7 Edtech tools to connect students to a global community
When Teens Share Tech Skills With Seniors, Both Can Feel More Connected
Rethinking the Role of Educator as Facilitator Amidst Tech Transformation
Taking Classroom Tech Use to the Next Level: Specific Traits to Look For
What Online Tools Work for Teaching Language Arts?
It's Time: Create Smart Policies to Support Student Tech Use
To Make Blended Learning Work, Teachers Try Different Tactics
How Should Teaching Change in the Age of Siri?
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FM","link":"/"}},"mindshift_60090":{"type":"posts","id":"mindshift_60090","meta":{"index":"posts_1591205157","site":"mindshift","id":"60090","score":null,"sort":[1668108310000]},"guestAuthors":[],"slug":"7-edtech-tools-to-connect-students-to-a-global-community","title":"7 Edtech tools to connect students to a global community","publishDate":1668108310,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.bringhistorytolife.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Bring History and Civics to Life\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff. ©2022 International Society for Technology in Education. Reproduced with permission from the publisher.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>Edtech to Connect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways we can harness educational technology to build community within our classrooms and to bring students into the global community. \u003c/span>\u003ca href=\"https://www.iste.org/standards/iste-standards-for-students\">\u003cspan style=\"font-weight: 400\">ISTE Student Standard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> 1.7 \u003c/span>\u003cspan style=\"font-weight: 400\">Global Collaborator\u003c/span>\u003cspan style=\"font-weight: 400\"> offers a framework for how to approach this\u003c/span>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003cspan style=\"font-weight: 400\"> “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many edtech tools that help foster community building while providing global perspectives and engagement for students, both inside and outside of the classroom. Incorporating global community connections into community building helps students form bridges between all the communities they participate in. It may also open new avenues for students to see themselves as part of a larger global community and give them new awareness and understanding of their place in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>StoryCorps\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> A digital archive of recorded interviews and personal stories that convey the humanity of people from all over the world. “\u003c/span>\u003ca href=\"http://storycorps.org\">\u003cspan style=\"font-weight: 400\">StoryCorps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can explore stories from across the country and the world, or they can search for specific stories that correlate with content and projects for the classroom. Students have the opportunity to recognize the global humanity that brings us together, along with perspectives that may be different from their own.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Flipgrid GridPals\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> While many teachers and students may already be familiar with creating short-form videos using Flipgrid in their classrooms, there is a unique opportunity to connect with other students and classrooms across the world using \u003c/span>\u003ca href=\"http://bit.ly/GridPalsFG\">\u003cspan style=\"font-weight: 400\">Flipgrid GridPals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> After logging into their teacher accounts, teachers can search and connect with fellow educators from across the world. This allows teachers to collaborate on learning experiences that make connections between their classrooms asynchronously through video (no time zone constraints) in a safe online learning experience.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Digital Citizenship Institute\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> The \u003c/span>\u003ca href=\"http://bit.ly/DigCitInstitute\">\u003cspan style=\"font-weight: 400\">Digital Citizenship Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s focus is on helping our students connect the world through our shared citizenship in a digital world. It is all about “humanizing the person next to you, around the world, and across the screen. . . .In today’s interconnected world, this is our opportunity to put global education into practice to empower others to become change makers for using tech for good in local, global and digital communities.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> “DigCitKids” is one aspect of student engagement and community that is available from the Digital Citizenship Institute. This initiative is focused on creating digital citizenship opportunities for kids by kids, with a focus on solving real community problems.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Google Earth\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b> \u003ca href=\"http://bit.ly/GoogleEarthEd\">\u003cspan style=\"font-weight: 400\">Google Earth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is more than just an online map; it also provides resources, lessons, and integrations to be used with students. These include “. . . step-by-step guides and tutorials on Google’s Geo Tools, inspirational stories, plus lesson plans, product information, and much more.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Helping students learn about geography and place gives them a better sense of the world and their place in it. These lessons and resources are varied and help students make connections between people, the land they inhabit, and their impact on it.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>PenPal Schools\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> Making connections and collaborations with students from dozens of countries across the world allows students to read, write, and create original projects. “\u003c/span>\u003ca href=\"http://bit.ly/PenPalConnect\">\u003cspan style=\"font-weight: 400\">PenPal Schools \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">connect students from 150 countries to make friends and discover the world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can collaborate with students from other countries on projects that matter to them. This is a unique opportunity to not only communicate with students from across the world but also work together on projects with an educational context.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mystery Skype\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a way to build a global community with other classrooms from across the world. It has been described as a global guessing game, in which teachers collaborate and have their classes meet via Skype (or any other online conferencing platform), then have students try to guess each other’s location. There are many forms of this “\u003c/span>\u003ca href=\"http://bit.ly/MysterySkypeWhere\">\u003cspan style=\"font-weight: 400\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” format, and teachers can be creative in their collaboration to set up the activities (such as only asking the other class yes or no questions).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> With activities such as this, teachers and students connect with classrooms across the world, expand their cultural awareness, and hone their geography skills—while also collaborating as a class to guess the location of the mystery classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Global Read Aloud\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> What if your students could read the same book and collaborate with students from across the world? They can! Each year during a six-week period, the \u003c/span>\u003ca href=\"http://bit.ly/ReadAloudGlobal\">\u003cspan style=\"font-weight: 400\">Global Read Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students and teachers connect with resources and activities that are based on a common book. Teachers can connect with other classes from around the world that are participating and decide how much time they would like to dedicate and how involved they would like to be.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> To make these global connections with other classes, teachers can harness the power of edtech to connect using tools such as Skype, Twitter, Padlet, or Flipgrid. “Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/HistoryFrog\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png\" alt=\"Karalee Wong Nakatsuka\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1020x856.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-160x134.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-768x645.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1536x1289.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-2048x1719.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1920x1611.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Karalee Wong Nakatsuka\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.A. E.D., is a veteran middle school U.S. history teacher. Also a Gilder Lehrman Master Teacher, she was recognized in 2019 as the Gilder Lehrman History Teacher of the Year for California and was a top 10 finalist for the national award. She serves on the American250 History Education Advisory Council, the Gilder Lehrman Teacher Advisory Council and the Monticello Teacher Advisory Group. She’s a member of the California Council for the Social Studies (CCSS), the National Council for the Social Studies (NCSS), the iCivics Education Network and the National Council for History Education (NCHE). Nakatsuka appeared in the New York Times multimedia story “What’s Actually Being Taught in History Class?” and was featured in an article in Time Magazine’s September 2021 issue titled “From Teachers to Custodians, Meet the Educators Who Saved a Pandemic School Year.” She’s passionate about using technology to engage and excite students; sharing the stories and the places where history took place; building community in her classroom; and preparing students to develop as empathetic, informed, engaged and active critical thinkers and citizens who care and make a difference in the world.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/LucyKirchh\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60160\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png\" alt=\"Laurel Aguilar-Kirchhoff\" width=\"250\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-160x151.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-768x724.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot.png 904w\" sizes=\"(max-width: 250px) 100vw, 250px\">Laurel Aguilar-Kirchhoff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.S.Ed., is a former history and science educator who now serves as a professional development coordinator and digital learning specialist. Aguilar-Kirchhoff works with educators, administrators and students to successfully integrate educational technology into curriculum for lasting student learning outcomes. Her areas of expertise include digital citizenship, media literacy, blended learning, curriculum instruction and design, and edtech and innovation. She was recognized as the 2018 National History Day California Teacher of the Year, was a top six finalist for the National History Day Teacher of the Year, and was the Inland Area CUE (IACUE) Administrator of the Year in 2022. She’s a Google Certified Trainer, Leading Edge Certified Online Blended Teacher and a member of the iCivics Education Network. Aguilar-Kirchhoff served on the ISTE Digital Citizenship PLN Leadership team and is currently an ISTE Community Leader. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book “Bring History and Civics to Life,\" published by ISTE.","status":"publish","parent":0,"modified":1669606509,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1303},"headData":{"title":"7 Edtech tools to connect students to a global community - MindShift","description":"Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book “Bring History and Civics to Life," published by ISTE.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"60090 https://ww2.kqed.org/mindshift/?p=60090","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/10/7-edtech-tools-to-connect-students-to-a-global-community/","disqusTitle":"7 Edtech tools to connect students to a global community","excludeFromSiteSearch":"Include","path":"/mindshift/60090/7-edtech-tools-to-connect-students-to-a-global-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.bringhistorytolife.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Bring History and Civics to Life\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff. ©2022 International Society for Technology in Education. Reproduced with permission from the publisher.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>Edtech to Connect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many ways we can harness educational technology to build community within our classrooms and to bring students into the global community. \u003c/span>\u003ca href=\"https://www.iste.org/standards/iste-standards-for-students\">\u003cspan style=\"font-weight: 400\">ISTE Student Standard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> 1.7 \u003c/span>\u003cspan style=\"font-weight: 400\">Global Collaborator\u003c/span>\u003cspan style=\"font-weight: 400\"> offers a framework for how to approach this\u003c/span>\u003cspan style=\"font-weight: 400\">:\u003c/span>\u003cspan style=\"font-weight: 400\"> “Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are many edtech tools that help foster community building while providing global perspectives and engagement for students, both inside and outside of the classroom. Incorporating global community connections into community building helps students form bridges between all the communities they participate in. It may also open new avenues for students to see themselves as part of a larger global community and give them new awareness and understanding of their place in the world.\u003c/span>\u003c/p>\n\u003cp>\u003cb>StoryCorps\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> A digital archive of recorded interviews and personal stories that convey the humanity of people from all over the world. “\u003c/span>\u003ca href=\"http://storycorps.org\">\u003cspan style=\"font-weight: 400\">StoryCorps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’ mission is to preserve and share humanity’s stories in order to build connections between people and create a more just and compassionate world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can explore stories from across the country and the world, or they can search for specific stories that correlate with content and projects for the classroom. Students have the opportunity to recognize the global humanity that brings us together, along with perspectives that may be different from their own.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Flipgrid GridPals\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> While many teachers and students may already be familiar with creating short-form videos using Flipgrid in their classrooms, there is a unique opportunity to connect with other students and classrooms across the world using \u003c/span>\u003ca href=\"http://bit.ly/GridPalsFG\">\u003cspan style=\"font-weight: 400\">Flipgrid GridPals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> After logging into their teacher accounts, teachers can search and connect with fellow educators from across the world. This allows teachers to collaborate on learning experiences that make connections between their classrooms asynchronously through video (no time zone constraints) in a safe online learning experience.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Digital Citizenship Institute\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> The \u003c/span>\u003ca href=\"http://bit.ly/DigCitInstitute\">\u003cspan style=\"font-weight: 400\">Digital Citizenship Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">’s focus is on helping our students connect the world through our shared citizenship in a digital world. It is all about “humanizing the person next to you, around the world, and across the screen. . . .In today’s interconnected world, this is our opportunity to put global education into practice to empower others to become change makers for using tech for good in local, global and digital communities.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> “DigCitKids” is one aspect of student engagement and community that is available from the Digital Citizenship Institute. This initiative is focused on creating digital citizenship opportunities for kids by kids, with a focus on solving real community problems.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Google Earth\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b> \u003ca href=\"http://bit.ly/GoogleEarthEd\">\u003cspan style=\"font-weight: 400\">Google Earth\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is more than just an online map; it also provides resources, lessons, and integrations to be used with students. These include “. . . step-by-step guides and tutorials on Google’s Geo Tools, inspirational stories, plus lesson plans, product information, and much more.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Helping students learn about geography and place gives them a better sense of the world and their place in it. These lessons and resources are varied and help students make connections between people, the land they inhabit, and their impact on it.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>PenPal Schools\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> Making connections and collaborations with students from dozens of countries across the world allows students to read, write, and create original projects. “\u003c/span>\u003ca href=\"http://bit.ly/PenPalConnect\">\u003cspan style=\"font-weight: 400\">PenPal Schools \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">connect students from 150 countries to make friends and discover the world.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> Students can collaborate with students from other countries on projects that matter to them. This is a unique opportunity to not only communicate with students from across the world but also work together on projects with an educational context.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Mystery Skype\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> This is a way to build a global community with other classrooms from across the world. It has been described as a global guessing game, in which teachers collaborate and have their classes meet via Skype (or any other online conferencing platform), then have students try to guess each other’s location. There are many forms of this “\u003c/span>\u003ca href=\"http://bit.ly/MysterySkypeWhere\">\u003cspan style=\"font-weight: 400\">Mystery Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” format, and teachers can be creative in their collaboration to set up the activities (such as only asking the other class yes or no questions).\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> With activities such as this, teachers and students connect with classrooms across the world, expand their cultural awareness, and hone their geography skills—while also collaborating as a class to guess the location of the mystery classroom.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Global Read Aloud\u003c/b>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>What It Is:\u003c/b>\u003cspan style=\"font-weight: 400\"> What if your students could read the same book and collaborate with students from across the world? They can! Each year during a six-week period, the \u003c/span>\u003ca href=\"http://bit.ly/ReadAloudGlobal\">\u003cspan style=\"font-weight: 400\">Global Read Aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students and teachers connect with resources and activities that are based on a common book. Teachers can connect with other classes from around the world that are participating and decide how much time they would like to dedicate and how involved they would like to be.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Global Community Connection:\u003c/b>\u003cspan style=\"font-weight: 400\"> To make these global connections with other classes, teachers can harness the power of edtech to connect using tools such as Skype, Twitter, Padlet, or Flipgrid. “Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year.”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/HistoryFrog\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png\" alt=\"Karalee Wong Nakatsuka\" width=\"250\" height=\"210\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-800x671.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1020x856.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-160x134.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-768x645.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1536x1289.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-2048x1719.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Nakatsuka-headshot-1-1920x1611.png 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Karalee Wong Nakatsuka\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.A. E.D., is a veteran middle school U.S. history teacher. Also a Gilder Lehrman Master Teacher, she was recognized in 2019 as the Gilder Lehrman History Teacher of the Year for California and was a top 10 finalist for the national award. She serves on the American250 History Education Advisory Council, the Gilder Lehrman Teacher Advisory Council and the Monticello Teacher Advisory Group. She’s a member of the California Council for the Social Studies (CCSS), the National Council for the Social Studies (NCSS), the iCivics Education Network and the National Council for History Education (NCHE). Nakatsuka appeared in the New York Times multimedia story “What’s Actually Being Taught in History Class?” and was featured in an article in Time Magazine’s September 2021 issue titled “From Teachers to Custodians, Meet the Educators Who Saved a Pandemic School Year.” She’s passionate about using technology to engage and excite students; sharing the stories and the places where history took place; building community in her classroom; and preparing students to develop as empathetic, informed, engaged and active critical thinkers and citizens who care and make a difference in the world.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/LucyKirchh\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60160\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png\" alt=\"Laurel Aguilar-Kirchhoff\" width=\"250\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-800x754.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-160x151.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot-768x724.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kirchhoff-headshot.png 904w\" sizes=\"(max-width: 250px) 100vw, 250px\">Laurel Aguilar-Kirchhoff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, M.S.Ed., is a former history and science educator who now serves as a professional development coordinator and digital learning specialist. Aguilar-Kirchhoff works with educators, administrators and students to successfully integrate educational technology into curriculum for lasting student learning outcomes. Her areas of expertise include digital citizenship, media literacy, blended learning, curriculum instruction and design, and edtech and innovation. She was recognized as the 2018 National History Day California Teacher of the Year, was a top six finalist for the National History Day Teacher of the Year, and was the Inland Area CUE (IACUE) Administrator of the Year in 2022. She’s a Google Certified Trainer, Leading Edge Certified Online Blended Teacher and a member of the iCivics Education Network. Aguilar-Kirchhoff served on the ISTE Digital Citizenship PLN Leadership team and is currently an ISTE Community Leader. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60090/7-edtech-tools-to-connect-students-to-a-global-community","authors":["4354"],"categories":["mindshift_20788","mindshift_193"],"tags":["mindshift_20533","mindshift_822","mindshift_21294","mindshift_545","mindshift_550","mindshift_963","mindshift_851"],"featImg":"mindshift_60234","label":"mindshift"},"mindshift_55212":{"type":"posts","id":"mindshift_55212","meta":{"index":"posts_1591205157","site":"mindshift","id":"55212","score":null,"sort":[1579676342000]},"guestAuthors":[],"slug":"when-teens-share-tech-skills-with-seniors-both-can-feel-more-connected","title":"When Teens Share Tech Skills With Seniors, Both Can Feel More Connected","publishDate":1579676342,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The United States now has 46 million people age 65 or older. That's a record number, according to a \u003ca href=\"https://www.pewresearch.org/internet/2017/05/17/technology-use-among-seniors/\">study by the Pew Research Center.\u003c/a>\u003c/p>\n\u003cp>More of these senior citizens are adopting technology, but most also say they need help using new electronic devices such as smart phones. Falling behind on technology puts seniors at risk for social isolation, which makes them vulnerable to poor health and earlier death. It's also expensive. A \u003ca href=\"https://www.aarp.org/home-family/friends-family/info-2019/medical-cure-for-loneliness.html\">study by AARP\u003c/a> found isolation is associated with nearly $7 billion in additional annual spending by Medicare.\u003c/p>\n\u003cp>A startup company in Albuquerque has made matching tech-savvy young people with seniors its mission. \u003ca href=\"https://www.teeniors.com/\">Teeniors\u003c/a> coaches them on using smartphones, computers and tablets.\u003c/p>\n\u003cp>Founder Trish Lopez pitched the idea at a startup weekend for women entrepreneurs in 2015 after realizing that her mother needed help.\u003c/p>\n\u003cp>\"She'd lose a password, she'd lose a document and then she didn't know some simple commands like Control Z that could undo everything she had just done,\" Lopez said. \"And so she would start all over again.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As a new mom herself and busy with work, Lopez said she wanted to be able send someone to help her mother.\u003c/p>\n\u003cp>\"But also, I wished I had the patience to help her in the way I wanted to,\" she said.\u003c/p>\n\u003cp>Patience and listening are some of the fundamental skills young people learn as Teeniors, and the program has served more than 3,000 seniors in New Mexico. It added a nonprofit arm in 2018 and has landed grants from Comcast and Facebook to serve those who can't afford to pay. The mission, Lopez said, is to empower senior citizens.\u003c/p>\n\u003cp>\"I think that's why we've been so successful,\" she said. \"The intergenerational learning experience is really remarkable and that's why I always say the main service we provide is not tech support. It is human connection.\"\u003c/p>\n\u003cp>Lopez has seen many Teeniors flourish through those connections. She has also seen many seniors break down when a Teenior helps them understand technology that seemed beyond their comprehension.\u003c/p>\n\u003cp>That was certainly true for Camilla Dorcey, 76. She was talking to a friend recently in her home in northeast Albuquerque about a new car she was getting that day. But not long ago, that routine task was beyond her, said Dorcey who at one time struggled using her smartphone.\u003c/p>\n\u003cp>\"People would be ringing me and I didn't know how to answer it,\" Dorcey said. \"I'd be crying and frustrated and feeling totally useless and old.\"\u003c/p>\n\u003cp>The Pew study found that 4 in 10 seniors own smartphones, but they often lack confidence in learning and using these devices. Dorcey is a retired teacher from Lesotho, Africa, who lived all over the world before moving to Albuquerque with her second husband. When he died suddenly, she was left alone and isolated, too ashamed to admit she didn't know how to answer her new phone. She tried to get help at stores, but clerks were mystified why she was confused.\u003c/p>\n\u003cp>\"They said 'Oh a child' — I hate that phrase — 'a child could do this,\" Dorcey said. \"But they never gave me a child.'\u003c/p>\n\u003cp>Dorcey found a Teenior instead, who helped her download WhatsApp. Now she talks to family and friends regularly in Africa and Europe for free. On the last day of 2019, she greeted friends in England enthusiastically over the app, wishing them a happy new year.\u003c/p>\n\u003cp>\"Oh it's amazing,\" Dorcey said. \"I can see them. I can talk to them. It's really been great. I feel free again.\"\u003c/p>\n\u003cp>Tess Reynolds, 17, is the Teenior who helped Dorcey. Reynolds said she can relate to seniors who may need more time to learn because she has a learning disability and people used to push her to finish her schoolwork more quickly.\u003c/p>\n\u003cp>\"So I know how it feels to be rushed,\" Reynolds said. \"I want to make sure that doesn't happen.\"\u003c/p>\n\u003cp>The experience of working for Teeniors has also convinced Reynolds that she wants to become a senior home health aide.\u003c/p>\n\u003cp>\"And this is such a great help to really become what you want to be,\" she said.\u003c/p>\n\u003cp>At a Teeniors event in December at a senior center about 40 minutes south of Albuquerque, 21-year-old Kendra Gonzales was helping Linda Haverty add a photo of a friend to her contacts list.\u003c/p>\n\u003cp>\"I went from a flip top to this. It was like going from a tank to a Ferrari,\" said Haverty, who is 81. \"And the next time it was Facebook. I'm still struggling with social media. And Kendra's wonderful.\"\u003c/p>\n\u003cp>Haverty's family is scattered around the Midwest and she said keeping up on technology is vital to staying connected to them.\u003c/p>\n\u003cp>\"Yesterday I was going through Facebook and found out I have a great-grandson that was born on my birthday...and I didn't know about it,\" she said.\u003c/p>\n\u003cp>Gonzales has been with Teeniors for four years. It helped her land jobs and decide on a career in public service. She's working toward a criminal justice degree, and through Teeniors she learned skills such as public speaking and coaching.\u003c/p>\n\u003cp>\"[I learned] things that I don't think the school system helped me with,\" Gonzales said. \"This has helped me more, in a great way.\"\u003c/p>\n\u003cp>Trish Lopez never anticipated how Teeniors would affect the young people she employs. It's not just teaching them tech skills, but also soft skills employers need such as emotional intelligence, problem-solving and communication. Their feedback has surprised her.\u003c/p>\n\u003cp>\"Some of them believe it's helped them overcome their depression and anxiety and struggles in their personal relationships,\" she said. \"Just the work of being a Teenior, for the small amount of hours they do it every month, has made an enormous impact on their lives.\"\u003c/p>\n\u003cp>Yannick Hutchinson, 24, just graduated with an architecture degree and said being part of Teeniors will help him learn to communicate better with clients. It also helped when he was struggling with depression.\u003c/p>\n\u003cp>\"It was definitely something that pulled me back from that dark, dark area,\" he said. \"It was nice, it was a breath of fresh air.\"\u003c/p>\n\u003cp>Lopez had considered dropping him from the coaching pool after he was late several times and that's when Hutchinson opened up about his struggles.\u003c/p>\n\u003cp>\"We definitely worked it out and I definitely feel I'm more of an asset to this organization now,\" he said. \"I need to understand I'm being counted on by people and I need to be responsible for that.\"\u003c/p>\n\u003cp>\u003ca href=\"https://aese.psu.edu/extension/intergenerational/program-areas/technology/using-technology-to-connect-generations-profiles#page=3\">Variations of the Teeniors model\u003c/a> exist around the country, according to \u003ca href=\"https://www.gu.org/\">Generations United\u003c/a>, based in Washington, D.C. Executive Director Donna Butts said intergenerational programs offer alternatives to our tendency to segregate people by age.\u003c/p>\n\u003cp>\"We really are much stronger when we're together and value the wisdom of older adults and the energy and new experience of young people,\" she said.\u003c/p>\n\u003cp>Butts adds that since America's older generation is disproportionately white compared to the younger population, there are real risks to such segregation.\u003c/p>\n\u003cp>\"And that can be really, really harmful when we have generations that don't look like each other, they don't know each other and they don't understand why they need to invest in each other,\" she said.\u003c/p>\n\u003cp>She said intergenerational programs can overcome those barriers. That was certainly true for Camilla Dorcey.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I think Teeniors are maybe seeing old people as not totally ready to be put in the grave,\" she said. \"For me, it's making me think teenagers should not all be in jail. We're beginning to see a connection between humans of a different age.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KUNM. To see more, visit \u003ca href=\"https://www.kunm.org\">KUNM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Youth+Teaching+Tech+To+Seniors+Fosters+Generational+Connections&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Senior citizens who don't keep up with technology are at risk of social isolation. A New Mexico nonprofit pairs tech-savvy youth with seniors, and both generations benefit from the human connection.","status":"publish","parent":0,"modified":1579676342,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1302},"headData":{"title":"When Teens Share Tech Skills With Seniors, Both Can Feel More Connected | KQED","description":"Senior citizens who don't keep up with technology are at risk of social isolation. A New Mexico nonprofit pairs tech-savvy youth with seniors, and both generations benefit from the human connection.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55212 https://ww2.kqed.org/mindshift/?p=55212","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/21/when-teens-share-tech-skills-with-seniors-both-can-feel-more-connected/","disqusTitle":"When Teens Share Tech Skills With Seniors, Both Can Feel More Connected","nprImageCredit":"Megan Kamerick","nprByline":"Megan Kamerick, KUNM","nprImageAgency":"KUNM","nprStoryId":"796583594","nprApiLink":"http://api.npr.org/query?id=796583594&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/01/20/796583594/youth-teaching-tech-to-seniors-fosters-generational-connections?ft=nprml&f=796583594","nprRetrievedStory":"1","nprPubDate":"Mon, 20 Jan 2020 07:00:00 -0500","nprStoryDate":"Mon, 20 Jan 2020 07:00:51 -0500","nprLastModifiedDate":"Mon, 20 Jan 2020 07:00:51 -0500","path":"/mindshift/55212/when-teens-share-tech-skills-with-seniors-both-can-feel-more-connected","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The United States now has 46 million people age 65 or older. That's a record number, according to a \u003ca href=\"https://www.pewresearch.org/internet/2017/05/17/technology-use-among-seniors/\">study by the Pew Research Center.\u003c/a>\u003c/p>\n\u003cp>More of these senior citizens are adopting technology, but most also say they need help using new electronic devices such as smart phones. Falling behind on technology puts seniors at risk for social isolation, which makes them vulnerable to poor health and earlier death. It's also expensive. A \u003ca href=\"https://www.aarp.org/home-family/friends-family/info-2019/medical-cure-for-loneliness.html\">study by AARP\u003c/a> found isolation is associated with nearly $7 billion in additional annual spending by Medicare.\u003c/p>\n\u003cp>A startup company in Albuquerque has made matching tech-savvy young people with seniors its mission. \u003ca href=\"https://www.teeniors.com/\">Teeniors\u003c/a> coaches them on using smartphones, computers and tablets.\u003c/p>\n\u003cp>Founder Trish Lopez pitched the idea at a startup weekend for women entrepreneurs in 2015 after realizing that her mother needed help.\u003c/p>\n\u003cp>\"She'd lose a password, she'd lose a document and then she didn't know some simple commands like Control Z that could undo everything she had just done,\" Lopez said. \"And so she would start all over again.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a new mom herself and busy with work, Lopez said she wanted to be able send someone to help her mother.\u003c/p>\n\u003cp>\"But also, I wished I had the patience to help her in the way I wanted to,\" she said.\u003c/p>\n\u003cp>Patience and listening are some of the fundamental skills young people learn as Teeniors, and the program has served more than 3,000 seniors in New Mexico. It added a nonprofit arm in 2018 and has landed grants from Comcast and Facebook to serve those who can't afford to pay. The mission, Lopez said, is to empower senior citizens.\u003c/p>\n\u003cp>\"I think that's why we've been so successful,\" she said. \"The intergenerational learning experience is really remarkable and that's why I always say the main service we provide is not tech support. It is human connection.\"\u003c/p>\n\u003cp>Lopez has seen many Teeniors flourish through those connections. She has also seen many seniors break down when a Teenior helps them understand technology that seemed beyond their comprehension.\u003c/p>\n\u003cp>That was certainly true for Camilla Dorcey, 76. She was talking to a friend recently in her home in northeast Albuquerque about a new car she was getting that day. But not long ago, that routine task was beyond her, said Dorcey who at one time struggled using her smartphone.\u003c/p>\n\u003cp>\"People would be ringing me and I didn't know how to answer it,\" Dorcey said. \"I'd be crying and frustrated and feeling totally useless and old.\"\u003c/p>\n\u003cp>The Pew study found that 4 in 10 seniors own smartphones, but they often lack confidence in learning and using these devices. Dorcey is a retired teacher from Lesotho, Africa, who lived all over the world before moving to Albuquerque with her second husband. When he died suddenly, she was left alone and isolated, too ashamed to admit she didn't know how to answer her new phone. She tried to get help at stores, but clerks were mystified why she was confused.\u003c/p>\n\u003cp>\"They said 'Oh a child' — I hate that phrase — 'a child could do this,\" Dorcey said. \"But they never gave me a child.'\u003c/p>\n\u003cp>Dorcey found a Teenior instead, who helped her download WhatsApp. Now she talks to family and friends regularly in Africa and Europe for free. On the last day of 2019, she greeted friends in England enthusiastically over the app, wishing them a happy new year.\u003c/p>\n\u003cp>\"Oh it's amazing,\" Dorcey said. \"I can see them. I can talk to them. It's really been great. I feel free again.\"\u003c/p>\n\u003cp>Tess Reynolds, 17, is the Teenior who helped Dorcey. Reynolds said she can relate to seniors who may need more time to learn because she has a learning disability and people used to push her to finish her schoolwork more quickly.\u003c/p>\n\u003cp>\"So I know how it feels to be rushed,\" Reynolds said. \"I want to make sure that doesn't happen.\"\u003c/p>\n\u003cp>The experience of working for Teeniors has also convinced Reynolds that she wants to become a senior home health aide.\u003c/p>\n\u003cp>\"And this is such a great help to really become what you want to be,\" she said.\u003c/p>\n\u003cp>At a Teeniors event in December at a senior center about 40 minutes south of Albuquerque, 21-year-old Kendra Gonzales was helping Linda Haverty add a photo of a friend to her contacts list.\u003c/p>\n\u003cp>\"I went from a flip top to this. It was like going from a tank to a Ferrari,\" said Haverty, who is 81. \"And the next time it was Facebook. I'm still struggling with social media. And Kendra's wonderful.\"\u003c/p>\n\u003cp>Haverty's family is scattered around the Midwest and she said keeping up on technology is vital to staying connected to them.\u003c/p>\n\u003cp>\"Yesterday I was going through Facebook and found out I have a great-grandson that was born on my birthday...and I didn't know about it,\" she said.\u003c/p>\n\u003cp>Gonzales has been with Teeniors for four years. It helped her land jobs and decide on a career in public service. She's working toward a criminal justice degree, and through Teeniors she learned skills such as public speaking and coaching.\u003c/p>\n\u003cp>\"[I learned] things that I don't think the school system helped me with,\" Gonzales said. \"This has helped me more, in a great way.\"\u003c/p>\n\u003cp>Trish Lopez never anticipated how Teeniors would affect the young people she employs. It's not just teaching them tech skills, but also soft skills employers need such as emotional intelligence, problem-solving and communication. Their feedback has surprised her.\u003c/p>\n\u003cp>\"Some of them believe it's helped them overcome their depression and anxiety and struggles in their personal relationships,\" she said. \"Just the work of being a Teenior, for the small amount of hours they do it every month, has made an enormous impact on their lives.\"\u003c/p>\n\u003cp>Yannick Hutchinson, 24, just graduated with an architecture degree and said being part of Teeniors will help him learn to communicate better with clients. It also helped when he was struggling with depression.\u003c/p>\n\u003cp>\"It was definitely something that pulled me back from that dark, dark area,\" he said. \"It was nice, it was a breath of fresh air.\"\u003c/p>\n\u003cp>Lopez had considered dropping him from the coaching pool after he was late several times and that's when Hutchinson opened up about his struggles.\u003c/p>\n\u003cp>\"We definitely worked it out and I definitely feel I'm more of an asset to this organization now,\" he said. \"I need to understand I'm being counted on by people and I need to be responsible for that.\"\u003c/p>\n\u003cp>\u003ca href=\"https://aese.psu.edu/extension/intergenerational/program-areas/technology/using-technology-to-connect-generations-profiles#page=3\">Variations of the Teeniors model\u003c/a> exist around the country, according to \u003ca href=\"https://www.gu.org/\">Generations United\u003c/a>, based in Washington, D.C. Executive Director Donna Butts said intergenerational programs offer alternatives to our tendency to segregate people by age.\u003c/p>\n\u003cp>\"We really are much stronger when we're together and value the wisdom of older adults and the energy and new experience of young people,\" she said.\u003c/p>\n\u003cp>Butts adds that since America's older generation is disproportionately white compared to the younger population, there are real risks to such segregation.\u003c/p>\n\u003cp>\"And that can be really, really harmful when we have generations that don't look like each other, they don't know each other and they don't understand why they need to invest in each other,\" she said.\u003c/p>\n\u003cp>She said intergenerational programs can overcome those barriers. That was certainly true for Camilla Dorcey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think Teeniors are maybe seeing old people as not totally ready to be put in the grave,\" she said. \"For me, it's making me think teenagers should not all be in jail. We're beginning to see a connection between humans of a different age.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KUNM. To see more, visit \u003ca href=\"https://www.kunm.org\">KUNM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Youth+Teaching+Tech+To+Seniors+Fosters+Generational+Connections&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55212/when-teens-share-tech-skills-with-seniors-both-can-feel-more-connected","authors":["byline_mindshift_55212"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21213","mindshift_943","mindshift_963"],"featImg":"mindshift_55213","label":"mindshift"},"mindshift_39920":{"type":"posts","id":"mindshift_39920","meta":{"index":"posts_1591205157","site":"mindshift","id":"39920","score":null,"sort":[1427463253000]},"guestAuthors":[],"slug":"rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation","title":"Rethinking the Role of Educator as Facilitator Amidst Tech Transformation","publishDate":1427463253,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Thanks to the rapid developments in education technology, there is an abundance of teaching tools available to educators: videos students can watch at home, lesson plans that can be easily downloaded (and for free), courses that can be completed at one's own pace. With so much information available, much of it on platforms developed by private companies, high school English teacher Michael Godsey asks what this all means for the future of the teaching profession in this post in \u003ca href=\"http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\">The Atlantic\u003c/a>, and what the role of \"facilitator\" could mean in the future classroom that's closer to five years away instead of 20. \u003c/p>\n\u003cp>In the Atlantic:\u003c/p>\n\u003cp>\"I don’t have many answers in this brave new world, but I feel like I can draw one firm line. There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn’t this line being publicly and sharply delineated, or even generally discussed? This line should be rigorously guarded by those who want to keep education professionals in the center of each classroom. Those calling for teachers to \"transform their roles,\" regardless of motive or intentionality, are quietly erasing this line—effectively deconstructing the role of the teacher as it’s always been known.\"\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"What does it mean for the teaching profession when so many tools are available easily and for free? ","status":"publish","parent":0,"modified":1456262090,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":250},"headData":{"title":"Rethinking the Role of Educator as Facilitator Amidst Tech Transformation | KQED","description":"What does it mean for the teaching profession when so many tools are available easily and for free? ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"39920 http://ww2.kqed.org/mindshift/?p=39920","disqusUrl":"https://ww2.kqed.org/mindshift/2015/03/27/rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation/","disqusTitle":"Rethinking the Role of Educator as Facilitator Amidst Tech Transformation","path":"/mindshift/39920/rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thanks to the rapid developments in education technology, there is an abundance of teaching tools available to educators: videos students can watch at home, lesson plans that can be easily downloaded (and for free), courses that can be completed at one's own pace. With so much information available, much of it on platforms developed by private companies, high school English teacher Michael Godsey asks what this all means for the future of the teaching profession in this post in \u003ca href=\"http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\">The Atlantic\u003c/a>, and what the role of \"facilitator\" could mean in the future classroom that's closer to five years away instead of 20. \u003c/p>\n\u003cp>In the Atlantic:\u003c/p>\n\u003cp>\"I don’t have many answers in this brave new world, but I feel like I can draw one firm line. There is a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations. Why isn’t this line being publicly and sharply delineated, or even generally discussed? This line should be rigorously guarded by those who want to keep education professionals in the center of each classroom. Those calling for teachers to \"transform their roles,\" regardless of motive or intentionality, are quietly erasing this line—effectively deconstructing the role of the teacher as it’s always been known.\"\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2015/03/the-deconstruction-of-the-k-12-teacher/388631/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39920/rethinking-the-role-of-educator-as-facilitator-amidst-tech-transformation","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20604","mindshift_963"],"featImg":"mindshift_38720","label":"mindshift"},"mindshift_37330":{"type":"posts","id":"mindshift_37330","meta":{"index":"posts_1591205157","site":"mindshift","id":"37330","score":null,"sort":[1410357626000]},"guestAuthors":[],"slug":"taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for","title":"Taking Classroom Tech Use to the Next Level: Specific Traits to Look For","publishDate":1410357626,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37704\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\">\u003cimg class=\"size-full wp-image-37704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\" alt=\"Kids create stop motion videos in class. (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids create stop motion videos in class. (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\"They don't live in Saskatoon!\" a seventh-grade girl says vehemently. She’s working with her class to figure out where another mystery class is located somewhere else in the world. The two classes are competing to figure out the other's location first. Students must work together to develop good yes or no questions to ask the other class, like the age-old car game “20 Questions.”\u003c/p>\n\u003cp>It looks like fun and students are certainly engaged in the project. This is a fairly typical use of technology in the classroom, featuring some of the elements technology evangelists talk about -- like global connection and collaboration with peers. When this video was shown to a group of educators at the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">2014 International Society for Technology in Education conference\u003c/a> as part of a session on how to deepen technology use in the classroom, teachers were enthusiastic about the Mystery Skype Project.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=NkoRuXm9htg]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>“They were practicing important skills, asking questions, problem-solving,” said one teacher. “Everyone was engaged; they all had roles to play,” added another. Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These are typical reactions to activities that use technology in the classroom, but they aren’t sufficient for Julie Graber, an instructional technology consultant for \u003ca href=\"http://www.plaea.org/\" target=\"_blank\">Prairie Lakes Educational Agency in Iowa\u003c/a>. She and her colleagues are \u003ca href=\"https://docs.google.com/document/d/16siKbWC2BCZ2Zzz8IOjg7cxR9dIuseG6MDlWRP_Fll8/edit\" target=\"_blank\">trying to codify specific traits\u003c/a> that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think it's really important to start with a framework of: Does technology add any value?\"\u003c/aside>\n\u003cp>“What we’re finding is that there’s really nothing that’s helpful for moving a system in terms of knowing where am I at and where am I trying to go,” Graber said during the ISTE session.\u003c/p>\n\u003cp>Many schools are using the \u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\">SAMR (substitution, augmentation, modification, redefinition) framework\u003c/a> to help guide technology integration. But Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,” Graber said.\u003c/p>\n\u003cp>The SAMR\u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\"> \u003c/a>model anticipates educators will gradually move through a process of transformation with their classroom technology as they become accustomed to teaching in new ways. It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.\u003c/p>\n\u003cp>[contextly_sidebar id=\"gWMe0Hg8oioFAnbBPgXsY4bJMKgBSM31\"]\u003c/p>\n\u003cp>Author, speaker and former teacher \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a> agrees with Graber that SAMR doesn't provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning -- the highest level in the SAMR model -- but November sees them as merely substitution. For example, one of his students presented on \u003ca href=\"http://leafsnap.com/\" target=\"_blank\">Leafsnap\u003c/a>, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.\u003c/p>\n\u003cp>“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That's what they learned.” While the Leafsnap app is cool, it doesn’t meet November's criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.\u003c/p>\n\u003col>\n\u003cli>Did the assignment create capacity for critical thinking on the Web?\u003c/li>\n\u003cli>Did the assignment reach new areas of teaching students to develop new lines of inquiry?\u003c/li>\n\u003cli>Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?\u003c/li>\n\u003cli>Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?\u003c/li>\n\u003cli>Is there an option for students to create a contribution (purposeful work)?\u003c/li>\n\u003cli>Were students introduced to the best example in the world of the content or skill?\u003c/li>\n\u003c/ol>\n\u003cp>“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, \"Which plants will die first when the effects of climate change begin to be felt?\"\u003c/p>\n\u003cp>That question couldn't have been answered by students before the Internet age, but now a question like that forces students to use the Internet to investigate a globally relevant topic and gives them the opportunity to add value to the conversation about climate change.\u003c/p>\n\u003cp>\u003cstrong>THINKING CRITICALLY ABOUT TECH USE\u003c/strong>\u003c/p>\n\u003cp>Dissatisfaction with the frameworks currently available to evaluate whether technology is transforming learning prompted Graber and her colleagues, including \u003ca href=\"http://dangerouslyirrelevant.org/\" target=\"_blank\">Scott McLeod\u003c/a>, to try and develop a \u003ca href=\"http://dangerouslyirrelevant.org/2014/08/toward-better-technology-integration-introducing-trudacot.html\" target=\"_blank\">new set of questions\u003c/a> to help move past obvious qualities like student engagement to a deeper investigation of the pedagogy behind the activity.\u003c/p>\n\u003cp>Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Discipline specific:\u003c/em> Are students learning discipline-specific and appropriate content and knowledge? If so, is student work focused around big important concepts in that discipline? Are students using discipline-specific practices, tools and technologies as part of the activity?\u003c/li>\n\u003c/ul>\n\u003cp>“If you can’t tell which discipline the lesson fits into, that’s a problem,” Graber said. The educators at ISTE returned to the Mystery Skype video example to practice Graber’s suggested evaluation tools. They evaluated only what they could see in the video, treating it like a single classroom visit, when a coach or administrator gets only a tiny snapshot of a classroom.\u003c/p>\n\u003cp>To many teachers in the room, it wasn't clear what discipline the activity focused on -- while geography might be one guess, the skills discussed were not specific to that discipline, nor were the tools and processes focused on geography.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Critical thinking/Creativity/Initiative/Metacognition:\u003c/em> Does the activity go beyond facts or previously provided ways of thinking? Do the students have the opportunity to design, create or in other ways add unique value? Do students have the opportunity to take initiative to go beyond the parameters of the given assignment? Do students have the opportunity to reflect on their planning, thinking, work and progress?\u003c/li>\n\u003c/ul>\n\u003cp>In the Mystery Skype example, many of these qualities don’t seem to exist. The video states students each had a task, but some tasks required more critical thinking or reflection than others. A few kids were getting good practice designing smart questions, but they weren’t going beyond the parameters of the project, creating anything unique, or reflecting on their work.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Use of technology:\u003c/em> Is the technology a means, not the end? Does the technology add value so that students can do their work in better or different ways from what was possible before technology? Are digital technologies used meaningfully for learning tasks?\u003c/li>\n\u003c/ul>\n\u003cp>The group of ISTE educators came up with mixed answers on this item when evaluating the Mystery Skype activity. The activity wouldn’t have been possible without technology, but learning goals like effective questioning, collaboration and reflection on the process might have been better achieved for every student in the room without it.\u003c/p>\n\u003cp>This sample analysis is merely an example of how this evaluation framework could be used. The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.\u003c/p>\n\u003cp>Graber is clear that instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement. These conversations can happen within the context of a teacher’s personal goals for the year or within the frame of schoolwide goals, but they shouldn’t be used for evaluation.\u003c/p>\n\u003cp>“If we aren't seeing what we want to be seeing, what is the system provided to change that?” Graber asked. “If there isn’t anything, then don’t use this.” She doesn’t think it’s fair to go into a classroom and point out problems with a teacher’s lesson if the district or school doesn't have a plan for providing support to the teacher as she works to change and deepen her practice.\u003c/p>\n\u003cp>“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves. Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.\u003c/p>\n\n","blocks":[],"excerpt":"Dissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with help from other educators.","status":"publish","parent":0,"modified":1410307125,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1706},"headData":{"title":"Taking Classroom Tech Use to the Next Level: Specific Traits to Look For | KQED","description":"Dissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with help from other educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37330 http://blogs.kqed.org/mindshift/?p=37330","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/10/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for/","disqusTitle":"Taking Classroom Tech Use to the Next Level: Specific Traits to Look For","path":"/mindshift/37330/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37704\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\">\u003cimg class=\"size-full wp-image-37704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\" alt=\"Kids create stop motion videos in class. (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids create stop motion videos in class. (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\"They don't live in Saskatoon!\" a seventh-grade girl says vehemently. She’s working with her class to figure out where another mystery class is located somewhere else in the world. The two classes are competing to figure out the other's location first. Students must work together to develop good yes or no questions to ask the other class, like the age-old car game “20 Questions.”\u003c/p>\n\u003cp>It looks like fun and students are certainly engaged in the project. This is a fairly typical use of technology in the classroom, featuring some of the elements technology evangelists talk about -- like global connection and collaboration with peers. When this video was shown to a group of educators at the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">2014 International Society for Technology in Education conference\u003c/a> as part of a session on how to deepen technology use in the classroom, teachers were enthusiastic about the Mystery Skype Project.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/NkoRuXm9htg'\n title='//www.youtube.com/embed/NkoRuXm9htg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>“They were practicing important skills, asking questions, problem-solving,” said one teacher. “Everyone was engaged; they all had roles to play,” added another. Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These are typical reactions to activities that use technology in the classroom, but they aren’t sufficient for Julie Graber, an instructional technology consultant for \u003ca href=\"http://www.plaea.org/\" target=\"_blank\">Prairie Lakes Educational Agency in Iowa\u003c/a>. She and her colleagues are \u003ca href=\"https://docs.google.com/document/d/16siKbWC2BCZ2Zzz8IOjg7cxR9dIuseG6MDlWRP_Fll8/edit\" target=\"_blank\">trying to codify specific traits\u003c/a> that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think it's really important to start with a framework of: Does technology add any value?\"\u003c/aside>\n\u003cp>“What we’re finding is that there’s really nothing that’s helpful for moving a system in terms of knowing where am I at and where am I trying to go,” Graber said during the ISTE session.\u003c/p>\n\u003cp>Many schools are using the \u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\">SAMR (substitution, augmentation, modification, redefinition) framework\u003c/a> to help guide technology integration. But Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,” Graber said.\u003c/p>\n\u003cp>The SAMR\u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\"> \u003c/a>model anticipates educators will gradually move through a process of transformation with their classroom technology as they become accustomed to teaching in new ways. It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Author, speaker and former teacher \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a> agrees with Graber that SAMR doesn't provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning -- the highest level in the SAMR model -- but November sees them as merely substitution. For example, one of his students presented on \u003ca href=\"http://leafsnap.com/\" target=\"_blank\">Leafsnap\u003c/a>, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.\u003c/p>\n\u003cp>“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That's what they learned.” While the Leafsnap app is cool, it doesn’t meet November's criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.\u003c/p>\n\u003col>\n\u003cli>Did the assignment create capacity for critical thinking on the Web?\u003c/li>\n\u003cli>Did the assignment reach new areas of teaching students to develop new lines of inquiry?\u003c/li>\n\u003cli>Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?\u003c/li>\n\u003cli>Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?\u003c/li>\n\u003cli>Is there an option for students to create a contribution (purposeful work)?\u003c/li>\n\u003cli>Were students introduced to the best example in the world of the content or skill?\u003c/li>\n\u003c/ol>\n\u003cp>“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, \"Which plants will die first when the effects of climate change begin to be felt?\"\u003c/p>\n\u003cp>That question couldn't have been answered by students before the Internet age, but now a question like that forces students to use the Internet to investigate a globally relevant topic and gives them the opportunity to add value to the conversation about climate change.\u003c/p>\n\u003cp>\u003cstrong>THINKING CRITICALLY ABOUT TECH USE\u003c/strong>\u003c/p>\n\u003cp>Dissatisfaction with the frameworks currently available to evaluate whether technology is transforming learning prompted Graber and her colleagues, including \u003ca href=\"http://dangerouslyirrelevant.org/\" target=\"_blank\">Scott McLeod\u003c/a>, to try and develop a \u003ca href=\"http://dangerouslyirrelevant.org/2014/08/toward-better-technology-integration-introducing-trudacot.html\" target=\"_blank\">new set of questions\u003c/a> to help move past obvious qualities like student engagement to a deeper investigation of the pedagogy behind the activity.\u003c/p>\n\u003cp>Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Discipline specific:\u003c/em> Are students learning discipline-specific and appropriate content and knowledge? If so, is student work focused around big important concepts in that discipline? Are students using discipline-specific practices, tools and technologies as part of the activity?\u003c/li>\n\u003c/ul>\n\u003cp>“If you can’t tell which discipline the lesson fits into, that’s a problem,” Graber said. The educators at ISTE returned to the Mystery Skype video example to practice Graber’s suggested evaluation tools. They evaluated only what they could see in the video, treating it like a single classroom visit, when a coach or administrator gets only a tiny snapshot of a classroom.\u003c/p>\n\u003cp>To many teachers in the room, it wasn't clear what discipline the activity focused on -- while geography might be one guess, the skills discussed were not specific to that discipline, nor were the tools and processes focused on geography.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Critical thinking/Creativity/Initiative/Metacognition:\u003c/em> Does the activity go beyond facts or previously provided ways of thinking? Do the students have the opportunity to design, create or in other ways add unique value? Do students have the opportunity to take initiative to go beyond the parameters of the given assignment? Do students have the opportunity to reflect on their planning, thinking, work and progress?\u003c/li>\n\u003c/ul>\n\u003cp>In the Mystery Skype example, many of these qualities don’t seem to exist. The video states students each had a task, but some tasks required more critical thinking or reflection than others. A few kids were getting good practice designing smart questions, but they weren’t going beyond the parameters of the project, creating anything unique, or reflecting on their work.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Use of technology:\u003c/em> Is the technology a means, not the end? Does the technology add value so that students can do their work in better or different ways from what was possible before technology? Are digital technologies used meaningfully for learning tasks?\u003c/li>\n\u003c/ul>\n\u003cp>The group of ISTE educators came up with mixed answers on this item when evaluating the Mystery Skype activity. The activity wouldn’t have been possible without technology, but learning goals like effective questioning, collaboration and reflection on the process might have been better achieved for every student in the room without it.\u003c/p>\n\u003cp>This sample analysis is merely an example of how this evaluation framework could be used. The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.\u003c/p>\n\u003cp>Graber is clear that instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement. These conversations can happen within the context of a teacher’s personal goals for the year or within the frame of schoolwide goals, but they shouldn’t be used for evaluation.\u003c/p>\n\u003cp>“If we aren't seeing what we want to be seeing, what is the system provided to change that?” Graber asked. “If there isn’t anything, then don’t use this.” She doesn’t think it’s fair to go into a classroom and point out problems with a teacher’s lesson if the district or school doesn't have a plan for providing support to the teacher as she works to change and deepen her practice.\u003c/p>\n\u003cp>“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves. Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37330/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_187","mindshift_237","mindshift_963"],"featImg":"mindshift_37704","label":"mindshift"},"mindshift_26103":{"type":"posts","id":"mindshift_26103","meta":{"index":"posts_1591205157","site":"mindshift","id":"26103","score":null,"sort":[1357244175000]},"guestAuthors":[],"slug":"what-online-tools-work-for-language-arts","title":"What Online Tools Work for Teaching Language Arts?","publishDate":1357244175,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/blended-learning.jpg\" alt=\"blended-learning\" width=\"640\" height=\"360\" class=\"size-full wp-image-30709\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\n\u003cp class=\"dropcap-serif\">When it comes to language arts, the jury's still out on the quality and effectiveness of the available software. Some schools are investing and experimenting with different products, with mixed results, while others are working with free available web 2.0 tools. Here are two case studies examining each approach.\u003c/p>\n\u003ch4>\u003cstrong>THE SOFTWARE APPROACH\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.firstlineschools.org/our-approach.html\">Firstline Schools\u003c/a>, a public charter school company in New Orleans operating five schools, has aggressively pursued blended learning with hopes to help students who have fallen behind -- especially after the devastating effects on schooling after Hurricane Katrina.\u003c/p>\n\u003cp>“We can’t imagine going back to a traditional model,” said Chris Liang-Vergara, director of instructional technology for personalized learning at Firstline. “It seems crazy with the amount of differentiation we need.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Firstline uses \u003ca href=\"http://www.achieve3000.com/\">Achieve3000\u003c/a> in some schools, a program that allows students to read a nonfiction\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined.”\u003c/p>\n\u003c/aside>\n\u003cp>article everyday and answer questions related to it. But the program is dry, according to Liang-Vergara, and it can seem random and disconnected to the rest of what students are doing in class. He says he’s seen it used well, but usually by experienced teachers who are empowered to use it for the best kind of differentiation. If the teacher takes the time to search the Achieve300 database for nonfiction articles that are relevant to other class work, discusses them, and wraps them into the curriculum that works best. And the software does provide differentiation, increasing the difficulty of vocabulary and sentence structure as a reader progresses.\u003c/p>\n\u003cp>“When you show it to any experienced teacher, they get very excited because they think about how much time they'll save and how much information can be at their fingertips,” said Liang-\u003c!--more-->Vergara. It’s easier for the teacher to see what the student has learned and whether their reading comprehension skills are improving, while saving her grading time.\u003c/p>\n\u003cp>Overall, Liang-Vergara hasn’t seen the success in language arts blended learning that he’d hoped for and Firstline schools have scaled back the amount of time they use digital tools in English class. Liang-Vergara admitted that some schools have stopped using Achieve3000 partly because kids were quickly bored by it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003c/strong>\u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teacher Try Different Tactics\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined,” Liang-Vergara said. Learning to read and write requires many complimentary skills working in unison and offering a program that addresses just one skill doesn’t work as well to promote literacy as whole. Vocabulary in a text contributes to understanding meaning, literary structures give it depth, and non-fiction works about the subject matter help deepen understanding. These things can’t be parsed and require frequent back and forth with the teacher.\u003c/p>\n\u003cp>Still, Liang-Vergara says some software has proven more successful – like \u003ca href=\"http://www.vocabjourney.com/\">Vocab Journey\u003c/a>, which puts words in context and uses pictures and gamification to make learning new words fun. Even putting a small portion of assessment online saves teachers time, a big factor in English classes where teachers have to grade writing. “English teachers spend so much time on assessment that it causes them not to assign much work because they know they’ll have to correct all of it,” said Liang-Vergara. Removing some of that burden with programs like Achieve3000 or Vocab Journey allows them more time for one-on-one instruction.\u003c/p>\n\u003cp>Liang-Vergara says software developers he's spoken to at conferences aren't as interested in working on innovations in language arts software as they are in math. He believes the whole market has a lot of growing to do.\u003c/p>\n\u003ch4>\u003cstrong>THE WEB 2.0 APPROACH\u003c/strong>\u003c/h4>\n\u003cp>For Catlin Tucker, a high school teacher in Winsor, Calif., her school has not focused on blended learning the way Firstline has, partly because the cost of software and infrastructure has been a barrier. Even if she had the choice, though, she would not use what she refers to as \"canned content.\" Instead, she started integrating technology naturally into her classroom on an experimental basis using free web tools.\u003c/p>\n\u003cp>Tucker started off by trying to improve her students’ communication skills both online and in-person by using the free online platform \u003ca href=\"http://www.collaborizeclassroom.com/>\">Collaborize Classroom\u003c/a>, which offers more tools than an average discussion board. The online discussion, debate, and collaboration replaced homework, with assignments like posting a response to the discussion topic and responding to three peers. “It was interesting to see students who don’t engage verbally with their peers be super engaged in the online space,” Tucker said. Once those students found an online voice, she said they participated more in class discussions too.\u003c/p>\n\u003cp>She also realized that just because students have been exposed to technology at young ages and use it often doesn’t mean they know how to have an appropriate online discussion, a skill Tucker knows they need.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“This is so much more creative, inventive and exciting. As a teacher I am so much more energized.”\u003c/p>\n\u003c/aside>\n\u003cp>With the success of Collaborize Classroom, Tucker began to slowly integrate her classroom time with online spaces, making the transitions fluid with a clear focus on the learning goal, not the technology. She might start a discussion in class, extend it online, require collaboration through Google docs, deepen an understanding of the topic through a \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a> video, then pull it back into the classroom with extension activities.\u003c/p>\n\u003cp>For example, her vocabulary lessons -- one of the few areas where she still found herself lecturing, and a necessary part of any English class -- have been transformed. She now starts out by having students look at words in context and predict what they mean. Then they go home and watch Tucker’s video lecture. When they come back to class, they use mobile devices to find synonyms and antonyms, then go home and incorporate them into poems or stories. They share their work online, the class votes and the winner gets to read aloud in class. Suddenly vocabulary, a traditionally dull aspect of English class has some spice and students find a personal connection to the words they're using.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Tucker doesn’t teach in a wealthy school district where every student has access to a smartphone and a home computer. But if there’s one phone for every three to four students, the activity can still work. And, she doesn’t allow home computer access to become an excuse not to participate – instead she connects her students to free online resources in town.\u003c/p>\n\u003cp>This blended teaching style has completely changed Tucker’s classroom. “So much of my creative energy was being drained by managing the paper load,” Tucker said. “Now I read their online discussions, I see how they're engaging in that space, but I’m not the only one giving feedback; they're getting it from their peers too.” And while teaching this way doesn’t make her job easier, she's more engaged too. “This is so much more creative, inventive and exciting,” she said. “As a teacher I am so much more energized.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And she’s assigning more work than ever before. “Everything that happens online requires that they're reading and writing as well as thinking critically, so all these different skills are being developed,” said Tucker. For her, blended learning is a good way to get away from collecting and disseminating information, instead helping students discover it on their own.\u003c/p>\n\n","blocks":[],"excerpt":"Growing excitement around technology’s potential to transform the classroom has the education community chattering about laptops, tablets and smartphones. ","status":"publish","parent":0,"modified":1377109506,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1322},"headData":{"title":"What Online Tools Work for Teaching Language Arts? | KQED","description":"Growing excitement around technology’s potential to transform the classroom has the education community chattering about laptops, tablets and smartphones. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"26103 http://blogs.kqed.org/mindshift/?p=26103","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/03/what-online-tools-work-for-language-arts/","disqusTitle":"What Online Tools Work for Teaching Language Arts?","path":"/mindshift/26103/what-online-tools-work-for-language-arts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/blended-learning.jpg\" alt=\"blended-learning\" width=\"640\" height=\"360\" class=\"size-full wp-image-30709\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\n\u003cp class=\"dropcap-serif\">When it comes to language arts, the jury's still out on the quality and effectiveness of the available software. Some schools are investing and experimenting with different products, with mixed results, while others are working with free available web 2.0 tools. Here are two case studies examining each approach.\u003c/p>\n\u003ch4>\u003cstrong>THE SOFTWARE APPROACH\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.firstlineschools.org/our-approach.html\">Firstline Schools\u003c/a>, a public charter school company in New Orleans operating five schools, has aggressively pursued blended learning with hopes to help students who have fallen behind -- especially after the devastating effects on schooling after Hurricane Katrina.\u003c/p>\n\u003cp>“We can’t imagine going back to a traditional model,” said Chris Liang-Vergara, director of instructional technology for personalized learning at Firstline. “It seems crazy with the amount of differentiation we need.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Firstline uses \u003ca href=\"http://www.achieve3000.com/\">Achieve3000\u003c/a> in some schools, a program that allows students to read a nonfiction\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined.”\u003c/p>\n\u003c/aside>\n\u003cp>article everyday and answer questions related to it. But the program is dry, according to Liang-Vergara, and it can seem random and disconnected to the rest of what students are doing in class. He says he’s seen it used well, but usually by experienced teachers who are empowered to use it for the best kind of differentiation. If the teacher takes the time to search the Achieve300 database for nonfiction articles that are relevant to other class work, discusses them, and wraps them into the curriculum that works best. And the software does provide differentiation, increasing the difficulty of vocabulary and sentence structure as a reader progresses.\u003c/p>\n\u003cp>“When you show it to any experienced teacher, they get very excited because they think about how much time they'll save and how much information can be at their fingertips,” said Liang-\u003c!--more-->Vergara. It’s easier for the teacher to see what the student has learned and whether their reading comprehension skills are improving, while saving her grading time.\u003c/p>\n\u003cp>Overall, Liang-Vergara hasn’t seen the success in language arts blended learning that he’d hoped for and Firstline schools have scaled back the amount of time they use digital tools in English class. Liang-Vergara admitted that some schools have stopped using Achieve3000 partly because kids were quickly bored by it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003c/strong>\u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teacher Try Different Tactics\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined,” Liang-Vergara said. Learning to read and write requires many complimentary skills working in unison and offering a program that addresses just one skill doesn’t work as well to promote literacy as whole. Vocabulary in a text contributes to understanding meaning, literary structures give it depth, and non-fiction works about the subject matter help deepen understanding. These things can’t be parsed and require frequent back and forth with the teacher.\u003c/p>\n\u003cp>Still, Liang-Vergara says some software has proven more successful – like \u003ca href=\"http://www.vocabjourney.com/\">Vocab Journey\u003c/a>, which puts words in context and uses pictures and gamification to make learning new words fun. Even putting a small portion of assessment online saves teachers time, a big factor in English classes where teachers have to grade writing. “English teachers spend so much time on assessment that it causes them not to assign much work because they know they’ll have to correct all of it,” said Liang-Vergara. Removing some of that burden with programs like Achieve3000 or Vocab Journey allows them more time for one-on-one instruction.\u003c/p>\n\u003cp>Liang-Vergara says software developers he's spoken to at conferences aren't as interested in working on innovations in language arts software as they are in math. He believes the whole market has a lot of growing to do.\u003c/p>\n\u003ch4>\u003cstrong>THE WEB 2.0 APPROACH\u003c/strong>\u003c/h4>\n\u003cp>For Catlin Tucker, a high school teacher in Winsor, Calif., her school has not focused on blended learning the way Firstline has, partly because the cost of software and infrastructure has been a barrier. Even if she had the choice, though, she would not use what she refers to as \"canned content.\" Instead, she started integrating technology naturally into her classroom on an experimental basis using free web tools.\u003c/p>\n\u003cp>Tucker started off by trying to improve her students’ communication skills both online and in-person by using the free online platform \u003ca href=\"http://www.collaborizeclassroom.com/>\">Collaborize Classroom\u003c/a>, which offers more tools than an average discussion board. The online discussion, debate, and collaboration replaced homework, with assignments like posting a response to the discussion topic and responding to three peers. “It was interesting to see students who don’t engage verbally with their peers be super engaged in the online space,” Tucker said. Once those students found an online voice, she said they participated more in class discussions too.\u003c/p>\n\u003cp>She also realized that just because students have been exposed to technology at young ages and use it often doesn’t mean they know how to have an appropriate online discussion, a skill Tucker knows they need.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“This is so much more creative, inventive and exciting. As a teacher I am so much more energized.”\u003c/p>\n\u003c/aside>\n\u003cp>With the success of Collaborize Classroom, Tucker began to slowly integrate her classroom time with online spaces, making the transitions fluid with a clear focus on the learning goal, not the technology. She might start a discussion in class, extend it online, require collaboration through Google docs, deepen an understanding of the topic through a \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a> video, then pull it back into the classroom with extension activities.\u003c/p>\n\u003cp>For example, her vocabulary lessons -- one of the few areas where she still found herself lecturing, and a necessary part of any English class -- have been transformed. She now starts out by having students look at words in context and predict what they mean. Then they go home and watch Tucker’s video lecture. When they come back to class, they use mobile devices to find synonyms and antonyms, then go home and incorporate them into poems or stories. They share their work online, the class votes and the winner gets to read aloud in class. Suddenly vocabulary, a traditionally dull aspect of English class has some spice and students find a personal connection to the words they're using.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Tucker doesn’t teach in a wealthy school district where every student has access to a smartphone and a home computer. But if there’s one phone for every three to four students, the activity can still work. And, she doesn’t allow home computer access to become an excuse not to participate – instead she connects her students to free online resources in town.\u003c/p>\n\u003cp>This blended teaching style has completely changed Tucker’s classroom. “So much of my creative energy was being drained by managing the paper load,” Tucker said. “Now I read their online discussions, I see how they're engaging in that space, but I’m not the only one giving feedback; they're getting it from their peers too.” And while teaching this way doesn’t make her job easier, she's more engaged too. “This is so much more creative, inventive and exciting,” she said. “As a teacher I am so much more energized.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And she’s assigning more work than ever before. “Everything that happens online requires that they're reading and writing as well as thinking critically, so all these different skills are being developed,” said Tucker. For her, blended learning is a good way to get away from collecting and disseminating information, instead helping students discover it on their own.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26103/what-online-tools-work-for-language-arts","authors":["234"],"categories":["mindshift_20546"],"tags":["mindshift_399","mindshift_822","mindshift_120","mindshift_444","mindshift_963"],"featImg":"mindshift_26199","label":"mindshift"},"mindshift_25715":{"type":"posts","id":"mindshift_25715","meta":{"index":"posts_1591205157","site":"mindshift","id":"25715","score":null,"sort":[1355855438000]},"guestAuthors":[],"slug":"its-time-create-smart-policies-to-support-student-tech-use","title":"It's Time: Create Smart Policies to Support Student Tech Use ","publishDate":1355855438,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/its-time-create-smart-policies-to-support-student-tech-use/nasbe/\" rel=\"attachment wp-att-25728\">\u003cimg class=\"alignright size-large wp-image-25728\" title=\"NASBE\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/NASBE-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend and form a cohesive course of action for schools to follow.\u003c/p>\n\u003cp>In \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today -- And Tomorrow\u003c/a> the NASBE focuses on the importance of understanding students' needs, ensuring that teachers are prepared to meet those needs, and shoring up the technical infrastructure that will allow schools to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our kids are digitally savvy when it comes to gaming, texting, and social networking, but when it comes to information, even the best students can be digital doofuses.”\u003c/p>\n\u003c/aside>\n\u003cp>Up until now, much of the enthusiasm for education technology, blended learning, online courses and other digital aids in the classroom have come from teachers themselves. In fact, many ed-tech companies are pursuing a teacher-first strategy, opting to hook the educator and avoid the complicated bureaucracy of selling to school districts. That has left a patchwork of tools and uncertainty among some teachers who would like to take advantage of new tech tools, but \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">aren't sure how to get started\u003c/a>.\u003c/p>\n\u003cp>\"State boards of education along with their state education agencies are key to providing the leadership on education technology issues our school systems need to ensure students are ready for life and work in a digital era,\" \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">wrote \u003c/a>the NASBE study group tasked with investigating emerging tech trends. At the same time the report acknowledges that the current landscape is a \"wild, wild west\" of various products and approaches. \"Because of their formal responsibilities, state education systems are the only entities able to offer a sustainable platform for aligning these promising—but still fragmented and rapidly changing — forces,\" the report said.\u003c!--more-->\u003c/p>\n\u003cp>This excerpt addresses how educators and the Board should move forward in the shifting landscape.\u003c/p>\n\u003ch5>\u003cstrong>CHAPTER 1: ADDRESSING THE VOICE AND NEEDS OF TODAY'S STUDENTS\u003c/strong>\u003c/h5>\n\u003cp>Much has been written about the cohort of students in school today, who are generally considered digital natives. Commentators frequently point out how these children have always lived with computers in their homes, cell phones in everyone’s pocket, and hundreds of channels available on their televisions. They easily adapt to every new piece of technology that arrives in the marketplace and can text as easily and quickly as adults can talk. They are constantly “plugged in.” For this generation, there is no divide between “technology” and their daily lives.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv>\u003cstrong>\u003cspan style=\"color: #000000\">\u003cem>Ideally, we need school leaders who help communities think very carefully about what learning goals they have for their students, their faculty, and themselves, and then look at how technology tools can support those learning initiatives. It’s not about “using more tech” or even about “using technology to boost engagement,” since what is engagement without direction? The fundamental issue is how do we think about the kind of learning experiences that will prepare people for work, for our democracy, and for a well-lived life, and to what extent can technology support those kinds of learning experiences. \u003c/em>\u003c/span>\u003cspan style=\"color: #808080\">– Justin Reich, \u003cem>Education Week\u003c/em>\u003c/span>\u003c/strong>\u003c/div>\n\u003c/aside>\n\u003cdiv>\u003c/div>\n\u003cdiv>Today the combination of immense portable computing power, digital communications, and the Internet presents education with an enormous number of opportunities, challenges, and imperatives. There is the imperative, for example, that all students be digitally literate, which will require educators to meet students in the technological world where they now live in order to bring them to a new place. There are the challenges that come with ensuring students are good digital citizens—that they understand the potential consequences, negative and positive, of anything they put out on the web, understand plagiarism, and how to harness the power of technology safely, respectfully, and responsibly. Finally, there are the vast opportunities technology brings as a vehicle for enhancing the learning process through greater personalization of instruction—something leaders may need to address through policies that provide the flexibility and incentives needed to allow educators to take advantage of these opportunities.\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>KEY TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Today’s students have never lived in a world where the internet wasn’t in their homes and cell phones weren’t in everyone’s pockets. For them, there is no divide between “technology” and their daily lives.\u003c/li>\n\u003cli>“Our kids are digitally savvy when it comes to gaming, texting, and social networking,” one expert told state board members, “but when it comes to information, even the best students can be digital doofuses.” In other words, just because they have a more intuitive grasp of how to make technology “work” doesn’t mean students automatically know how to use it as a tool for learning. Students still need to be taught foundational research skills and processes that can be enhanced by technology use. This means students—and educators—need to understand that doing research is more than just sorting through what pops up via online search engines.\u003c/li>\n\u003cli>Internet information often does not have the ordered structure provided by textbooks or other resources for students. Educators need to be sensitive to this, and to their students frame of reference in regards to online searches, when integrating technology into their lessons.\u003c/li>\n\u003cli>With increased access to many different types of tools for learning and socializing and ever-increasing multitasking, it has become even more important to teach students how to focus their attention.\u003c/li>\n\u003cli>One of the great advantages of technology is its potential for personalizing instruction. Students are used to being able to personalize how they receive information—and when schools don’t present information in the same way, they sometimes become bored and disengaged. Instruction should be designed to take advantage of each student’s personal style of learning.\u003c/li>\n\u003cli>Because online problems can cause disruptions at school, there is a role for schools to help students learn to be safe, responsible, and respectful digital citizens. But in order to do so, school teachers and staff have to be prepared and equipped to monitor and instruct students in safe environments that are close to what they will experience once the filters and monitoring are removed.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003col>\n\u003cli>Address digital citizenship and digital literacy. These are relatively new areas for education leaders to address through the creation of policies and programs. It is important for policymakers to realize that every school community is different and each is starting at a different place. Some will be ready to institute integrated curricula, while others first need to create common definitions. The study group recommends that state boards urge their districts and schools to address the critical areas of digital citizenship and digital literacy and ensure that the state education department is prepared to offer resources and guidance for these discussions.\u003c/li>\n\u003cli>Design instruction to take advantage of how each student learns now. It is time to revisit what “school” is and how education policymakers can ensure that their decisions create a learning environment that best fits current learners’ needs. Policies at the state and local levels should be responsive to student’s lifestyles and behaviors at home and in the classroom.\u003c/li>\n\u003cli>Create policies that allocate resources based on data, student needs, and student, parent and stakeholder voices. These key stakeholder groups understand the complexities of the issues involved, and can provide the most accurate feedback about what solutions might work best. Additionally, providing access to student performance data to parents and students can also help them serve as an informed partner in ensuring that student study habits, methods and schedules are most conducive to learning outside of school hours.\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1406069207,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1344},"headData":{"title":"It's Time: Create Smart Policies to Support Student Tech Use | KQED","description":"Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"25715 http://blogs.kqed.org/mindshift/?p=25715","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/18/its-time-create-smart-policies-to-support-student-tech-use/","disqusTitle":"It's Time: Create Smart Policies to Support Student Tech Use ","path":"/mindshift/25715/its-time-create-smart-policies-to-support-student-tech-use","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/its-time-create-smart-policies-to-support-student-tech-use/nasbe/\" rel=\"attachment wp-att-25728\">\u003cimg class=\"alignright size-large wp-image-25728\" title=\"NASBE\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/NASBE-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend and form a cohesive course of action for schools to follow.\u003c/p>\n\u003cp>In \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today -- And Tomorrow\u003c/a> the NASBE focuses on the importance of understanding students' needs, ensuring that teachers are prepared to meet those needs, and shoring up the technical infrastructure that will allow schools to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our kids are digitally savvy when it comes to gaming, texting, and social networking, but when it comes to information, even the best students can be digital doofuses.”\u003c/p>\n\u003c/aside>\n\u003cp>Up until now, much of the enthusiasm for education technology, blended learning, online courses and other digital aids in the classroom have come from teachers themselves. In fact, many ed-tech companies are pursuing a teacher-first strategy, opting to hook the educator and avoid the complicated bureaucracy of selling to school districts. That has left a patchwork of tools and uncertainty among some teachers who would like to take advantage of new tech tools, but \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">aren't sure how to get started\u003c/a>.\u003c/p>\n\u003cp>\"State boards of education along with their state education agencies are key to providing the leadership on education technology issues our school systems need to ensure students are ready for life and work in a digital era,\" \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">wrote \u003c/a>the NASBE study group tasked with investigating emerging tech trends. At the same time the report acknowledges that the current landscape is a \"wild, wild west\" of various products and approaches. \"Because of their formal responsibilities, state education systems are the only entities able to offer a sustainable platform for aligning these promising—but still fragmented and rapidly changing — forces,\" the report said.\u003c!--more-->\u003c/p>\n\u003cp>This excerpt addresses how educators and the Board should move forward in the shifting landscape.\u003c/p>\n\u003ch5>\u003cstrong>CHAPTER 1: ADDRESSING THE VOICE AND NEEDS OF TODAY'S STUDENTS\u003c/strong>\u003c/h5>\n\u003cp>Much has been written about the cohort of students in school today, who are generally considered digital natives. Commentators frequently point out how these children have always lived with computers in their homes, cell phones in everyone’s pocket, and hundreds of channels available on their televisions. They easily adapt to every new piece of technology that arrives in the marketplace and can text as easily and quickly as adults can talk. They are constantly “plugged in.” For this generation, there is no divide between “technology” and their daily lives.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv>\u003cstrong>\u003cspan style=\"color: #000000\">\u003cem>Ideally, we need school leaders who help communities think very carefully about what learning goals they have for their students, their faculty, and themselves, and then look at how technology tools can support those learning initiatives. It’s not about “using more tech” or even about “using technology to boost engagement,” since what is engagement without direction? The fundamental issue is how do we think about the kind of learning experiences that will prepare people for work, for our democracy, and for a well-lived life, and to what extent can technology support those kinds of learning experiences. \u003c/em>\u003c/span>\u003cspan style=\"color: #808080\">– Justin Reich, \u003cem>Education Week\u003c/em>\u003c/span>\u003c/strong>\u003c/div>\n\u003c/aside>\n\u003cdiv>\u003c/div>\n\u003cdiv>Today the combination of immense portable computing power, digital communications, and the Internet presents education with an enormous number of opportunities, challenges, and imperatives. There is the imperative, for example, that all students be digitally literate, which will require educators to meet students in the technological world where they now live in order to bring them to a new place. There are the challenges that come with ensuring students are good digital citizens—that they understand the potential consequences, negative and positive, of anything they put out on the web, understand plagiarism, and how to harness the power of technology safely, respectfully, and responsibly. Finally, there are the vast opportunities technology brings as a vehicle for enhancing the learning process through greater personalization of instruction—something leaders may need to address through policies that provide the flexibility and incentives needed to allow educators to take advantage of these opportunities.\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>KEY TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Today’s students have never lived in a world where the internet wasn’t in their homes and cell phones weren’t in everyone’s pockets. For them, there is no divide between “technology” and their daily lives.\u003c/li>\n\u003cli>“Our kids are digitally savvy when it comes to gaming, texting, and social networking,” one expert told state board members, “but when it comes to information, even the best students can be digital doofuses.” In other words, just because they have a more intuitive grasp of how to make technology “work” doesn’t mean students automatically know how to use it as a tool for learning. Students still need to be taught foundational research skills and processes that can be enhanced by technology use. This means students—and educators—need to understand that doing research is more than just sorting through what pops up via online search engines.\u003c/li>\n\u003cli>Internet information often does not have the ordered structure provided by textbooks or other resources for students. Educators need to be sensitive to this, and to their students frame of reference in regards to online searches, when integrating technology into their lessons.\u003c/li>\n\u003cli>With increased access to many different types of tools for learning and socializing and ever-increasing multitasking, it has become even more important to teach students how to focus their attention.\u003c/li>\n\u003cli>One of the great advantages of technology is its potential for personalizing instruction. Students are used to being able to personalize how they receive information—and when schools don’t present information in the same way, they sometimes become bored and disengaged. Instruction should be designed to take advantage of each student’s personal style of learning.\u003c/li>\n\u003cli>Because online problems can cause disruptions at school, there is a role for schools to help students learn to be safe, responsible, and respectful digital citizens. But in order to do so, school teachers and staff have to be prepared and equipped to monitor and instruct students in safe environments that are close to what they will experience once the filters and monitoring are removed.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003col>\n\u003cli>Address digital citizenship and digital literacy. These are relatively new areas for education leaders to address through the creation of policies and programs. It is important for policymakers to realize that every school community is different and each is starting at a different place. Some will be ready to institute integrated curricula, while others first need to create common definitions. The study group recommends that state boards urge their districts and schools to address the critical areas of digital citizenship and digital literacy and ensure that the state education department is prepared to offer resources and guidance for these discussions.\u003c/li>\n\u003cli>Design instruction to take advantage of how each student learns now. It is time to revisit what “school” is and how education policymakers can ensure that their decisions create a learning environment that best fits current learners’ needs. Policies at the state and local levels should be responsive to student’s lifestyles and behaviors at home and in the classroom.\u003c/li>\n\u003cli>Create policies that allocate resources based on data, student needs, and student, parent and stakeholder voices. These key stakeholder groups understand the complexities of the issues involved, and can provide the most accurate feedback about what solutions might work best. Additionally, providing access to student performance data to parents and students can also help them serve as an informed partner in ensuring that student study habits, methods and schedules are most conducive to learning outside of school hours.\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25715/its-time-create-smart-policies-to-support-student-tech-use","authors":["234"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_35","mindshift_963"],"featImg":"mindshift_25728","label":"mindshift"},"mindshift_24668":{"type":"posts","id":"mindshift_24668","meta":{"index":"posts_1591205157","site":"mindshift","id":"24668","score":null,"sort":[1351882631000]},"guestAuthors":[],"slug":"whats-the-best-way-of-using-computers-in-schools","title":"To Make Blended Learning Work, Teachers Try Different Tactics","publishDate":1351882631,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. You have to have the stomach for that,” she said.\u003c/p>\n\u003cp>Greenberg’s organization, \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools Fund\u003c/a>, will experiment with blended learning models to find what works for different kinds of school structures and populations. He doesn't believe anyone has gotten it quite right yet.\u003c/p>\n\u003cp>“I think the right tone in this world is to be cautiously optimistic. Anyone who says this is easy you should walk away from,” Greenberg said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1377109798,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1022},"headData":{"title":"To Make Blended Learning Work, Teachers Try Different Tactics | KQED","description":"By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have invested in some form of technology, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget. But for many schools, finding a way to integrate the use of tech","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24668 http://blogs.kqed.org/mindshift/?p=24668","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/02/whats-the-best-way-of-using-computers-in-schools/","disqusTitle":"To Make Blended Learning Work, Teachers Try Different Tactics","path":"/mindshift/24668/whats-the-best-way-of-using-computers-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. You have to have the stomach for that,” she said.\u003c/p>\n\u003cp>Greenberg’s organization, \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools Fund\u003c/a>, will experiment with blended learning models to find what works for different kinds of school structures and populations. He doesn't believe anyone has gotten it quite right yet.\u003c/p>\n\u003cp>“I think the right tone in this world is to be cautiously optimistic. Anyone who says this is easy you should walk away from,” Greenberg said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24668/whats-the-best-way-of-using-computers-in-schools","authors":["234"],"categories":["mindshift_20546","mindshift_195"],"tags":["mindshift_399","mindshift_963","mindshift_65"],"featImg":"mindshift_24698","label":"mindshift"},"mindshift_24630":{"type":"posts","id":"mindshift_24630","meta":{"index":"posts_1591205157","site":"mindshift","id":"24630","score":null,"sort":[1351791866000]},"guestAuthors":[],"slug":"how-should-teaching-change-in-the-age-of-siri","title":"How Should Teaching Change in the Age of Siri?","publishDate":1351791866,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-should-teaching-change-in-the-age-of-siri/photo-18/\" rel=\"attachment wp-att-24639\">\u003cimg class=\"alignleft size-medium wp-image-24639\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/photo-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>By Marsha Ratzel\u003c/h5>\n\u003cp class=\"dropcap-serif\">“Siri, can you tell me what 2x+7 is?”\u003c/p>\n\u003cp>You know the future is rushing towards us when students no longer ask the teacher if they can use a calculator, but instead ask if they can ask Siri.\u003c/p>\n\u003cp>Siri shows a plot of the equation, what kind of geometric shape it is, and loads of other things that are well above the needs of eighth-graders. The image on the screen looked remarkably like the data one finds at the \u003ca href=\"http://www.wolframalpha.com/\">Wolfram Alpha\u003c/a> site. And sure enough, turns out Wolfram is built right into the Siri help menu.\u003c/p>\n\u003cp>Clearly it won’t take long for students to realize how easy this is to access. In a year’s time they’ll likely be well entrenched in using Siri or some Siri surrogate to find the answers to math problems and potentially lots of questions in other subjects.\u003c/p>\n\u003cp>In that light, how should teaching change?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Short of banning smartphones (a short-term solution, at best), the evolution of artificial intelligence services like Siri means that there will be a shift from a focus on finding the answer as the endpoint to a greater focus on analysis. You have the answer, but so what? What does that answer mean in a real-life situation?\u003c/p>\n\u003cp>Should teachers just take the bit that they have traditionally needed for this kind of problem or should they figure out how to use this extra information provided by Siri to push students' thinking beyond where it usually goes with eighth graders?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Lessons are designed with the assumption that students will use readily available technology.\u003c/p>\n\u003c/aside>\n\u003cp>Taking digital tools and mobile technologies into account (not to mention Common Core expectations), it’s obvious that multiple-choice and true-false questions are not going to cut it anymore. Instead, educators have to design questions that force students into drawing conclusions and using the proof process that many of them haven’t encountered yet.\u003c/p>\n\u003cp>One method of practicing problem-solving is giving students both the question and the answer and asking them to explain \u003cem>how\u003c/em> to solve the problem — how you harvest the information from the problem and show the steps in the solution.\u003c/p>\n\u003cp>Here’s an example: Instead of reviewing the commutative and distributive properties with a worksheet where they would be able to enter the equation into Siri and get the answer, you ask the \u003c!--more-->question in a different way. You can ask them… \"Is 5(5x+7) = 25x+7 always, sometimes or never true?” Or you might ask “Is 3x-9 = 9-3x always, sometimes or never true?”\u003c/p>\n\u003cp>In the first example, they simply have to answer the question and Siri can help them find the answer pretty quickly. In the second example, students have to test out their idea with different kinds of numbers; positive, negative, fractions, improper, zero and big numbers. They search for an example that proves the equation true, or they search for a counter-example that proves what they conjecture to be false.\u003c/p>\n\u003cp>\u003cstrong>BALANCING ACT\u003c/strong>\u003c/p>\n\u003cp>Changing instruction in this way is a balancing act. Lessons are now designed with the assumption that students will use readily available technology, and build on prior knowledge so the learning will stick.\u003c/p>\n\u003cp>For example, when we study parallel and perpendicular lines, the objective is for students to learn how the coefficients of these lines are the same and how they are different. It’s easy to give them a definition to memorize, but will they remember it? Connecting the idea to something tangible that they’ve done will ensure that they will.\u003c/p>\n\u003cp>Many students already have free graphing calculator apps on their phones and use it regularly. They even send screenshots to show what they’re thinking or where they're stuck on a problem. In this case, the app is used just as pencil, notebooks, and graph paper.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR OTHER SUBJECTS\u003c/strong>\u003c/p>\n\u003cp>Siri is helping students in other classes too. She’s very capable of finding the capitol of a state, the 22nd president of the USA, and who wrote the phrase “Four score and seven years ago.” She knows the plot of every book in the Google Library and won’t hesitate to define “iambic pentameter.” Chemical symbols? Physical laws? A snap.\u003c/p>\n\u003cp>I wonder how other teachers might have to rethink their teaching and assessment strategies — with Siri and her A.I. colleagues at our students’ beck and call?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/10/23/teaching-age-siri/\">Voices from the Learning Revolution.\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1351792240,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":802},"headData":{"title":"How Should Teaching Change in the Age of Siri? | KQED","description":"By Marsha Ratzel “Siri, can you tell me what 2x+7 is?” You know the future is rushing towards us when students no longer ask the teacher if they can use a calculator, but instead ask if they can ask Siri. Siri shows a plot of the equation, what kind of geometric shape it is, and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"24630 http://blogs.kqed.org/mindshift/?p=24630","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/01/how-should-teaching-change-in-the-age-of-siri/","disqusTitle":"How Should Teaching Change in the Age of Siri?","path":"/mindshift/24630/how-should-teaching-change-in-the-age-of-siri","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-should-teaching-change-in-the-age-of-siri/photo-18/\" rel=\"attachment wp-att-24639\">\u003cimg class=\"alignleft size-medium wp-image-24639\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/photo-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>By Marsha Ratzel\u003c/h5>\n\u003cp class=\"dropcap-serif\">“Siri, can you tell me what 2x+7 is?”\u003c/p>\n\u003cp>You know the future is rushing towards us when students no longer ask the teacher if they can use a calculator, but instead ask if they can ask Siri.\u003c/p>\n\u003cp>Siri shows a plot of the equation, what kind of geometric shape it is, and loads of other things that are well above the needs of eighth-graders. The image on the screen looked remarkably like the data one finds at the \u003ca href=\"http://www.wolframalpha.com/\">Wolfram Alpha\u003c/a> site. And sure enough, turns out Wolfram is built right into the Siri help menu.\u003c/p>\n\u003cp>Clearly it won’t take long for students to realize how easy this is to access. In a year’s time they’ll likely be well entrenched in using Siri or some Siri surrogate to find the answers to math problems and potentially lots of questions in other subjects.\u003c/p>\n\u003cp>In that light, how should teaching change?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Short of banning smartphones (a short-term solution, at best), the evolution of artificial intelligence services like Siri means that there will be a shift from a focus on finding the answer as the endpoint to a greater focus on analysis. You have the answer, but so what? What does that answer mean in a real-life situation?\u003c/p>\n\u003cp>Should teachers just take the bit that they have traditionally needed for this kind of problem or should they figure out how to use this extra information provided by Siri to push students' thinking beyond where it usually goes with eighth graders?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Lessons are designed with the assumption that students will use readily available technology.\u003c/p>\n\u003c/aside>\n\u003cp>Taking digital tools and mobile technologies into account (not to mention Common Core expectations), it’s obvious that multiple-choice and true-false questions are not going to cut it anymore. Instead, educators have to design questions that force students into drawing conclusions and using the proof process that many of them haven’t encountered yet.\u003c/p>\n\u003cp>One method of practicing problem-solving is giving students both the question and the answer and asking them to explain \u003cem>how\u003c/em> to solve the problem — how you harvest the information from the problem and show the steps in the solution.\u003c/p>\n\u003cp>Here’s an example: Instead of reviewing the commutative and distributive properties with a worksheet where they would be able to enter the equation into Siri and get the answer, you ask the \u003c!--more-->question in a different way. You can ask them… \"Is 5(5x+7) = 25x+7 always, sometimes or never true?” Or you might ask “Is 3x-9 = 9-3x always, sometimes or never true?”\u003c/p>\n\u003cp>In the first example, they simply have to answer the question and Siri can help them find the answer pretty quickly. In the second example, students have to test out their idea with different kinds of numbers; positive, negative, fractions, improper, zero and big numbers. They search for an example that proves the equation true, or they search for a counter-example that proves what they conjecture to be false.\u003c/p>\n\u003cp>\u003cstrong>BALANCING ACT\u003c/strong>\u003c/p>\n\u003cp>Changing instruction in this way is a balancing act. Lessons are now designed with the assumption that students will use readily available technology, and build on prior knowledge so the learning will stick.\u003c/p>\n\u003cp>For example, when we study parallel and perpendicular lines, the objective is for students to learn how the coefficients of these lines are the same and how they are different. It’s easy to give them a definition to memorize, but will they remember it? Connecting the idea to something tangible that they’ve done will ensure that they will.\u003c/p>\n\u003cp>Many students already have free graphing calculator apps on their phones and use it regularly. They even send screenshots to show what they’re thinking or where they're stuck on a problem. In this case, the app is used just as pencil, notebooks, and graph paper.\u003c/p>\n\u003cp>\u003cstrong>IMPLICATIONS FOR OTHER SUBJECTS\u003c/strong>\u003c/p>\n\u003cp>Siri is helping students in other classes too. She’s very capable of finding the capitol of a state, the 22nd president of the USA, and who wrote the phrase “Four score and seven years ago.” She knows the plot of every book in the Google Library and won’t hesitate to define “iambic pentameter.” Chemical symbols? Physical laws? A snap.\u003c/p>\n\u003cp>I wonder how other teachers might have to rethink their teaching and assessment strategies — with Siri and her A.I. colleagues at our students’ beck and call?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. A version of this post originally appeared on \u003ca href=\"http://plpnetwork.com/2012/10/23/teaching-age-siri/\">Voices from the Learning Revolution.\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24630/how-should-teaching-change-in-the-age-of-siri","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_965","mindshift_963","mindshift_964"],"featImg":"mindshift_24639","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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