falls into place.”

In that vein, more schools must develop the courage to teach how to leave behind a positive digital footprint.

This post originally appeared on spin.edu, and was republished with permission.

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____________________

David Cutler is a coach, history and journalism teacher at Brimmer and May, an independent school in Chestnut Hill, Massachusetts. He is the founder of Spin Education.

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Matthew Lynch published in list, Matthew Lynch, Policy & Reform

10 More Educational Technology Concepts Every Teacher Should Know About

In a previous article, I showcased seven must-see educational technology concepts that teachers must stay abreast of to become more effective educators in the digital age. Those are important, but they are certainly not the only ones that are emerging in recent years. Here are some more exciting technologies to keep track of:

  1. Alternative input devices. These tools are designed to allow students with disabilities to use computers and related technology easily. Some alternative input devices include touch screens, modified keyboards, and joysticks that direct a cursor through use of body parts like chins, hands, or feet. Some up-and-coming technology in this area is sip-and-puff systems, developed by companies like Microsoft, to perform computer functions through the simple process of inhaling and exhaling. On-screen keyboards are another area of input technology that is providing K-12 learners with disabilities better use of computers and mobile devices for learning.
  2. Speech-to-text options. This technology is making mainstream waves through its use in popular cell phones like the Android-platform Razr M. While it is a convenience tool for people without disabilities, speech-to-text provides a learning advantage for students who have mobility or dexterity problems, or those who are blind. It allows students to speak their thoughts without typing and even navigate the Internet. speech-to-text options can also “talk back” to students and let them know about potential errors in their work.
  3. LAMP. Language Acquisition through Motor Planning, or LAMP, connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders. These principles have proven especially helpful for students who do not speak or have very limited verbal skills. Paired with technology, LAMP principles empower a growing student population with autism to effectively communicate and reach higher academic achievements. LAMP is present in technology – from specially made computers to learning apps.
  4. Sensory enhancers. Depending on developmental patterns, children may need to learn differently than their peers. Instead of ABCs and numbers first, a child with language delays may benefit from bright pictures or colors to learn new concepts. Sensory enhancers may include voice analyzers, augmentative communication tools, or speech synthesizers. With the rapid growth of technology in the classroom, these basic tools of assistive technology are seeing great strides.
  5. Screen readers. This technology is slightly different from text-to-speech. It simply informs students of what is on a screen. A student who is blind or visually impaired can benefit from the audio interface screen readers provide. Students who otherwise struggle to glean information from a computer screen can learn more easily through technology meant to inform them.
  6. Mobile learning. Tablets and smartphones in the classroom are no longer a matter of “if,” but “when, and how quickly?” Administrators and educators can tap into the convenience of mobile technology in the classroom and the potential for student learning adaptation. Over half of school administrators say there is some form of mobile technology in their classrooms and that they plan to implement more when it is financially feasible. School districts should keep in mind that the purchase of mobile devices for K-12 use is only one piece in the learning puzzle. There must be funding for teacher training and maintenance of the devices too.
  7. Learning analytics. This evolving concept in K-12 classrooms is different from educational data mining. It focuses on individual students, teachers, and schools without direct implications to the government. Learning analytics are the education industry’s response to “big data” that is used in the business world for improvements and redirection of focus. Learning analytics show students what they have achieved and how their achievements match up with their peers. If implemented correctly, this technology has the potential to warn teachers early of academic issues while keeping students more accountable. Using the mobile and online technology already in place, students can better track and tailor their academic experiences.
  8. Open content. The rise of MOOCs, or massive open online courses, has trickled down from college learning to K-12 education. Increasingly, K-12 educators are also coming to believe that all information on any given topic already exists. In effect, a growing number of people believe that content does not need to be re-created or purchased, and the idea has gained steam among K-12 educators specifically. Within the next three years, expect more shared content available to teachers and to students. Open textbooks, resources, and curricula are not the only benefit of an open content push; shared experiences and insights are also valuable teaching tools.
  9. 3D printing. Also known as prototyping, 3D printing will allow K-12 students to create tangible models for their ideas. Many fields, like manufacturing, already make use of this technology to determine the effectiveness of ideas on a smaller, printable scale. In education, this technology will bolster creativity and innovation, along with science and math applications. The STEM Academy has already partnered with Stratasys, a leading 3D printing company, to start integration of the technology in programming classes.
  10. Outdoor/environmental learning. In short, more schools are looking for ways to get students and teachers outside. We are in an era of experiential learning, so environmental education fits the bill for many students. Lessons in this field teach children an appreciation of the earth and of its resources that the human population is quickly depleting. A better, hands-on understanding of nature also helps with science comprehension and gives students practical learning experiences.

Research has also found that teaching outside, even for short stints, improves student attitudes, attendance, and overall health. In many schools, teachers have always had the freedom to take students outside if they deemed it lesson-appropriate. Look for more official outdoor-teaching policies in the coming year, though, that encourage teachers to incorporate outdoor and environmental learning in all subjects.

As you can tell, many of these technologies have the power to change dramatically the learning experiences of students with learning disabilities, impairments, and other challenges that traditional learning methods have been less able to address. It is likely that we will see more use of these ten technologies and concepts in the next few years. In another article, I will focus on five more of these technology concepts every teacher must know.

 

 

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Matthew Lynch published in EdTech & Innovation

Technology and Multisensory Learning: A New Twist to an Old Application

Technology in K-12 classrooms is evolving at a rapid pace. Of K-12 teachers, 86 percent think that education technology is an essential in the classroom, and 96 percent say that the technology improves student engagement levels. Despite teacher support, only 14 percent use digital curricula and 31 percent use other technology resources. The disconnection between what teachers really want and actually have is a matter of access, money and time resource

In addition, any technology that is considered “cutting edge” often comes with some red tape. Getting new equipment approved takes more than just funding – it often takes convincing on the part of the teachers that it really is necessary, and that it will make a difference in their teaching outcomes.

I recently became acquainted with the company Peerless-AV and a wireless projector system that it believes is the key to overcoming technology obstacles in K-12 classrooms. Its Short Throw Projector AV System (projector not included) applies a modern take on the classroom technology of projection that has been around for a few decades. The projector system comes with a built-in wireless receiver and streams sound and HD content (up to 1080 pixels) from up to 131 feet. Teachers can connect up to five audiovisual input devices (all wirelessly) including their computers, tablets, DVD players, MP3 players and even VHS tapes. Instead of having to switch between media devices, and deal with all of the cords that accompany it, teachers have a streamlined way to project their content from many device sources. Teachers are also able to stream their own audio in real-time through a microphone, even with their backs to the class and audio playing from the source – making it possible for students to hear teachers over any audio being played.

Peerless-AV gave away one of its high-tech projector systems through a contest that saw 27 entries from teachers across the country. The winner was a special education teacher from Ludlow, Kentucky named Kristen Goodpaster. She reports that both retention and engagement of her students has risen after implementing the Wireless Short Throw Projector AV System and its audio-visual features. Goodpaster’s district saw just 72 percent of its high school graduates from 2011 pursue a college degree, something that she feels could be remedied with the right technology implementation in K-12 classrooms.

“For teachers looking to incorporate more technology into the classroom, my advice would be not to fear the change. For each lesson or chapter in the textbook, I would recommend thinking of the most effective way of displaying this information for students that learn best through physical activity or visual stimulation, whether it may be a video, an interactive game, an infographic or an image, and to work at least one of these elements into the classroom each day,” Goodpaster said.

To me, the Peerless-AV Wireless Short Throw Projector AV System is a smart way to blend all of the available audio-visual technology at a teacher’s disposal. Not only does it streamline many parts into one process, but it improves the engagement levels of students exposed to it. Research has found that the brain processes visual information 60,000 times faster than text alone, and that visual learning aids in classrooms improve learning comprehension by as much as 400 percent. It’s also widely accepted that students learn best through multisensory approaches to subjects. Simply reading about something on a page has a smaller impact than seeing the same information presented with visuals and sound. When possible, employing multisensory learning is an effective way to teach that taps into the best of how each student comprehends materials.

I like the idea of products that implement collective learning through technology. There is a big push to get an iPad or other tablet device into the hands of every individual student, and while I support this for some reasons, I also think too much segmentation of the learning process eliminates the inherent benefits of the classroom. If every student spends his or her classroom hours on a customized, individual learning track then why be in a classroom setting at all? Students could feasibly get all of the learning they need on their own, if the technology were right, but something becomes lost in that accomplishment: the ability to learn from others around you and receive other educational perspectives to enhance your own.

A product like this Peerless-AV Wireless Short Throw Projector AV System takes the best of available technology and multisensory learning and combines those things with a communal learning process. It allows for teachers to speed up or slow down lessons if needed but keep the attention of the class in the process. It is easy to use and cuts out the clunkiness of multiple audio-visual systems and their wires.

As more classroom technology is developed, I would encourage companies to look for ways to make the jobs of teachers easier. Instead of introducing something brand new, figure out how to simplify the technology that teachers already use – and streamline multisensory learning.

What technology makes teaching easier for you?

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch

Education Technologies and Concepts that Every Teacher Should Know: Part I

Click here to read all the posts in this series. 

The Information Era began some decades ago. Since its inception, though, it has dramatically changed the way we educate our children. We live in a world of rapid change and the resemblance to yesterday is fleeting. Above all, communication has changed, and an enormous variety of information is now accessible to almost everyone at the click of a mouse or swipe of a finger. Old-fashioned classrooms equipped only with books and chalkboards are long gone. In their place, we have new technologies and concepts such as Internet research, experience-based education, virtual learning, and online live assessments are being introduced to meet educational needs in the Information Era.

Throughout 2013 and during the first half of 2014, we have seen a lot of advancement in education technology designed for the classroom, and to be effective, teachers need to stay abreast of these new technologies and concepts. The summer is the perfect time for teachers to receive retooling in the area of education and several innovations and concepts are available to help teachers familiarize themselves with important concepts.

In this five-part series, I plan to discuss education technologies and concepts that every teacher should know about. Some are old, some are new, and some nascent, but they all have viable classroom uses. I’m interested to hear your thoughts on these technologies and concepts in the comment section as well.

BYOD. The first thing I want to discuss is a concept of technology that basically embraces mobile technology through the devices that students already own. As a kind of movement within education, BYOD has already gained momentum in many districts across the country, but should continue towards mass adoption within this calendar year. Places like Chesapeake Public Schools are already allowed to use privately owned electronic devices to access the wireless network on the school system’s filtered Internet. In Chesapeake, as in the other public and private schools where BYOD policies exist, students must sign a responsibility form that says they will only use the mobile device for academic enrichment while on school property. Students who bring their own devices into the classroom eliminate the initial costs and are also already comfortable with the technology. The downside is that not all students can readily afford such technology. Many must look for schools to develop technology financial assistance programs for families to help offset the full cost and maintenance of school-owned devices.

Customized learning experiences. Self-initiated and self-directed learning experiences are based upon the needs, preferences, and abilities of individual students. The traditional way to look at learning is via the creation and assignment of work by teachers in a one-size-fits-all approach for every classroom. Customized learning, however, allows students to direct focus on feedback techniques that provide strategies for improvement during the process, instead of waiting for a given test period see if the methods are working.

Considering pros and cons of this concept, we must not that customized, or personalized, learning is often met with hostility, especially as teachers must relinquish some classroom control for this trend to really work. On the flip side, though, customized learning has the potential to incorporate a variety of resources, such as virtual learning, to aid in the learning process while allowing teachers to moderate one-on-one learning experiences in practical ways. I think that the idea of handing control to students is frightening to some educators and administrators but once attempted, even on a small scale, it is easy to see the benefits of personalized learning.

Online learning. Virtual learning is certainly not new to the K-12 scene, but its increasing popularity is difficult to ignore. Once, only the world of distant learning embraced the process of online learning. Today, though, online learning is segmented and increasingly a part of a more traditional learning experience. It is no longer all or nothing. Distance learning has become mainstream and will continue to transform in-classroom learning in the coming year.

Virtual learning also makes it possible for parents, teachers and students to have access to information they may need regardless of their actual physical location. In essence, it expands the classroom and gives students more time and space to complete and comprehend their lessons.

In coming posts, we will look at more technologies and concepts that every teacher should know.

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Matthew Lynch published in EdTech & Innovation, Matthew Lynch

More Time for Educating: Technology and Teaching Efficiency

The hours an educator spends in active teaching pursuits are just a small piece of the overall workload puzzle. Between developing lesson plans, reporting on student performance and keeping parents informed of student progress, a teacher’s job spills over into the hours when there are no students sitting at the desks.
Technology has been both a blessing and a curse when it comes to the teaching profession. On one hand, electronic reporting tools streamline some of the processes that go along with teaching; on the other hand, more work has been handed off to teachers because the technology exists to make it so. It seems that with each passing school year, another responsibility is placed on the shoulders of teachers who already have more than enough on their plates.

Overworked and Still Behind

A report published on TeachingQuality.org states that nearly 70 percent of teachers say that they simply do not have enough time to address all of their states’ curriculum frameworks, despite the fact that teachers work an average of 50 hours per week. Teacher surveys have also found that a reduction in teacher workload would increase retention, particularly in the first five years of a teaching career. Not only would teachers be happier if they had more time, but they are struggling to fit in their current requirements as it is.

The primary role of teachers is educate their students, yet they are often so bogged down in the paper-pushing that accompanies the job that their very purpose is compromised. So how can educators take advantage of existing technology to streamline their professions – and save themselves time in the process?

Alma: Free Student Information and Learning Systems

New technologies are emerging to combat these frustrations. Alma, a student information and learning management system, combines a wide range of reporting features that are typically only available in several fragmented systems – instead of a central location. Alma brings together lesson planning and curriculum management with student and classroom management to give teachers all the tools they need in one place and with one login – so they no longer have to master a dozen different tools to do their jobs.

Alma has clever shortcuts and time-savers throughout the system, so tasks that might take several clicks in other products can be done in one or two clicks in Alma. Built-in messaging and collaboration tools make easier and cut down on the time it takes for teachers to connect with parents, students and other educators. And Alma is cloud-based, which means it can be used from any internet-enabled device – cutting down on late nights in the classroom.

Alma is a “freemium” product, so its core services are offered for free, including school management, student records, backward curriculum development and gradebooks. Schools can upgrade the core package for a fee to include extras that may be helpful to their operations, like on-site support and emergency notifications. There is optional support for schools who would like the hands-on help, but it is not a requirement for schools that have the staff and ability to handle it on their own. Most schools will be able to set up the system in a day or less.

Alma’s customers include schools in 20 states and four countries.

The Teaching Benefits of Time-Saving Technology

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

Any tools that can free up teachers’ time to dedicate to actual teaching are ones that schools should seek out. There is no reason that the profession of teaching shouldn’t improve its efficiency as the technology becomes available, and Alma is a frontrunner in making this happen in K-12 schools across the country.

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Matthew Lynch published in EdTech & Innovation, Teachers

10 Engaging Digital Education Sites For Any Social Studies Classroom

By Michael Gorman, @mjgormans

If you have performed a recent search you may have found there is a countless number of social studies resources on the internet. In this post the goal was to find ten sites that addressed the area of Social Studies across all the diversified areas found in the discipline. Below, you will find the results of some extensive searching! You will discover a wide variety of materials including readings, OER (Open Education Resources), primary documents, textbooks, lessons, activities,  interactives, videos, audios, and some great blog readings. There is bound to be something for any teacher. Best of all many of these resources will help build a Social Study Classroom e-curriculum while facilitating those important 21st century skills and engaging students! Enjoy your journey!

National Council for Social Studies – While NCSS has an outstanding website loaded with great information, you may wish to take a closer look at the Teacher Library. In this wonderful database NCSS has selected a collection of amazing classroom activities, teaching ideas, and articles from Social Education, Middle Level Learning, and Social Studies and the Young Learner. Educators can browse the collection, or search by historical period and grade level. It could pay off to take a moment and explore the site. Be sure to visit the lesson resources link for some outstanding lessons

Edsitement – The link brings you to the lesson plan page, be sure to explore other amazing areas in the site. The lesson plans can be explored by Art & Culture, World Language, History & Social Studies , AP U.S. History, and Literature & Language Arts. Be sure to explore the Student Resources. These are engaging interactive activities by grade or subject area collected from around the Web. They can be used to support related lesson plans or as standalone activities in the classroom.

New York Times Learning Network – The New York Times has a wonderful selection of articles and lessons that have a wide range of social studies ideas. You will find categories covering regular social studies, civics, american history, global history, this day in history, geography, current events, and economics. The lessons contain wonderful readings, graphics, and ideas to add to any social study class digital collection.

SAS Curriculum Pathways –  This is a wonderful collection of highly engaging lessons plans available for free from SAS Curriculum Pathways in North Carolina. With a collection of around 700 lesson plans as of this publication, the archive allows teachers to search and also browse through multiple social studies categories. The provided link will bring you to the Social Studies area of the site.

Teachers Pay Teachers – On a recent visit to this site there were  close to 80,000 social studies and history resources available.. It could then be narrowed down to almost 10,000 free social studies and history resources. The supplied link goes to those almost 10,000. With this many, it is real possible to find something. Best of all, use the keyword search and narrow it down more. If free is desired… be sure to turn on that filter.

Go Social Studies Go – This is an open education resource with a goal of bring free social studies textbooks to the work. The selection has text, graphics, movies, interactive activities, and other engaging links. Presently there are textbooks for US History, Ancient History, and World History.

Annenberg Learner – Here you will find a rich interactive collection of activities and they can all be yours to discover when you visit the Annenberg Learner  Social Science Collection. Choose from some engaging opportunities that will benefit a wide variety of social studies classrooms. You can pick from Psychology, Political Science, Area Studies/Geography, History, and Anthropology/Archeology.

OER Commons – What a wonderful place to find open educational resources. In fact, the link provided will bring up over 10, 000 resources just in the social sciences. Take some time and do a search for the exact category of social studies desired. There are some great resources that will supplement any curriculum.

Social Studies and History Teachers’ Blog – Discover this wonderful blog that allows all social studies related teacher to find something that just might fit into a lesson. Here you will find some fun reading, and a lot of engaging ideas.

Mr D’s Neighborhood – This is another creative social studies blog filled with valuable resources and information. It’s content is relevant, engaging, and bound to get students excited about learning all those areas that the social studies encompass. Get ready for a lot of resources.

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Follow Mike Gormans on Twitter: @mjgormans.

This post originally appeared on 21st Century Educational Technology and Learning and was republished with permission.

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Matthew Lynch published in EdTech & Innovation

The 4 biggest mistakes that teachers make when integrating technology

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

A guest post by Craig Kemp

In classrooms all around the globe, educators are introducing new and exciting technological tools to engage their students in learning. Many educators are successful when integrating these technologies, but unfortunately many are not for a variety of reasons.

In my opinion, and from my experience in classrooms around the world, these are the biggest mistakes that educators make when integrating technology into the classroom:

Technology before pedagogy

Sadly, educators see the latest gadgets and feel the need to use them without giving a thought to ‘why’. Education is all about purpose. Integrating technologies into our learning environments needs to be relevant and purposeful; it needs to make learning easier and more engaging for our students. Ask yourself ….. Why am I using this technology and how will it improve learning in my classroom? Think Pedagogy (and curriculum) before Technology.

Technology as a toy

Too often in classrooms around the world I see technology used as a toy. Technology needs to be used as a tool to support learning, not as a gadget or a toy (as much as we all love them). The students that we educate in today’s 21st century learning environments are digital natives and are the leaders of tomorrow. They use technology as a toy in their own time. In schools, we need to use technology to teach them lifelong learning skills for the future.

Technology to fill in time

Technology should be used as a learning tool, not as a tool to fill in time or to keep students ‘busy’. Every spare moment in our classrooms should be packed full of engaging, learning opportunities. It is powerful to see educators that are passionate about their jobs, and are utilising technology in new and innovative ways.

Not utilizing the technology available

I am sure you have seen this before … A teacher gets supplied with the best possible tools to integrate technology into his or her classroom and the technology sits in the corner of the room, in the trolley or in a cupboard gathering dust while students drool over their existence. No matter how hard you try, you can’t pry the key out of their hands to unlock the learning potential. While this is not a mistake, it is close enough. You can’t make mistakes if you don’t take risks and this is the hardest thing to see. No opportunity given to unlock learning potential in students through the use of integrated tools.

Being a passionate educator, leader, and coach, I hope for a classroom where everyone (including the educators) are willing to take risks, make mistakes and learn from them; where technology is used as a tool to enhance learning and pedagogy..

Pedagogy before technology! Get integrating, be willing to take risks and immerse your students in the wonderful learning opportunities that technology provides.

For more information, or to connect with me please follow me on twitter @mrkempnz or through my blog www.mrkempnz.com

This post originally appeared on Mr. Kemp’s blog, and was republished with permission.

Read all of our posts about EdTech and Innovation by clicking here. 

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Craig is a New Zealand born educator with over 10 years experience both in the classroom and in leadership. He is an enthusiastic, 21st century change agent that is passionate about every aspect of education and making a difference.

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