Bring Your Own Device

There is an increasing emphasis on using technology in schools.  However, this increase does not coincide with greater funding for computers, tablets, smartboards, etc.  Thus, schools have had to come up with creative ways to access tech resources.  One practical method is to allow students to use the devices they already own.

A "bring your own device" (BYOD) model protects school budgets while letting students use tools they are already comfortable operating.  In schools where BYOD has been implemented, students bring in devices deemed appropriate by their teachers.  Students without their own devices can share with their peers, and BYOD usually involves small group work.  In some districts, schools may even provide a few classroom devices for students without devices to borrow.

Of course, there are limitations to the BYOD model.  When students bring their own property into schools, questions about liability arise. Cell phones, tablets, etc. can be expensive devices, and parents often do not want their children bringing them to school where they could be misused or stolen.  There is extra concern when devices are being shared.  If a student accidentally drops a peers' device, who is responsible for fixing or replacing it? Questions like this mean that schools who want to implement BYOD need to have clear policies and explicit waivers that define what exactly a school can be held responsible for. Additionally, locked cabinets and explicit use guidelines can help minimize risks.

Although their are risks to BYOD, the benefits of thee programs have resulted in increasing implementation.  BYOD allows teachers to integrate new media into their lessons.  From apps to podcasts, BYOD means students have access to it all.  Additionally, BYOD saves schools money, and provides motivation for students  who enjoy using their phones, ipods, tablets, and more.

Resources:
Osborne, C. (2012, April 04). Bring your own device scheme launches at school. Retrieved from http://www.zdnet.com/blog/igeneration/bring-your-own-device-scheme-launches-at-school/15919

Student Searching Tips

The internet can be an invaluable resource for students, but only if they know how to access the right information from he right places.  The most common method of seeking out online information is by doing a search, but not all searches are created equal.  Without the right methods and knowledge, a web search can lead to inaccurate information, sites trying to make a sale, or even questionable sites we may not want our students seeing.

If we want our students to find quality information online, then we need to teach them the best ways to search through the endless amounts of data posted on the internet.  While there are a number of search engines out there, perhaps the most commonly used is Google.  Here are a list of some key Google search tips (many of which work with other search engines, that we can share with our students to help them:

Use Quotes - Quotation marks "" can be used to search for a specific phrase.  Without quotes, Google will search for pages with all search teams, but they may not be found next to each other.  For example, "sand shark" searches for a breed of shark while sand share with no quotes includes any page with sand and shark on it.

Subtract Unwanted Terms - You can use the - sign to remove unwanted words from a search.  For example, if you want to learn about Mercury the element, not the planet, you may include -planet in your search bar.

Sort by Date - The left side of Google's search now allows you to add filters to your query.  This includes searching for information updated recently, in the last day, week, month, etc.  This is great for finding the most current details on your topic.

Find the Right File - Sometimes, searching for a .pdf of an academic article or a PowerPoint presentation on a confusing subject can be more helpful than a traditional webpage.  Google allows you to search for a specific type by adding filetype: and the file extension.

Be Advanced - Google (as well as many other search engines) offers an advanced search page.  You can define where / how keywords appear on a page.  You can also select specific languages, date ranges, and even domain names for the pages you are sifting through.

Resources:
Google. (2011). Google.com. Retrieved from http://support.google.com/websearch/bin/answer.py?hl=en&answer=134479

Digital Storytelling with PowerPoint

Digital storytelling is one of the most effective types of new media projects teachers are using.  They provide students with a way to express their ideas by combining pictures, writing, audio, and more.  In classrooms where multiple learning styles are present, this makes it easier for teachers to assess student learning without relying upon a single, standardized exam.  Furthermore, the use of new technologies and the opportunity for creativity serves as a motivator for many students.

There exists an increasing array of tech tools that can be used for digital storytelling.  From freeware like Audacity to online video editors like Animoto, teachers have many choices available.  Still, one of the simplest and most commonly available tools is Microsoft PowerPoint.  This is my preferred method of digital storytelling for a number of reasons.  First, it allows students to work even when internet access is limited or nonexistent.  Second, learning PowerPoint is a valuable skill for future career endeavors.  Finally, many online tools allow PowerPoint presentations to be uploaded and easily shared, and these projects can even be converted into other formats like videos.

When it comes to creating digital stories, my students participate in a variety of different formats depending on content area and skill level.  For example, my sixth grade students write and create their own short children's stories.  They then use clip-art to create illustrations and add narration to their text in Powerpoint. Another project I conduct involves making "choose your own ending" style stories.  By using PowerPoint's hyperlink features, students create multiple paths in their stories that readers can choose.

With both these, and other potential, digital storytelling projects, I expect my students to follow the assigned rubric and demonstrate creativity, effort, and a variety of technology / language arts skills.  These are utimately very popualr projects in which students become very engaged.  Sharing these works, both in our classroom and online, is a highlight of my computer courses, and it is amazing the difference in students' motivation between writing stories on paper and crafting these digital projects.

Teaching with YouTube

YouTube is arguably one of the most controversial websites in today's schools.  While the site offers an endless array of educational videos, its infinite collection of non-educational media has led YouTube to be blocked and / or banned in many districts.  As such, it is clear that many administrators see YouTube's questionable material as outweighing its educational value.  However, there are ways to make use of YouTube's beneficial content while still respecting school guidelines and student safety.

Content on YouTube ranges from funny mash-ups to current news footage.  Teachers can access educational videos on any number of subjects.  These videos may be documentary-style clips, how-to guides, or even educational music videos.  Teachers can also use clips from television shows and movies to help engage students in a topic.  Additionally, footage from important world events can make social studies more tangible.    Truly, the possibilities for usable content are endless on YouTube. Teachers can organizer short clips into playlists for student review or for use during a lesson.  This helps organize content and makes the vast array of media more manageable.

To enhance the educational value of videos, teachers can now add annotations / quizzes to YouTube videos.  YouTube also allows teachers to create "choose your own ending" style videos with links students can select.    They also have the option to add additional links for further research.  For more resources, teachers can visit YouTube EDU where they can find relevant lesson plans and playlists.  There is also an option to access YouTube EDU content specifically from within a school's network, which can alleviate some safety concerns for districts.

Finally, YouTube also offers a forum for students to share their own creations.  Posting projects on YouTube allows students to take pride in their work knowing that the world could view it.  It also allows from meaningful feedback from both their peers and a broader community.  Meanwhile, for teachers who are uncomfortable with the public arena YouTube affords, student work can be set to private and only viewed by specified users.  This option keeps the thrill of posting content online while limiting the risk to students' privacy and help assuaging administrator and parent concerns.

Resources:
Ayers, S. (2011, October 5). Youtube for teachers. Retrieved from http://hubze.com/2011/10/youtube-for-teachers


Barseghian, T. (2011, September 08). [Web log message]. Retrieved from http://blogs.kqed.org/mindshift/2011/09/five-reasons-why-youtube-rocks-the-classroom/ 

Wikipedia's Worth

Today, when someone has a question or needs some more information, their first stop is probably the internet.  After a quick search, their second stop is likely to involve a visit to Wikipedia.  As a collaborative encyclopedia with thousands of editors (both amateur and professional), Wikipedia has information on virtually every topic one could imagine.  Still, many academic institutions limit or prohibit the use of Wikipedia due to misconceptions about the veracity of its content.

Since anyone can seemingly write anything they want on a Wikipedia entry, it is understandable why some educators would discourage the use of this site.  However, there is a lot to be gained by using Wikipedia and its vast knowledge bank.  For one, Wikipedia information is often more current than textbooks or journals.  Since updates can be published anytime from anywhere, information on current issues is often very relevant.  For example, during the 2004 tsunami, information was posted every minute, some coming in even before it was reported by news networks. 

As for the claim that information on Wikipedia is inherently inaccurate, there is no way to ensure every article is correct 100% of the time.  However, the site has increasingly added safeguards to help users identify false information.  For one, Wikipedia flags articles that are out of date, lack citations, or are incomplete.  Additionally, Wikipedia has protected certain articles from being edited by anyone other than an administrator.  Such protected articles are generally those that face “information vandalism” either for humor or propaganda. 

Another great Wikipedia feature that many people may not know about is the discussion section attached to each article.  This is a space where article editors can share the motives behind their updates, ask questions, and clarify information with other knowledgeable users.  Reviewing this discussion can help any reader identify bias and determine the credibility of an article’s editors. 

Beyond conducting research, Wikipedia also offers a space for anyone to share their knowledge on any topic of interest.  This is a great exercise for students, who may not have had much experience with concise, expository writing.  Additionally, the discussion feature allows for an author’s work to be critiqued (for better or for worse) in a genuine public forum.  This is something that many students may not otherwise experience. 

Even if someone still refuses to cite Wikipedia as a trustworthy source, it can still be a helpful starting point.  Wikipedia articles can provide context and background information.  They are also full of references to web pages, books, journal articles, and other sources that are generally considered reliable.  Thus, if nothing else, Wikipedia offers a jumping-off point.  This, combined with its global community, makes it a great place to begin research, gather information, and share ideas. 

References:

Educase. (2007, June). 7 things you should know about wikipedia. Retrieved from www.educase.edu/eli

Student Response Systems: Thoughts and Experiences

As teachers, we want all of our students to engage in the lessons we create and the discussions we prompt.  However, there are many barriers to full class participation.  For example, some students are shy or nervous when sharing with peers.  Other students may be so forthcoming with ideas that they hardly give their peers a chance to join in.  Furthermore, restrictions on time make it difficult to let every student answer every question.

Student response systems help mitigate these difficulties.  Such systems include remotes where students can input their answers to a class question. These answers are submitted to a computer and subsequently displayed, usually in a graphic format, for the entire class to view and discuss.  This is an excellent tool for checking understanding and allows teachers to assess every student's knowledge.  If each student has to answer via a remote, there is little chance for them to skate through a lesson which confuses them simply by staying quiet.

In addition to checking understanding, I have found a number of useful ways to integrate student response systems into my lessons.  Thanks to a grant received two years ago, I have a TurningPoint Response Card system in my classroom.  One great feature of this product is that students are not limited to multiple choice questions.  They can type in numbers / letters to give more free-thinking responses when appropriate.  Additionally, the Response Card remotes are easy to use and provide students with a smiley face to let them know their answer has been received.

One of my favorite ways to use our student response system is through trivia games.  These are highly engaging and help students review content.   By evaluating responses during the game, I am provided with immediate feedback on what topics need additional coverage  before moving on to a formal assessment.  Additionally, I enjoy using the system for surveys.  They help me learn more about my students' interests at the beginning of a new course.  They can also be used to prompt discussion of current issues as students can anonymously and safely share their ideas and get a feel for their peers' opinions, which can lead us to a more open discussion. 


Over the last year, I have incorporated our student response system into all of my classes, and in each one I have seen students light up with excitement at the promise of using these new tools.  This leads me to an important question, if I were to use my TurningPoint remotes more frequently, would the excitement be the same?  In the same way my students are no longer enthralled by the use of our classroom computer, could their enthusiasm (and subsequently the effectiveness of the tool) wane?  I suppose only time will tell...

Defining the Digital Native

In a world full of technology, there are people who were practically born texting and tweeting, and others who had to acquire such sills in adulthood.  Naturally, this leads to a divide between those who are fully fluent in the language of technology use and those who live with a permanent accent.  What does this mean for education?  Well, as most students today are so-called "digital natives", teachers must learn the characteristics of this tech-saavy generation and adapt teaching methods to satisfy their needs. 

So, who are these digital natives?  They are young people who have grown up with technology.  This includes most Americans under the age of 30.  In fact, 80% of America's infant to 5-year-old population  uses the internet on a weekly basis.These are kids who can surf the web before they can read!   As such, they are adept at using it and integrate it seemlessly into their daily lives.  For example, more than 80% of digital natives use social networking sites. In terms of the youngest digital natives, 77% of teens have a cellular phone.  Despite this, their reliance on phone conversations is decreasing, with almost a third of teens reporting they never talk on the phone.  Instead, teens aremore likely to communicate via text message, with 68% saying they text daily. 

Digital natives spend more time in front of a screen, be it television, computer, or cell phone, than reading.  To the traditional educator, this might seem counterproductive and signal a lack of academic skill.  However, students are actually spending time using the tools and skills they will need to navigate through both their social and profeccional lives in the future.  We need to embrace this new population and their tech-saavy ways and invite them to bring their natural skillset into the classroom on a daily basis.

Resources:
Pew, R. (2012, July 11). [Web log message]. Retrieved from http://www.slideshare.net/PewInternet/teens-2012-truth-trends-and-myths-about-teen-online-behavior

Suarez, R. (2011, July ). The real digital natives: 80% of children under age 5 use the internet http://ramonsuarez.com/the-real-digital-natives-80-of-children-under