English

Infographics. Great collaborative learning tools!

Leysi Ortiz — Thu, 09 May 2013 14:00:00 GMT

This blog was originally written in Spanish by Andrés Carlos López Herrero.

There is a variety of digital tools in today’s technology to enhance learning. This article aims to bring the subject of Infographics to the classroom, providing teachers with a guide to understanding the educational possibilities of this tool and choose the solution that best fits their needs.

What’s an Infographic?

According to the R.A.E. (Spanish Royal Academy) An Infographic is the "development of images using a computer." A more detailed definition that’s commonly accepted is that Infographics are "graphic representations, in the form of a poster, that includes data, graphics and text to communicate complex ideas or concepts in a simple and easy way."

How can Infographics support learning?

Infographics help develop Spatial Intelligence, an area in the theory of Multiple Intelligences by Howard Gardner. It is defined as the human capacity to create mental images, introduce ideas visually and perceive and capture visual details from a drawing or sketch

According to David Jonassen (1) infographics can be used in education to connect ideas from multidimensional networking concepts. Infographics allow students to construct their own knowledge by connecting ideas and identifying the variables involved in a particular subject to establish relationships within the content being studied.

Suzie Boss & Jane Krauss (2) stated that the use of computer graphics tools enable students to acquire a deeper knowledge from the information they research and collect. Information becomes clear and debatable when they can interpret and visualize it.

How to create an Infographic?

Following the recommendations published in Eduteka in 2012 (3), in order for our students to acquire meaningful learning on a specific topic through the use of Infographics, we should:

Choose the subject
Research and evaluate sources of reliable information
Organize ideas into topics and subtopics - discarding what’s irrelevant
Perform a freehand sketch to foster creativity
Select visual elements. We recommend the use of free image banks
Select a tool to create your Infographic
Create an Infographic using original graphic format, with icons, readable fonts and harmonic colors
Publish the Infographic

Tools to create Infographics

ChartsBin Allows you to create interactive Infographics easily and without any prior training. Focused on geographical maps.

Creately Web app to create online diagrams. Not a free service, but it offers an interesting trial version. You can create flowcharts, Venn diagrams, storyboards, network diagrams, org charts and site maps. With a variety of professional templates and color schemes available.

Dipity Offering both: free and paid versions. Great for displaying the use of temporary axes! It allows you to create a timeline to arrange information and insert it into web pages.

Easel.ly Free Beta version, easy to use and friendly interface. With a variety of templates that allows for online publication on your own site using a given code.

GeoCommons Free application specialized in mapping. It has a community to find and share geographic data.

Google Chart Tools Powerful free tool. Lets you choose from several graphics to create your real-time interactive Infographic.

Gliffy Collaborative tool to create diagrams and graphs. Intuitive use.

Hohli It allows you to create Venn diagrams, scatter diagrams and other graphics.

Infogr.am Quick and easy to use app with a variety of customization options.

iCharts Excellent to create quick original graphics, with interactive data and easy to share.

Many Eyes App developed by IBM. Lots of customizable graphs available!

Piktochart Simple to use: drag and drop the images. It allows exporting PNG and JPG format for quality print or for the web. You can combine different types of elements: themes, icons, vectors, images and import statistics from Excel.

Stat Planet Allows you to create personalized interactive maps that can include graphics and interactive graphics. Available online or free download.

Tableau Public Downloadable software to create computer graphics integrated into web pages. The site includes video tutorials.

Tagxedo Well-known Web 2.0 tool to create interactive word clouds.

Venngage Online tool to create and publish custom Infographics for blogs and other websites.

Visual.ly Free online tool to create Infographics about our Social Networks and Google Analytics. A community with over 35,000 graphic designers.

Vizualize.me Online tool that lets you easily create Curriculum Vitae with a custom design, fun and professional.

What About Me? Customizable online tool offered by Intel, which shows our trends on Facebook, Twitter and YouTube.

Wordle An online "toy" to generate word clouds with many creative designs to choose from.

References:

(1) Jonassen D. (1996). "Los Computadores como Herramientas de la Mente"

(2) Boss, S. y Krauss, J. (2009) "Aprendizaje por proyectos con herramientas digitales, Internet y Web 2.0"

(3) Educateka (2012) Las infografías y herramientas para elaborarlas

Note: Citations for the article are in Spanish - but websites to create Infographics are all in English.

Looking for more on Infographics? Check out 5 Free Tools for Creating Educational Infographics.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Ways Music Can Motivate Language Students

Isabelle Jones — Mon, 06 May 2013 14:50:00 GMT

Over the past few months I have been looking at different ways to use music to engage my students with French and Spanish language learning.

Why music? I started with the premise that music is a powerful mood-modifier and even I was amazed at some of the students' responses... I have always had this idea that if music is a language, conversely, language is music-and languages represent a range of music with different pitches and rhythms. I have used music in a wide range of ways to grab students' attention, sneakily modify their moods and get them engaged with the language and its related culture.

1. Just music-no words: It is up to the students to come up with words! In this way, music is used as a brainstorming tool.

2. Music can also be associated with key parts of the lesson. This is a great to minimise instruction time and reinforce routines.

3. Music can be used as a link into a new topic. Students listen and/or watch and figure out what the new topic is. The clues can be in the lyrics or in the video.

Isabelle's French Lessons Playlist ; Isabelle's Spanish Lessons Playlist

4. Just music and words: I have used karaoke versions of music video for students to concentrate more on the words, and to reinforce the learning of specific structures. Most styles of music can be used to do this.

5. Made-up songs: I have used songs with clear or repetitive structure as a stimulus to get students to write their own made-up song/ rap/ poem. Playfulness with words is the beginning of serious language manipulation.

6. Singing pronunciation: Slow down-sing to students and help them remember the pronunciation of longer, trickier words to a tune.

7. Parallel texts, translations and cover songs:

If the song studied has a cover version in English, compare the language versions and get the students to spot the differences as they are listening. Ask: Is it a straight translation? Why isn't it a straight translation? Are there any important differences in meanings?

Discoveries:

Students' responses will be varied, but largely positive. Although I am passionate about using music in languages lessons, I do understand that some people will not respond to it. What I have tried to do is to use music in such a way that it cannot just be associated with a specific type of listening, speaking, reading or writing activities. Music is a very versatile tool and using it as a way to reinforce patterns, or routines, or as a mood-modifier is just as powerful.

ICT tools that support use of music in the classroom:

1. I really like Amara which can be used to subtitle videos. The only issue is that subtitling a music video is extremely challenging for non-natives, and there is a lot of typing involved. An alternative activity would be to use background music and subtitle a short video in the style of old-fashioned silent movies. The choice of background music could reflect the characters' feelings or the ups and downs of the story.

2. Freeplay music is a great site with free music to match moods. You can select by key words, instrument, or style of music.

3. If you want to keep it simpler go for ibeat. These are free beats you can use to practise new vocabulary and key words-great to focus on pronunciation.

4. A good rhyming dictionary-online or as a mobile app is essential to support the writing activities and it will also help students memorise the correct pronunciation of the new words if they are learnt in rhyming clusters.

Two possible tools are iRime and this Spanish Rhyming Dictionary.

5. Finding the words of up-to-date songs can be tricky, but I've found that using mobile apps like Lyrics + saved me a lot of time. Find the sound; get the lyrics, copy and paste into a word document and use for cloze exercises and more...

6. Downloading YouTube videos was also of use, particularly as online tools like Amara do not really work well directly with YouTube. Using Keepvid.com, or the mobile app ibolt downloader were the easiest ways for me to do this.

7. Last but not least, how do you keep up to date with the music of the different Target Language Countries? I found the great mobile app called Music Tube to do just that. You can visit the top 20 songs for a range of countries and each song is linked to a corresponding YouTube video. As the lists are updated regularly, this is a fantastic, up-to-the-minute resource, ready to be used in the classroom.

8. More resources can be found here in my Slideshare Music to My Ears Handout.

Isabelle Jones is Head of Languages, as well as French and Spanish specialist with primary and secondary language teaching experiences. She regularly blogs at http://isabellejones.blogspot.com/ and speaks at conferences across the UK. She is an expert at using technology with language students, and sharing that "how to" with educators.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

All They Do is Win, Win, Win…. 5 Things You Could Also Be Doing

Leysi Ortiz — Fri, 26 Apr 2013 10:33:00 GMT

Recently our team had the opportunity to visit the Ron Clark Academy; a private, non-profit school in Atlanta, GA that accommodates fifth through eighth grade students from a range of backgrounds.

The Ron Clark Academy (RCA) is home to exceptional teachers and leaders who strive to make a difference in education ... Yes, I know what you're thinking right about now: Not another blog about exceptional teaching ... bear with me and I'll share what I took away from this visit: my "Top 5 from 5"; five favorite things from the five classes I visited that will help you fine-tune what you're doing in your classroom.

I know that some of you reading this are familiar with the work at RCA. Maybe you have jumped on the trampoline and are even "Slide Certified", but I also know that a majority of our Planet teachers (especially those abroad) have not and probably won't have the opportunity to visit RCA in their lifetime careers. For me the experience offered valuable insight into the potential to revisit our teaching methods and also as a fun way to share ideas among our amazing community of teachers.

Without further ado, here are my top 5 from 5.

Positive Attitude Is Key!

Maintaining a positive attitude throughout the school year will result in effective classroom management. Ron Clark; Founder and Math Teacher, is the epitome of enthusiasm and positive energy in a classroom. He is an exemplary educator who inspires confidence, respect and promotes emotional and academic development in his students. I was very impressed to see Mr. Clark one minute jumping on and off the tables, students doing the same thing, chanting, clapping and drumming and minutes later everything was back to normal; kids were sitting at their desks and focused on solving the algebra equation on the Promethean ActivBoard. They were engaged and managed at the same time.

Have you established rules and regulations in your classroom? Does your classroom management need a tune-up? Click to look inside Ron Clark's The Essential 55 to see his classroom rules.

TeachingChannel is also a great website with over 70 videos on positive attitude in the classroom. From Improving Participation to Ready to Learn: Creating a Positive Classroom Culture and don't forget our very own classroom management blogs.

If You Can't Take Them There, Bring It to Them

Kim Bearden, School Co-founder and Language Arts Teacher uses her creativity to transform her classroom into impressive motivational learning centers.

Depending on the topic, you can observe her students dissecting sentences, reading a novel at the beach or being part of a play in Rome, all within the four walls of her classroom!

When we first walked into Ms. Bearden's classroom, the students were dressed as doctors; surgeons to be specific. They had gloves, surgical gowns and scrubs, protective eye wear and so did Kim. The students were "dissecting", basically cutting words and organizing them into sentence structure. She was calling them "Doctor", followed by their names. It was amazing to see that the students were so engaged, motivated and learning parts of the speech in a setting that I never would've thought to relate to language arts.

Ms. Bearden's later shared with us these great transformation ideas:

When writing poetry or descriptive paragraphs: bring to the classroom beach chairs, music with the sounds of waves, buckets filled with sand, leis and suntan lotion and cover the floor with beach towels.
When reading narratives: why not sit around a campfire (fake fire), but bring sleeping bags, flashlights, use sound effects from nature.
Create an Italian restaurant to review punctuation: Punctuatiano's or maybe a Chinese restaurant to review gerunds: The House of Ing.

For more ideas on how to transform your classroom setting check out Lessons for Lively Learners from Kim Bearden.

"Unleash Students' God-Given Creativity"-Gina Coss

The minute you walk into the classroom of Gina Coss, Social Studies/Science Teacher at RCA, you feel transported to another country or region in the Middle East or India. A Nights of Arabia paradise with cushions and curtains of bright purple and pink shades adorn her classroom. However, it is not her room decoration that inspired me the most, but her passion to empower students to pursue opportunities for themselves, their communities and the world.

Gina is the cofounder of the Ron Clark Academy Model United Nations (RCAMUN), an authentic and didactic conference that provides a real-world simulation of the United Nations in a professional setting where the students discuss issues that impact global communities such as human rights and clean water for all.

Are you a social studies teacher looking for fresh ideas in the classroom? Why not adapt a simplified version of the (RCAMUN) model? Great to teach about the UN's organization and empowering your students to think globally.

Make Learning Relevant

Sarah Hildebrand, Social Studies teacher at RCA, firmly believes that "If a child can't learn the way we teach, maybe we should teach the way they learn."

On the date of our visit, Sarah's lesson was about the "Selma to Montgomery March." The peaceful protest led by Martin Luther King in 1965 that was part of a series of marches that marked the political and emotional peak of the American Civil Rights Movement.

What was fascinating about Sarah's lesson was that the students were the teachers. The students were leading discussions from images on the Promethean board, analyzing the content critically, answering each other's questions and in general were collectively engaged in a whole-class learning experience.

I believe that a student-led lesson adds a personal dimension to the student's learning process and this lesson certainly provided a great opportunity for these RCA students. They were able to relate to the topic at hand and were encouraged to stand up and speak up.

Need some lessons on MLK and the Civil Rights Movement? Here are some lessons submitted by teachers like you. Would you like to add yours?

Seven Dollars=Seven Continents

Last but not least, I'd like to tell you about Ken Townsel. This accomplished educator and Science Teacher captivated my attention from the start.

When we got to his class, the students were rapping to the tune of "The Cell Theory Rap". They had memorized this rap as a way to learn the periodic table of elements. Mr. Townsel later explained that this rap was one of the first kinesthetic music tools he included into his lesson 20 years ago. By helping his students make connections between the material taught and its applications, Mr. Townsel helps build excitement into his classes.

An enthusiast motivational speaker; he shared with us details of his life-changing career events that paved the way for his love of science. From his early days as an organ player at church where he earned seven dollars a month, to meeting Oprah Winfrey in person, to his Antartica expedition , and many other experiences, greatly helped shape Mr. Townsel into the person and teacher he has become. His passion for science has taken him to all seven continents. On many occasions bringing his students with him has allowed them to open their minds to global, scientific events.

Here is a list he put together of helpful science websites:

Parts of the Microscope

Cheek and Cork Cells

Stomata (Plant cell part)

Cells Alive (animated identification of cell parts and functions)

A Virtual Pond Dip

The Smallest Page on the Web

Pond Life

Whether you're a veteran teacher or a recently graduated one, it isn't a bad idea to revisit our teaching styles and learn from successful teachers who remain intellectually curious while at the same time keeping a passion for children and the learning process.

We would love to hear from you! Do you have any ideas you'd like to share with us? How about sharing a cool website that's been helpful for you in the classroom?

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Spring has Sprung: Take Your Math Lessons Outdoors!

Tabitha Savage — Thu, 25 Apr 2013 14:00:00 GMT

For those of us in the United States, spring has sprung! With warmer weather just around the corner, let's take a quick look at a few ways to incorporate math lessons outdoors!

Get Outside, Get Moving and Learn!

Reuse your plastic Easter eggs. Do you happen to have any extra Easter eggs left over from the classroom egg hunt? Reuse them as an engaging outdoor activity for your class! Place a variety of plastic coins in plastic eggs. Toss them out around the playground and collect the plastic eggs again! Students can count the various amounts of money in each egg and compare them to other eggs they've found.

Go on a word problem hunt. If counting coins isn't a primary focus, then number each plastic egg and place a spring-themed word problem inside. Working with a partner, students solve the word problem and write their answer next to the corresponding number on their handout.

Find a new use for hula hoops. Hula Hoops make great Venn Diagrams! Lay two hula-hoops on the ground, overlapping them just a bit. What kinds of outdoor items can we compare?

Break out the jump ropes. Jump ropes can be used to form equal groups of items. Using a stopwatch, allow students 60 seconds to search and collect a specific item. After the stopwatch sounds, students will work with their parter or individually to form an array out of their collection. The jump ropes are used to separate the collection. How many equal groups can we make? What is the fewest number of equal groups we can make? Are there any items left over?

Play with sidewalk chalk. Thanks to Earth's rotation, the length of shadows changes throughout the day. Ask students to trace their partner's shadow using sidewalk chalk and measure it at various times of the day. How does the shadow compare to your partner's actual length? How might we use this comparison to estimate the height of another object, such as a tree?

Run with a purpose. Gather a variety of various balls (or other small objects), and place them along a fence or wall. Students stand at the opposite fence, giving them plenty of room to run. Give students a real world math problem. On your signal, students run to the objects, collecting a number that represents the answer to your math problem.

Spring is a wonderful time of year, and present the perfect opportunity to take your students outdoors for learning activities. How do you incorporate lessons into your outdoor time? Share your ideas with other teachers by posting a comment below!

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Changing Computer Science Teaching

Alfred Thompson — Tue, 23 Apr 2013 16:51:00 GMT

In most secondary schools computer science is an elective course. It often doesn't count as a graduation course in the way that mainstream courses such as Physics, Calculus, or other more frequently required courses. That means that computer science courses, to maintain enrollment, have to offer something interesting. That has changed the way computer science is taught. There are many different things that are being tried, but there are several common threads.

One of these is game development. A great many young people play video games and have a dream of creating their own games. This has opened many doors for computer science programs. In the US, York County (VA) School Division has a two-course sequence in game development offered by their Virtual High School. Other schools use game development as a way to introduce computing using such tools as Game Maker, XNA, and Alice. While outsiders tend to worry that game development means playing games, in fact, it means learning some very serious computer science concepts. Game development has historically driven computer science innovation not trailed it. And if students have fun in the process, so much the better, as that provides internal motivation to work harder and learn more.

Another is mobile development. Students love their phones and in many places are demanding to be taught how to create their own apps. Depending on the area and what phones are popular this may involve Concurrent C for iPhones, Visual Studio for Windows Phones, or various tools for Android phones. App Inventor for Android, originally developed at Google, but now being maintained and enhanced by MIT, is particularly popular, because its block architecture, similar to Scratch, is easy to learn and provides powerful access to phone features. TouchDevelop from Microsoft Research is now available for developing web applications on a variety of platforms as well as its original ability to develop for Windows Phones on Windows Phones.

Block programming languages are letting teachers introduce computer science and programming earlier. Alice and Scratch lead the way as block programming languages that largely remove syntax problems from programming. These tools and the ones that have followed (there is a long list of block programming languages here) remove much of the frustration for learning to program. Younger students also love the colorful graphics and images. These tools let younger students create fun programs to show off to their peers and family. At the same time these students are learning that they can tell the computer what to do. They become powerful in ways they had not thought possible.

The Kinect Sensor from Microsoft offers still another leading edge tool that attracts students to software development. This powerful yet relatively inexpensive sensor was developed for Xbox games that let the player become the controller. With a PC interface, a free software development kit and an increasing volume of sample code students are able to create their own applications to interact with the computer in a new way. Which leads to the next major development - making a difference in the world NOW.

Students are finding that they can take the development tools and knowledge available to them to create useful applications. Applications that make a difference in the way their school, or local non-profits operate. I have seen a Kinect application that allows a person without the use of his arms control a computer using leg movements. That application was written by students to help someone at their school. Students are also creating mobile phone applications to help their peers keep track of school assignments and schedules. Other schools have active programs where students take on local non-profit organizations and create custom applications for computers, for mobile devices, or for the web.

Today, students want some context for their computer science. It has to have meaning to them more than "learn this because it is good for you." Education has had to adapt a bit because just being able to use a computer is not enough. Students have to know that they can do meaningful work with what they are learning. Fortunately, the tools to teach the concepts in contexts students can relate to are more available all the time.

Alfred Thompson is currently a high school computer science teacher. He has also been a professional software developer, a textbook author, a developer evangelist with Microsoft, a school technology coordinator, a school board member and more. These days he sees himself as something of a computer science education activist working to help reach more young people with the news that they can make the world a better place through software.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

iPads & Flipped Classrooms

Claudio Zavala Jr — Mon, 01 Apr 2013 13:30:00 GMT

We have been in full swing with iPads for over half a semester now. But make no mistake; there has not been much of a slowdown. We remain busy developing training for implementation and finding resources (apps, after-market attachments, and online resources). In my last blog, iPads in the Classroom - App Evaluation/Research, I shared 5 ways to find apps and found that most use the App Store and word of mouth to narrow down their search. I have to say that I too find the App Store and word of mouth the most useful for finding apps, free apps of course. Worst-case scenario, the app is not what I expected, and therefore delete it.

Speaking of apps, we have had a surge in teachers joining the ranks using iTunes U for flipped classrooms. What initially started with 15 teachers, we are now over 35. Many of them are utilizing iTunes U for flipped classroom approach. In addition, we as a department are looking at developing Promethean and iPad training that our staff can take via iTunes U. Many of the teachers are creating screen recordings for their lessons. In addition, some will capture footage of themselves. One of the challenges in recording oneself is having someone available to record. What many of the teachers are doing is using their own cameras or mobile phones. Unfortunately, stability and tracking (when camera follows the speaker) has not been easy to overcome.

In February, our team was able to present at our state technology conference, TCEA. One of my goals was to find useful attachments and/or tools to help our teachers record videos for their flipped classroom. Enter Swivl, the portable cameraman in a box. The Swivl connects to various iOS devices and Android phones to record video along with audio (see table for specs).

Device	App	How it Works
iPod Touch 4gen, iPhone 3G/3GS, iPhone 4/4S, iPhone 5, iPad Mini (iPad Fall 2013)	Yes	Connects via charging connector to record audio and video
Android phones	No	Use Swivl tracking to record video via phone, no audio

The Swivl follows the instructor via infrared device worn on a lanyard. As you move across the classroom, Swivl app captures video using built-in camera on the iPhone. The video is ready for sharing to YouTube or to camera roll to use in post-production video apps. I created a demo lesson to show it in action, without any editing other than adding title and transition. I did forget to set the auto-focus to lock. That is why you see it jumping focus.

(Please visit the site to view this media)

Imagine the possibilities! Not only can a teacher create lessons, how-to-videos, but also think of how students can use the Swivl to create video reports, student-to-student instruction, and dramatizations. Devices like this help transform the traditional use of video in the classroom. For example, flipped classroom redefines the traditional lecture portion. Redefinition as represented in the SAMR, seeks to enhance learning by utilizing technology in the classroom. Developed by Dr. Ruben Puentedura, this model aims to advance the use of technology through four stages, Substitution, Augmentation, Modification and Redefinition. You can hear from Dr. Puentedura by subscribing to his iTunes U podcast.

Although the iPad version will not be available until the fall, I definitely see the benefits of using it not only for flipped classroom but other projects. For example, possibly using Skype or FaceTime (depending on your schools Wi-Fi access) to conference from one class to another. That may be my next project to try!

In order to comment on this blog and any other article in the Planet community, you first need to register with the site and then join this user group.

No Algorithm? No Problem! Learning to Add in the Lower Elementary Grades

Tabitha Savage — Thu, 07 Mar 2013 14:30:00 GMT

One of the major shifts we've seen with Common Core State Standards is the absence of algorithms in the lower grades, Kindergarten through third grade. For many teachers this has been a significant shift in curriculum. If we don't teach the algorithm, then HOW do we teach?

Today we'll take a closer look at ways to teach addition without using the algorithm. Students will have an opportunity to experience addition instead of simply memorizing a series of steps. They will conceptualize why addition strategies work, leading them to a stronger number sense and mental math capabilities.

No Algorithm? NO problem!

Rods and Cubes

Our first method of addition involves manipulatives. In our teaching, we should always focus on "concrete to abstract." Give them ample opportunities to touch and physically combine tens and ones to create a number.

For this strategy, rods represent a group of ten, while cubes represent ones. Let's try out the problem 42+33. All students need a piece of paper divided by place value, tens and ones. Next, use the rods and cubes to represent the first number, 42.

Think about what addition really means- our number is growing larger, isn't it? Let's add our second addend to the work mat we created. Now, it looks like this:

Our last step is to find the value represented on the work mat. 7 rods have a value of 70 and 5 cubes have a value of 5 for a sum of 75.

That's a great idea, but does it work when there are more than ten ones (regrouping)? Let's test it out!

42+39

We'll start the same way- add 42 to your work mat, and then add 39 more.

If we can make a group of ten from our ones, then we need to do so. Take ten cubes away, and exchange it for a rod.

Now we're ready to solve.
My tens have a value of 80, and my ones have a value of 1, so 42+39 must equal 81.

Tens and Ones

We can also divide our numbers on paper. This time, let's use the problem 27+52.

Begin by thinking about what each number really means: 27 is 2 tens and 7 ones, and 52 is 5 tens and 2 ones.

2 tens + 7 ones		20 + 7
+ 5 tens + 2 ones		+ 50 + 2
7 tens + 9 ones	=	70 + 9	=	79

Number line addition

The number line is quite possibly the most versatile of all math tools. I'll show you three ways in which a student might use a number line in order to solve 39+ 42. Once students become familiar with the number line, they may create new counting patterns to solve the problem!

Student A:

"I started my number line at 39, because that's the first number in the problem. Next, I added 40 by counting by tens- 49,59,69,79. Last, I added 2- 80, 81. My answer is 81."

Student B:

"I started my number line at 30. I know that 3+4=7, so 30+40 must equal 70. Next, I added 9 to 70 and got 79. I added two more to 79 for a total of 81."

Student C:

"I saw that 39 was really close to 40, so I added +1. Adding any number to a group of 10 is easy. Then I added 42. 40+40 was 80 and my 2 ones equals 82. I remembered I changed 39 to 40, so now I need to subtract one away. My answer is 81."

All of the students are correct, even though they arrived at the answer in a variety of ways. They're manipulating numbers because they conceptually understand the concept. They know they can break the tens and ones apart, anyway they choose, and in the end still find the correct sum.

Which might be more valuable to your young learners- memorizing a list of steps to solve, or creating their own ways to solve? I encourage you to learn alongside your students and try something new!

Do you have other addition strategies you'd like to share? Please share your strategies and experiences with others by posting a comment below.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

iPads in the Classroom – App Evaluation/Research

Claudio Zavala Jr — Tue, 26 Feb 2013 19:13:00 GMT

With second semester now in full swing, many of our teachers have had time to utilize the iPad as a tool in their instruction. Groups of teachers are using iPads as a tool for flipped classrooms. A cohort of teachers is using iTunes U to develop courses for students to take using iTunes U app. If interested in learning more about on our iTunes U project, watch this Prezi.

One of the common responses from our teachers relates to finding the right app to use for the right situation. It can be and has been challenging to get the right app. However, we have come up with a process for choosing an app. Please note that we are still making modifications to this plan, so feel free to share your thoughts.

At this moment, there are over 800,000¹ apps in the app store with thousands of them being educational apps. As a teacher, that's an enormous bank of possibilities, but narrowing it down and finding useful ones is a daunting task. In addition, finding free and effective apps is an added challenge.

An approach we took was to have a research apps session. It is our "Top 5 Ways to Find Apps". We met with the entire staff of our Career and Technology Education (CATE) campus on a morning of a professional development day. We began our session by creating a chat via our online collaborative learning platform. We asked the teachers to reply to this question:

What kinds of apps are you looking for?

Several responded with apps that help with productivity, storyboarding and scripting apps, engineering apps, a whole myriad of requests. Our next step was to share our list of strategies for finding these types of apps. Here's our list:

App Finding Apps – You can choose filters to locate educational apps. In addition, you have the ability to create wishlists to notify you when the app does become free or if price is reduced.
Blogs/Websites – Many people have already done a lot of the legwork for you. For example, Kathy Schrock’s app guide is a great resource for apps that work with Bloom’s Taxonomy.
App Search Engines – These sites lets you enter a specific topic or activity and list results.
iTunes U – One of the ways is to search through courses similar to your content area and find out what apps other teachers/professors are requiring their students to download. Be aware that this strategy is a bit time consuming.
The App Store – Apple has done a nice job of organizing apps into content categories in the Education App list.

A more concise list is available in the presentation. Follow this link to download: Top 5 Ways to Find Apps.

After we presented the teachers with these five tools, they broke up into content area groups to search for apps using the list. After about 15-20 minutes we reconvened and asked teachers to share apps they found and what way they found useful (I'll share a few at the end). We found that the majority of the group prefers to use the App Store to find their apps. But there was a mixture others.

As a follow up to this training, we've asked these teachers to share apps they find throughout the year and post it on our group page. Here are a few apps they found and what they use them for:

Dragon Dictation	Use for recording verbal assessments
Crime Reports	Use for research in CSI courses
Sticky Notes	Use for collaborative note taking and research
CDC	Use for medical research in health science courses
Type on PDF	Use this to complete PDF documents, worksheets, or tests

Overall, this workshop model worked. Please share your suggestions and if you do try this model, let us know what you find. Our next steps are refining our iPad trainings to be more content relevant. We are in the works to collaborate with curriculum department coordinators to better serve our teachers and in turn serve our students.

¹"Apple - IPod Touch - Learn about Apps from the App Store." Apple - IPod Touch - Learn about Apps from the App Store. N.p., n.d. Web. 21 Feb. 2013.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site and then join this user group.

The Problem with FREE

Lisa Dubernard — Wed, 13 Feb 2013 14:30:00 GMT

Over the last few years, I have found some really amazing and powerful free tools and resources for learning on the internet. And I've happily used them to create fantastic activities and learning experiences for students. But lately a dark little cloud has appeared over the concept of free and I'd like to take the opportunity to share some thoughts and opinions with you and more importantly learn how you feel about this topic.

Some of the great free tools I've used over the years include:

Khan Academy – Free video-based math lessons (and more)
Spelling City – Free spelling and vocabulary games
Promethean Planet – (Free resources, forums, and training materials)
Moodle – (for making online courses)
WordPress – (for making blogs or websites)
Edmodo – Free collaborative learning environment
ToonDoo – Free comic strip creator

So what's the issue? Free is free, right? Well, not so fast.

Free case #1: Moodle

A few years ago, I was asked by an organization to create some online courses and we decided to use Moodle. Moodle was free, very powerful and had a lot of users. So what happened?

Well, someone had to download and set it up on the server (and we had to have server space and bandwidth.) Someone had to keep it updated. It didn't connect to our user database (without some additional expertise and there was no budget to do that.)No one (other than me) wanted to create courses in it. And worse case, the end users found the interface too unfriendly. We eventually paid someone else to host it but it still failed in the end and was taken down. So much for free.

Free case #2: Edmodo

Don't get me wrong. I LOVE Edmodo. It's fun, friendly and they have a large and enthusiastic teacher following . But here's my PARENT story. A couple of my son's teachers have gotten on Edmodo and both my son and I have created accounts (parent and student). But…his OTHER teachers all use different sites or tools and NONE of this is integrated into the district's "parent" page (where the grades live.) The teachers who DO use it only use it minimally and for supplemental stuff so it's just not effective for anyone. Parents and students need ONE site to log in and should have clear expectations of what they should find there. (My opinion.)

Then, I recently saw Edmodo at an ed tech conference (TCEA in Austin, TX) they had a big (expensive) booth. I thought "How could a free tool have the money for such as nice big booth (and staff) at a major conference? They must HAVE some revenue (or investment) from somewhere."

Here's what I read in Edsurge's article, Edmoto: Fresh Look, More Social:
"It's [sic] business model is also still a bit opaque. So far, Edmodo, which reaches close to 1 million teachers and 10 million users overall, continues to offer all its tools and resources to teachers for free. It charges companies that offer their products through its platform: Crystal Hutter, Edmodo's COO, says that more than 250 publishers are offering free or premium apps through the Edmodo platform. That seems to promise a lean living so we continue to watch for the evolution of other, premium-style offerings. Edmodo executives are mum about any other revenue plans. "Our focus continues to be on building out the platform," Hutter declares."

See also Commercializing Edmodo by Miguel Guhlin.

Free Case #3: Spelling City

GREAT site. Fun site. Love it. I have shared with English teachers how they can use it to help kids with vocabulary with the sentence match activity. So we entered all of the vocabulary word sets for the year (and used Edmodo to provide the links) and everything was cool….UNTIL we found that the sentence match activity we planned to use is NO LONGER FREE. It is now a premium service. What a bummer, and a waste of precious time to have entered in all of the lists and sentences.

How are all of these FREE tools free, and what's the potential catch? Don't they cost money to create and maintain? Here's what I have learned:

Some tools try to pay for themselves with ads. (Promethean Planet is an example).
Some tools offset costs by offering some services or resources for free and some for a fee. (Spelling City or Starfall).
Some are free but charge other companies fees to allow users to access their "paid for" tools through their services. (Edmodo).
Others simply disappear or get absorbed by someone else.

So what's my point?

Realize what is free today may not be free tomorrow and decide if it is a good investment of your time.
Understand that free stuff may be less free than you think because of other costs like time and IT support (Moodle).
Keep in mind that sometimes free can mean not integrating with other tools your district uses like your student information system, or dealing with tons of account ids and passwords. Double entry and keeping up with all of accounts and logins can be pretty time consuming and overwhelming.

Bottomline: Teacher time is valuable. Use the good free stuff but keep your eyes open!

Agree with me? Don't agree with me? Share your stories and advice!

MORE Classroom Apps You Can't Live Without!

Tabitha Savage — Wed, 06 Feb 2013 15:33:00 GMT

Back in August I shared some of my favorite classroom management apps with you in a blog titled, Classroom Management Apps — Don't Start Class without Them! This month I’d like to share a variety of other useful apps for the classroom. Once again, they’re all FREE!

Drop Box

Many of us may use Dropbox, but have we thought about using the app to share information with our students? Dropbox is a free service that lets you bring all your photos, docs, and videos anywhere. Any file you save to your Dropbox is accessible from all your computers, iPhone, iPad and even the Dropbox website! Create a scavenger hunt document and share it through Dropbox with your students. They can access the file from their iPads and complete the scavenger hunt without paper and pencil! Students can also upload photos or work samples from their iPad and submit them to you for review.

QR Reader Apps

Need to send a secret message to some of your students with out sending the message to all students? Create your own QR code at Quikqr! This free QR code generator allows you to create a QR code for a favorite website, or custom make one to display a secret message (like the one pictured). You can print out the QR code if you plan on using the same secret message frequently, or if you want to give the same message to other groups of students. Students use the QR reader app on their iPad to scan the code, which then shows them the secret message! If you have a message for all students, show the QR code on your Promethean board. All students can scan the image from their iPad! Do some students have trouble typing in those long web addresses? Problem solved! You can easily create a QR code for any website. Students scan the QR code and the website will automatically pop up. There are many QR reader apps to test, and you will find some work better than others, my favorite QR reader app is Scan.

If you need few flipcharts to get you started with using QR codes in the classroom, check out the following QR math mysteries:

QR Codes Math Mysteries: 1st grade
QR Codes Math Mysteries: 2nd grade
QR Codes Math Mysteries: 3rd grade

Educreations App

This app allows you or your students to create lessons on an interactive white board. It records your voice and your handwriting. The videos can be shared on line! The Educreations App adds a new level of excitement to the standard “group project” activity. To see what how teachers are using this app, browse their featured lessons.

It's no secret technology can add an extra punch of excitement to any lesson. If you are using apps in your classroom, I would love to hear about them. Please take a moment to share your favorite classroom app.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Resume Writing Tips for Teachers

Adrienne Phillips — Sun, 27 Jan 2013 15:41:00 GMT

Whether you are fresh out of school or an experienced educator, putting your resume together to present to a potential employer takes a certain level of finesse. However, the art of resume writing doesn't need to be placed in the hands of an expert, you can do it yourself by following these tips and advice.

Do Your Homework

First thing to do before you even start writing your resume (or CV) is your homework. As an educator, you know the importance of homework, and when looking for a job, doing your homework is essential. Whether it's taking a look at the frequently used acronyms and industry buzz words to knowing if the institution you are interviewing with has high or low test scores in a certain subject area, you must do the necessary research. Sure, this sounds relatively easy to do, but it does take some time and cannot be done in a haphazard manner. Make it a priority to spend the time getting to know your potential employer, taking what you have learned and mapping it against what you have to offer.

Here's another way to look at it. Let's say, for example, the school you are interviewing with is filled with high-achieving students. Ask yourself: What do I have in my professional arsenal that shows not only can I work with high-achieving students, but they can continue to excel with me as their teacher? Have you participated in extra gifted certification or professional development courses? If the answer is yes, then these are the types of things you need to highlight on your resume. Don't live by the philosophy that one resume fits all. That's simply not the case. Every school and every position is different. Regardless if you will be working with struggling readers, gifted students or students with behavior disorders, your job is to go into the interview prepared with the necessary, relevant information that allows your skills as an educator to shine.

Brag a Little

I know this will come as no surprise, but teachers are some of the most humble individuals you will ever run into in this world. However, when it comes to putting your resume together, you need to set some of this modesty aside and brag about your accomplishments. Do you have a master's degree? Have you been a lead teacher? Have you led any training sessions or workshops? Do you possess extra subject-area certificates? All these things are important to a potential employer, so don't be shy, go ahead and place these certifications and credentials in a prominent place on your resume. Keep in mind, however, if you are going to place it on your resume, make sure you have the documentation to back it up. Keep on file any certificates of completion, letters of recommendation or awards and be prepared to share them if necessary (and most likely it will be necessary).

Show Your Passion

Putting your passion down on paper can prove to be quite challenging, but don't let that throw you. You can show your passion and commitment to teaching and student success in various ways. Have you led an after-school science club, sponsored an Odyssey of the Mind team, or written any education grants? These types of extra-curricular activities require a huge time commitment outside the regular school day and should without a doubt be listed on your resume. If you are feeling daring, you can even add a little creativity to your resume. Not the exaggeration and cutesy font kind of creativity, but the digital kind of creativity. Yes, it is still important to have the traditional paper resume, but don't be afraid to prepare something a little non-traditional. Digital resumes and portfolios containing animations, sample lessons and professional works have become quite popular. This type of media is a perfect leave behind when the interview is over.

My last word of advice for you when putting the finishing touches on your resume, stay authentic and let who you are and who you want to become as an educator shine through. If you do this, everything else will be simple.

Special thanks to all of our Promethean Planet Facebook friends for all the wonderful suggestions and insight that helped make this article what it is. You are all truly irreplaceable.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Education Thought Leader Ramji Raghavan on Learner Voice and “Learned Helplessness”

Planet Editorial Team — Fri, 25 Jan 2013 16:42:00 GMT

The latest big name in education to join Education Fast Forward (EFF)'s esteemed group of Foundation Fellows is Ramji Raghavan, the Founder Chairman of Agastya International Foundation, the world's largest hands-on mobile science education program for economically disadvantaged children and rural teachers.

We caught up with Ramji ahead of EFF6: From Learner Voice to Emerging Leaders, the first EFF debate in which he'll be participating, to find out more about his background and educational philosophy.

You can tune in to watch a live stream from EFF6 on Promethean Planet on Monday, January 28, 2013 from 11 a.m. to 12 noon (GMT) and contribute to the discussion via Twitter by including #eff6 in your message. A recording of the debate will also be made available on Planet once the event has concluded.

Promethean Planet: Can you tell us a bit about yourself and your background in education, Ramji?

Ramji Raghavan: I left a career as a banker in New York and London in 1998 to start the Agastya International Foundation, an education charity, which aims to spark curiosity and nurture creativity through hands-on science among economically disadvantaged children and rural teachers in India. Agastya has a full-time staff of 500, of whom 300 are teachers. I have a business background, an MBA from the London Business School and a Post-Graduate Diploma in Development Studies from the International Institute of Social Studies, The Hague.

PP: The topics for the EFF5 and EFF6 debates both focus on Learner Voice. What do you see as the key issues we face in trying to build Learner Voice into the policy-making process?

RR: (a) Finding effective mechanisms to capture and communicate learner requirements, interests and aspirations. (b) Ensuring these are incorporated in policy-making frameworks and then implemented at the school level. (c) Ensuring consistency and balance between the needs of learners and those of teachers and administrators.

PP: As a new EFF Fellow, what are your main hopes and expectations of Education Fast Forward over the next three years?

RR: (a) To connect with global thought leaders and educators. (b) To learn new ideas and influence strategies to scale up the work of my foundation. (c) To find partners to export the Agastya model of learning to other countries.

PP: You have spoken before about "learned helplessness" as something that arises out of traditional teaching methods. Can you explain your thinking around this, and tell us about some of the work being done by the Agastya International Foundation to counter such tendencies?

RR: The chalk-and-talk method of teaching prevalent in many schools across the globe has discouraged inquiry and put millions of children, especially those from low-income families, off education. Children find the classroom lectures boring and are unable to relate school learning to their lives. Teachers often are not fully engaged in the child's learning process. This has led to boredom and ignorance about the value of education - people are not able to see that education can help them overcome their social and economic constraints. Since the alternative is low productivity work in the farm or menial jobs in cities, communities have acquired a sense of helplessness - they blame themselves for their problems and believe such problems are pervasive and permanent. The feeling of helplessness has been "learned" in as much as the downbeat education environment prevalent across most rural and many low income urban areas has not shown them a way out; if anything, it has reinforced the belief that one's lot is without hope.

To counter this, Agastya takes a very proactive approach by engaging directly with children and teachers using hands-on, experiential learning methods that spark curiosity, nurture creativity and instill confidence - the 'can do' approach. Agastya works with its target audience in an engaging and participative way at its 172-acre campus Creativity Lab near Bangalore and through 70 mobile science labs and 29 science centers. Through our interventions we try to promote shifts in behavior, namely from Yes to Why, Looking to Observing, Passive to Learning to Explore, Textbook-bound to Hands-on and (as a consequence) Fear to Confidence.

PP: What do you feel are India's biggest educational challenges over the next five to ten years?

RR: (a) Ensuring access to quality education. (b) Training and motivating teachers. (c) Infusing the creative spark in education. (d) Establishing widespread and effective vocational training.

PP: What do you think have been the major impacts of technology in your own lifetime? Do you think that technology has had similar or greater impact in education?

RR: Technology has clearly and positively impacted the speed and quality of communication and decision making, catalyzed self-learning and made the classroom environment richer and more interesting. Technology, however, is not a panacea for problems related to uninspiring education. To reap the benefits of technology, a student - and his/her teacher - must come equipped with a base of knowledge, a positive attitude, skills of inquiry and the ability and interest to connect knowledge with real life. I don't believe that technology has made a hugely positive qualitative difference to education in India, at least not in the sense of accelerating creativity and infusing the creative spirit in learning.

PP: What one thing should educators and others be doing right now to facilitate change for the better in education?

RR: Spark curiosity and nurture creativity through more hands-on, experiential learning.

Read more about Ramji Raghavan and Education Fast Forward on Promethean Planet's EFF pages.

Enjoyed this? You may also like:

Education Thought Leader Tarek Shawki on Learner Voice, an interview with EFF Foundation Fellow Tarek Shawki
Education Thought Leader Jenny Lewis on Learner Voice and the Future of Education, an interview with EFF Foundation Fellow Jenny Lewis
Education with Impact: The Teacher Who Inspired Me, by Olivia Hill – EFF Student Debater

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Education Thought Leader Tarek Shawki on Learner Voice

Planet Editorial Team — Fri, 25 Jan 2013 12:43:00 GMT

The sixth Education Fast Forward (EFF) debate takes place on January 28, 2013. EFF6, entitled From Learner Voice to Emerging Leaders, will be filmed in front of a studio audience at the Education World Forum in London, England, and will be streaming live on Planet from 11 a.m. to 12 noon (GMT). A recording of the debate will also be made available after the event for anyone who can't tune in live.

We caught up with debate participant and EFF Foundation Fellow Tarek Shawki – Dean of the School of Sciences and Engineering at the American University in Cairo – to learn more about him and his views on the future of education and Learner Voice.

Promethean Planet: Please can you tell us a bit about yourself and your background in education, Tarek?

Tarek Shawki: I have served in academic circles between 1985 and 1999 as a researcher and Professor of theoretical and applied mechanics at the Massachusetts Institute of Technology (MIT) and the University of Illinois at Urbana-Champaign, respectively. Throughout my academic early phases, I conducted computational research work and always tried to deploy emerging technologies in my classroom teaching.

In particular, I developed web-based courses during the period of 1995–1998 when early browsers emerged. I even delivered a complete graduate course on Fracture Mechanics from Egypt (during my 1998 sabbatical leave) to my students in Illinois. This was a rather early adaptation of the newly born Internet technologies at that time.

In 1999, I left my academic work to serve as an International Civil Servant at the United Nations Educational, Scientific and Cultural Organization (UNESCO) where I served as the Regional Advisor for Communication & Information in Arab States (1999–2005). I then moved to UNESCO HQ in Paris (2005–2008) to serve as the global chief of ICTs in education, science and culture until I moved back to Egypt to serve as the Director of UNESCO's Regional Bureau for Science & Technology in Arab States (2008–2012). Throughout my years at UNESCO, I have been directly responsible for a wide range of national, regional and global projects involving emerging Information and Communication Technologies (ICTs) in education, science and culture. In particular, I managed the global project that led to the establishment of the ICT Competency Framework for Teachers (ICT-CFT), which serves as international standards defining the ICT competencies of teachers.

As of September 1, 2012, I returned to my academic roots through joining the American University in Cairo as the Dean of the School of Sciences and Engineering.

Overall, I have been rooted in the education world since my early career within academic circles or international organizations.

PP: The topics for the EFF5 and EFF6 debates both focus on Learner Voice. What do you see as the key issues we face in trying to build Learner Voice into the policy-making process in education?

TS: Indeed, the topic of Learner Voice is an excellent addition to the debate regarding the proper integration of ICT in education and global education reform. As governments face many challenges in properly deploying ICTs in their educational offerings, the Learner Voice poses an additional challenge as it intersects with long prevailing cultures, teachers' perceptions of their role and even parents' perceptions as well. A strong case must be made by the EFF community to various governments regarding this issue. It also appears to me that few pilot studies could go a long way in making the point regarding Learner Voice. We simply must make the point and correlate it to the success of national plans for education.

PP: As a new EFF Fellow, what are your main hopes and expectations of Education Fast Forward over the next three years?

TS: Following over 15 years of help to governments in this area, I still believe that we are far from taking advantage of modern ICT in education. I could even go further to claim that the world is not yet offering new 21st century skills to the new generations. Therefore, I really hope that EFF can address the right issues facing governments and educators worldwide, offer a spectrum of solutions and probably share examples of best practice.

PP: You were a major figure of influence in UNESCO for many years but recently moved back into Higher Education in Egypt. What are the key learnings you have been able to take from your work with UNESCO to your role in the university?

TS: As I worked in different countries across many continents, it seems to me that there are similar challenges worldwide and a great deal of duplication of efforts combined with wasted resources. The world needs benchmarks for teacher training, curricular design, use of digital learning objects, and assessment models. I strongly believe in the need to offer internationally accepted standards to support proper integration of ICT in education. Countries must be allowed enough freedom for contextualization and localization of solutions but it seems necessary to adhere to international benchmarks as we see the emergence of knowledge societies around the world.

PP: What do you feel are Egypt's biggest educational challenges over the next five to ten years?

TS: The Egyptian education system has stagnated for at least the past 30 years! Illiteracy is a huge problem in Egypt affecting around 25% of the population. The national education system suffers from an aging infrastructure, poorly trained and rewarded teachers, bad business model and outdated curricula. Many of those features plague the Egyptian Higher Education system as well, except for a number of high-quality private universities.

Egypt needs a bold and creative vision for education, which makes it into a nationally-endorsed set of policies for implementation. Egypt needs to address the illiteracy challenge with out-of-the-box solutions, re-train over 1.5 million teachers in the school system and boldly re-visit its system of a national examination for admission to Higher Education. Egypt needs modern curricula, creative use of ICT to improve education quality and overcome infrastructure constraints besides re-thinking the entire business model underlying its national education system.

PP: What do you think have been the major impacts of technology in your own lifetime? Do you think that technology has had similar or greater impact in education?

TS: This answer may require volumes to answer but, in brief, I have witnessed a real revolution in technology advancements over the past 40 years. The speedy revolution in communication devices (from rotary phones using landlines, telex machines, fax machines to cellular phones, SMS, satellite phones and email. Equally revolutionary advances were made in information systems including the emergence of the World Wide Web and all related applications. I remember typing my own Ph.D. thesis on an IBM typewriter back in 1985 when computers and word processors were not even imagined yet! We definitely witnessed huge advances in tools that led to much greater productivity, communication and openness.

As for education, I am always puzzled by the fact that it did not react to such advances at the same speed or even a fraction of it! Although we are now educating new generations that do not remember life before mobile phones, email, Facebook and Twitter; the education system, for the most part, seems to be barely different from what we received 45–50 years ago!

PP: What one thing should educators be doing right now to facilitate change for the better in education?

TS: Re-examine the fundamental role of the teacher in today's world. Re-think the entire education model including education curricula and assessment of students' competencies.

We definitely need a 'revolution in' and not an 'evolution of' education.

Read more about Tarek Shawki and Education Fast Forward on Promethean Planet's EFF pages.

Enjoyed this? You may also like:

Education Thought Leader Jenny Lewis on Learner Voice and the Future of Education, an interview with EFF Foundation Fellow Jenny Lewis
Education with Impact: The Teacher Who Inspired Me, by Olivia Hill – EFF Student Debater
Education Technology and the Curriculum of the Future, by Vera Accasia Kinoro – EFF Student Debater

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Education with Impact: The Teacher Who Inspired Me

Planet Editorial Team — Wed, 23 Jan 2013 16:38:00 GMT

By Olivia Hill – Student Guest Blogger

Australian student Olivia Hill was a guest debater at the first student-led Education Fast Forward debate (EFF5: From Learner Voice to Global Peace). Having made such an impressive contribution to the discussion, Olivia will be returning for EFF6: From Learner Voice to Emerging Leaders. Prior to this debate, Olivia has written a guest blog article for Promethean Planet telling us about the teacher who has most inspired her.

Tell us about a teacher who has inspired you and what makes them special

Teachers have one of the most important jobs in our society. Teachers educate, share experiences and inspire the next generation of incredible young people of which I am a part. In my 12 years of school education, I have been fortunate enough to be educated by some brilliant teachers; however, one teacher in particular has inspired me beyond words. Mr Gauthier is my Biology teacher at Cleveland District State High School, but beyond that he is also one of my greatest supporters and biggest inspirations.

Mr Gauthier has a teaching style that is well suited to the generation of students he teaches. Everyday in the classroom, Mr Gauthier makes the curriculum important and relevant in the lives of his students. Technology has been integrated seamlessly into his method of teaching. From Skype calls to Astronauts and Genetic Researchers to the use of AnswerGarden and MeetingWords for conversations about the ethics of Biology and even further to the use of Twitter and Blog Posts about Human Impacts on the natural environment, Mr Gauthier uses the technology students know so well and makes learning more enjoyable for all students. He teaches with a wicked sense of humour, a smile on his face and an incredible passion for education. This is what I believe makes Mr Gauthier such a great teacher. Mr Gauthier is not only a great educator, but he is also a positive role model in the lives of his students.

Personally, Mr Gauthier has completely changed the direction of my life. In 2011, I was introduced to the DeforestACTION project. DeforestACTION is a global collaborative project with, for and by students around the world who take action to stop deforestation through fundraising and education. DeforestACTION aims to find ways to preserve forests that are at risk of deforestation, create livelihoods for local indigenous landowners, create a global awareness campaign for the destruction caused by palm oil production, and collaborate with local people and help animals who are victims of deforestation. DeforestACTION focuses its awareness and fundraising efforts towards a project in Borneo, Indonesia; however, students are encouraged to act locally and think globally.

Through his involvement in DeforestACTION, Mr Gauthier ignited and encouraged my passion for the environment. He helped me to see that my voice, no matter how small, was important and that I could achieve anything I put my mind to. His positive attitude and enthusiasm never fails to make my day better. Being taught and doing DeforestACTION with Mr Gauthier is always a pleasure. At Mr Gauthier's keynote presentation at ISTE 2012 he stated "Students aren't the leaders of tomorrow, they are leading today." This simple statement not only moved me to tears but reinforced how highly Mr Gauthier thinks of his students. The most powerful thing Mr Gauthier does for his students is believe in them and support their endeavours. His belief in me has pushed me to work harder and in return has seen me achieve great results in Biology and a commitment to our environment. Recently, Mr Gauthier nominated me to receive a Secondary School's Citizenship Award through the Order of Australia for my contribution to my school and wider community; I was accepted to receive this award. His never ending belief in me is something I hope I never forget. Without Mr Gauthier's influence, I doubt I would be the passionate and confident person I am today.

Read more about Olivia Hill and Education Fast Forward on Promethean Planet's EFF pages.

Enjoyed this? You may also like:

Education Technology and the Curriculum of the Future, by Vera Accasia Kinoro – EFF Student Debater
Why Exams, Education Technology and Inspiring Teachers Matter, by Celestine Kemunto Nyamari – EFF Student Debater
Education: Giving a Voice to the Voiceless, by Mohamed Sidibay – EFF5 Student Presenter

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Education Technology and the Curriculum of the Future

Planet Editorial Team — Mon, 21 Jan 2013 12:34:00 GMT

By Vera Accasia Kinoro – Student Guest Blogger

Kenyan student Vera Accasia Kinoro was a guest at the first student-led Education Fast Forward debate (EFF5: From Learner Voice to Global Peace) and will be taking part in EFF6: From Learner Voice to Emerging Leaders on January 28, 2013. Vera attends St. Theresa's Girls Secondary School in Kenya.

Following their show-stealing contributions to EFF5, the student debaters were invited to write guest blog articles for Promethean Planet. Taking up this challenge, Vera chose to respond to three questions:

How big a role does technology have to play in education?
How do we make sure that we have an education system that is accessible to all?
What would you add to the curriculum?

Read her responses below and share your own thoughts on these topics by leaving a comment.

How big a role does technology have to play in education?

Technology has brought about e-learning. This is learning through interaction with special programs e.g. Encarta Kids and visual classroom systems. In a visual classroom, the teacher can decide to teach on reproduction and, in her absence, her lesson is taught because of students' use of the virtual classroom that has all subjects.

Through technology, we find that the admission of students is made easy. When an institution/school is admitting students, it considers some factors (e.g. age), electronics will read the data of individuals and if the conditions are not met, the individual misses the opportunity.

When a student is admitted, all his/her records are stored in the school computer. All his/her activities within the school to the day he/she leaves, both good and bad, are stored permanently. This is effective as if one loses the hard copy, he/she is able to come back to the institution and get a new copy of the original.

Via technology, people are able to move from one country to another and still access their needs, e.g. documents.

Technology has made students practise practical activities, e.g. communicating with friends from different parts of the world, sharing ideas about education in one's school.

Today, technology has had a positive impact in our libraries. One is able to access a book through electronic computer by typing the name of the book and it will be identified on which shelf to access it. It has also helped in the tracing of books that stay out of the library for a long period of time when payment is due. This also reduces loss of books in libraries. For one to access a library book, the barcode reader will read the serial number or the fingerprints of the borrower are read when borrowing and returning.

How do we make sure that we have an education system that is accessible to all?

The number of kindergartens should be increased. The government should take the initiative of building more under government well-wisher sponsorship. For instance, in the north-eastern part of Kenya where our sisters and brothers, whom are determined to have education, sit under trees on stones, which does not make a conducive environment for learning.

In Kenya for instance, candidates who take part in the national examinations number over one million, yet those who get to secondary schools are only three quarters of this; the next question must then be, to where does the quarter of the population go? To enable this quarter to get into the education system, admission of students should be made global. Global education should be enhanced to include all students in any part of the world.

Student Global Education Centres should be developed to monitor students' interaction with one another all over the world. This global education system will also help students to share their ideas and develop their minds and understand each other globally. Through Student Global Education Centres, we find that each student will be able to work with any form of education system offered to them. For example, the use of computers is not something that all students, especially in Kenya, are prone to using unlike in European countries.

At the present time, the training system offered to teachers is in accordance with the individual's country. To enable all students to have global knowledge, it should start from the global training of teachers. A global Teachers' Training University should be built to facilitate connections of the institutions in all countries in the world through computers. This university will also equip all the teachers, especially those in Kenya, with practical and theoretical computer knowledge. This will be one of the things that will make education have a swift and smooth running.

What would you add to the curriculum?

In the curriculum, I would add a Global Collaboration Centre. In this centre, I would be very glad to see students and other people from different schools and institutions being able to form groups and discussions on various topics or issues. This will widen the individual's mind and all the doubting questions that one may come across during his/her learning process can be answered by the group through the Global Collaboration Centre. Each and every student in their learning process will find subjects that have some topics they cannot handle; for this student, she/he will take the teacher initiative to access a tutor and, for this reason, I would add a Global Touting Tuition Centre. In this centre, all subjects across all levels of education are made available. The student will identify the topic; there will be full explanations from the beginning of the topic to the end with small quizzes to test for understanding. This will also open another field for all those attending the Global Touting Tuition Centre to help one another and have a global collaboration.

In the curriculum, I would also add practical learning, because most students are just taught theoretical knowledge. Students in universities and colleges are not able to apply what they have learnt in real-life situations, which does not add value to their education. To improve this and make learning more effective, more laboratories are needed, for example, carpentry masonry nurseries. When the facilities are made valuable, students are able to practise often and develop their skills and talents.

Practical learning can be made available to students globally through computers. For this to happen, there should be a Global Laboratory Centre that makes questions available to students of various subjects, for instance, physics, chemistry, biology, masonry, carpentry, catering and many others. For example, a computer literate student will be able to have a first chemistry practical via computer (e.g. lighting a Bunsen burner), where she/he will have the apparatus (e.g. Bunsen burner, jet, gas inlet, collar, matchbox) and the students will be required to click on the parts of the burner and drag them to the correct position; after all arrangement is done, he/she will be required to light the burner.

Read more about Vera Accasia Kinoro and Education Fast Forward on Promethean Planet's EFF pages.

Enjoyed this? You may also like:

Why Exams, Education Technology and Inspiring Teachers Matter, by Celestine Kemunto Nyamari – EFF Student Debater
Education: Giving a Voice to the Voiceless, by Mohamed Sidibay – EFF5 Student Presenter
The Emerging Voices, by Line Dalile – EFF5 Student Presenter

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Education Thought Leader Jenny Lewis on Learner Voice and the Future of Education

Planet Editorial Team — Thu, 17 Jan 2013 10:51:00 GMT

The sixth Education Fast Forward (EFF) debate takes place on January 28, 2013. EFF6 is entitled From Learner Voice to Emerging Leaders, and we'll once again be streaming the event live on Planet (11 a.m.–12 noon GMT). For the very first time, the debate will be filmed in front of a studio audience at the Education World Forum in London, England.

Ahead of EFF6, we caught up with Australian educator, debate participant and EFF Foundation Fellow Jenny Lewis to learn more about her and hear her thoughts on learner voice and the future of education.

Promethean Planet: Please can you tell us a bit about yourself and your background in education, Jenny?

Jenny Lewis: I started teaching in 1980 in a little two-teacher primary school. I was appointed as the third teacher due to the population explosion created by one family moving into the rural area. Knowing that an increase in student numbers would not last long, the Ministry provided me with an overhead projector in the local community hall. Within six months, I was moved to a challenging low socio-economic area where 18 primary schools within a 20 kilometre area cared for over 2,000 students in each school. These teaching experiences taught me to be flexible, to embrace each new day and its learning opportunities, to focus on individual student needs and to understand that for many students just getting to school was an incredible achievement.

I was appointed first as an Executive Teacher, Assistant Principal and Deputy Principal in three different schools and became principal of Noumea Primary School, a disadvantaged school in the Mt Druitt District in New South Wales, in 1994. I started my principalship in the same year as my eldest started school and the education dreams for my two sons became the yardstick by which I led my school.

During my ten years at Noumea, the staff embraced my personal interests in technology and knowledge management. We built our own learning and well-being student management system pushing Microsoft® Access® way beyond its original design. Each teacher 'kidwatched' and recorded student learning and well-being moments daily, ensuring data analysed meant personalising what they needed to learn tomorrow. The school was recognised for its innovative approach to professional learning, and school and pedagogical reform; it received the National Assessment Award in 1999, the state literacy award in 2000, and was recognised in 2001 as one of the top 25 government and non-government schools for its value-added numeracy results in Basic Skills over six years. The school was awarded the inaugural ACT Knowledge Management Platinum Award for the integration of school culture and technology, and two National Quality Schools Awards, one for outstanding leadership and the second for the integration of mathematics and technology.

The want to ensure quality education for each and every student has foregrounded my career as CEO of the Australian Council for Educational Leaders, as chair of the International Microsoft Partners in Learning Advisory Board, and my current appointments as CEO of the Commonwealth Council for Educational Administration and Management and Executive Director of the International Congress for School Effectiveness and Improvement.

PP: The topics for the EFF5 and EFF6 debates both focus on Learner Voice. What do you see as the key issues we face in trying to build Learner Voice into the policymaking process?

JL: Although the intent of Learner Voice is shared leadership in shifting schooling to learning and identifying and nurturing tomorrow's change-makers, it's difficult to see this in actual practice. Recent research continues to highlight minimal participation rates in any high impact organisational, let alone policy, decision. The typical token single student representative who is generally neither disadvantaged nor disabled continues to highlight the lip service given to Learner Voice.

The major shifts we need to see in 2013 and beyond must include an early to senior years curriculum that enables the learner to learn how to influence and communicate effectively, to learn about and practise advocacy, to understand what good governance, citizenship and democracy look like from an early age and be able to practise these in authentic circumstances.

Secondly, recognising the learner as an active participant in the teaching and learning process. We continue to say this with hand on heart but intermittently do it.

Thirdly, evidence is continually collected about the learner that might inform Learner Voice. This evidence is rarely returned to the teacher in time to make a difference or shared by the teacher with the learner in ways that are useful for the learner. If the learner truly is the focus, we must continue to explore ways in which the learner can access the information they need to improve their own learning potential.

PP: What would you like to see EFF become and what do you hope it will be doing in three years' time?

JL: EFF should continue to push the edges of what is and what can be for our learners and the learning environments in which they learn. Moving forward, we should frame some big questions that require a global response and a global strategy. These questions should be the focus of EFF activities and a lens to the changing world of learning. Loud and strong voices should be heard from developing nations, those who are our most disadvantaged and our youngest citizens.

PP: What are you working on at the moment and what is currently exciting you in your own educational work?

JL: I am currently working on an Australian Government Project called PLANE, which is an acronym for Pathways for Learning, Anywhere, anytime – a Network for Educators. It is an innovative and fun educator community, networking space and virtual world that provides accredited online professional learning, courses and quests, ICT skills development, an e-portfolio tool, collaborative tools, game-based learning, peer coaching and other professional learning experiences against national professional standards. I am excited to see so many educators (5,000 in three months) completing learning experiences on any day at any hour, embracing the playful game layering that rewards collaboration, professional support of others and sharing of personal learning. In particular, I am watching with interest the use of social media for learning.

PP: What do you think have been the major impacts of technology in your own lifetime? Do you think that technology has had similar or greater impact in education?

JL: Technology has transformed health, defence and entertainment with extraordinary impact. In particular, technology-driven health innovations receive regular updates in media and the public accept the inevitable that these innovations won't be available for consumers for a number of years.

Technology is certainly improving the learning lives of many and equalising this knowledge-generating generation as never before. The improvements in accessibility for the disabled are remarkable and the untapped potential of social media is still to be truly understood. The issue of quick fixes and media and political intervention that are imposed on the education sector more than any other sector are problematic and ensure that the same achievements made in health are not seen in education. If the media and policymakers can place the same trust in educators as they do the health profession, and allow educational reforms the quality time to be imbedded and supported by contemporary technology-driven solutions, then we will indeed be serving the real needs of our current and future generations.

PP: Which development, or developments, in Australian education has/have surprised you the most? What are the biggest education challenges faced by your country in the next 5–10 years?

JL: I am not sure if I can say there were any surprises. The old saying that 'everything old is new again' seems appropriate at the moment. Repeated investments in low impact reforms, a lack of encouragement to try new or trusted innovative practices, too many educators playing it safe! However in amongst all this 'stability' are some exciting pockets of innovation, examples being PLANE, the ATC21S research and products, and some exciting explorations into 'what works' for different learner cohorts. There is some amazing learning happening in individual classrooms and school districts, and policymakers and educators need to nurture these innovations.

Over the next 5–10 years, our newly developed Australian Curriculum and National Teacher and Principal Standards will be trialled and implemented. These reforms will require some big decisions and extensive collaborations between our eight states and territories and the education profession. But by far our biggest challenge will continue to be improving educational and well-being outcomes for our indigenous students. Nationally, we have recognised this challenge for a number of years and millions of dollars later the improvement in outcomes is not enough. We need to continue to learn from other nations that have improved indigenous outcomes and we also need to use contemporary technologies to support traditional rhythms of native learning. This challenge is 'one worth fighting for.'

PP: What one thing should education globally be doing right now to facilitate change for the better?

JL: Targeting one thing is hard! However, if I reflect on a couple of initiatives that I totally respect then the answer is 'facilitating collaboration between our youth.' Why? When you look at the transformational reforms that organisations such as TakingITGlobal (TIG) are supporting youth to get involved in; when you view the online collaborations and student contributions between nations that are at war with each other; and if you reflect on the problems these youth are solving together, then providing the necessary support to ensure sustainability is more than worth it.

Similarly, we can look at the work of Jean François Rischard, author of the book High Noon – 20 Global Issues, 20 Years to Solve Them, who in identifying the global issues has developed a curriculum and organised students to collaboratively solve these issues together through the Global Issues Network. The collaborations and problem solving provide solutions that are remarkable and are well worth sponsoring.

These are a couple of examples of which there are many. The students are making changes for a better future; the possibilities through technology to create a global learning space in which to collaborate would be extraordinary!

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Why Exams, Education Technology and Inspiring Teachers Matter

Planet Editorial Team — Tue, 15 Jan 2013 16:23:00 GMT

By Celestine Kemunto Nyamari – Student Guest Blogger

Celestine Kemunto Nyamari lives in Kenya, where she attends St. Theresa's Girls' Secondary School. Celestine took part in the first student-led Education Fast Forward debate (EFF5: From Learner Voice to Global Peace) as a guest debater and is set to join EFF6: From Learner Voice to Emerging Leaders on January 28, 2013.

Following their impressive contribution to EFF5, the student debaters were invited to write guest blog articles for Promethean Planet. For her blog post, Celestine has responded to the following questions:

Should we still have exams and how much importance should be placed on them?
How big a role does technology have to play in education?
Tell us about a teacher who has inspired you and what makes them special.

Read her responses below and share your own thoughts on these topics by leaving a comment.

Should we still have exams and how much importance should be placed on them?

The thought of examinations creates a fear in most of us, particularly students. Students are not alone in the dislike of examinations. Invigilators and examiners also share the distaste; while students view examinations with anxiety, examiners view them with boredom.

Despite all of this, the truth still remains that examinations are part and parcel of our education system. How else can you find out whether a student is good enough for the next level or whether somebody is fit for a particular job? How can one be sure that a candidate has reached a certain standard of education?

Well then, like it or not, examinations are very much a reality and they have the disquieting quality of appearing with disconcerting frequency. Consequently, the sooner we all accept the fact the better. Our countries need competent people although there are some who have prospered without education – this is something that people keep on reasserting that they can make it without education. The truth behind all this is that all is out of sheer luck. The best way is through education.

Now is the time to lift our nations from the quicksand of unsuccessful people. All this can be possible by examining students. We want to create an environment in which individuals can pursue their dreams and contribute to the welfare of the community. Let us all be aware that examinations are important to us and have a positive attitude towards them, because it is not our aptitude but our attitude that determines our success.

How big a role does technology have to play in education?

Technology has played a big role in the development of our countries. These developments have made it possible to embrace most gimmicks with enthusiasm by teachers if not by students only to prove more revolutionary in theory than practice.

Electronic learning has helped very much in education. We get to learn from other students in different countries. We have our ideas and we get to learn new ideas from them – this exchange of ideas and knowing from them helps in exchanging National Integration. This enables the peaceful world. We all crave for it to be a success to all of us.

More imaginative programs are being written. For example, the computer can be used in the classroom to teach story writing. In one program, a student is invited to write a story on the computer choosing from a list of possible scenes.

There are strategies that teachers and schools can employ to ensure that technology becomes purposeful and systematic. There can be little doubt that its potential is very great, as it provides the opportunity for effective teaching of skills, of finding and using information within a context of high student interest. This unique combination is too great a value to be wasted.

Tell us about a teacher who has inspired you and what makes them special.

True leaders are not those who strive to be first, but those who are fast to strive, those who give their success to the team. True leaders are fast to see the need, envision the plan and empower the team for action. This is what I realized from the principal of our school, Sr. Margaret Lydia.

This is a teacher who unleashed the power of our school. She had the courage to make tough decisions and the compassion to listen to the need of others; her characteristics come out through the clarity of her own convictions.

What has inspired me most is her being determined to be an academician, the love of God and the need to have peace. We know that with God everything is possible. To achieve the height of life we must move beyond our self-interest, we must move beyond empowering humanity and reach up, way up for the God of universe, the creator of heavens and earth.

Through her, I have got to learn that it takes a lot of courage to stand out for the truth, to ensure that we come out of the dark desolated valleys of segregation to the sunlit path of social justice. I have known that academics can make you venture places and above all, she has made me know that I can be a leader and what it entails to make it to leadership.

She will forever remain special to me because she has done a lot for our school to ensure that we live peacefully. I have come to learn that when you are inspired by some great purpose, all our thoughts break their bonds: your mind transcends limitations, you become more conscious and you find yourself in a great world of dormant forces, faculties and talents become alive and you discover that you are a greater person by far than you ever dreamt to be.

Read more about Celestine Kemunto Nyamari and Education Fast Forward on Promethean Planet's EFF pages.

Enjoyed this? You may also like:

Education: Giving a Voice to the Voiceless, by Mohamed Sidibay – EFF5 Student Presenter
The Emerging Voices, by Line Dalile – EFF5 Student Presenter
The Role of Teachers and Students in Achieving Peace One Day, by the Planet Editorial Team/Jeremy Gilley

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Powerful Visual Tools that Significantly Improve Student Learning

Adina Popa — Thu, 10 Jan 2013 14:29:00 GMT

There are many ways to enhance instruction. This blog post is dedicated to looking at different tools that help the visual learner, as well as organizational tools that help everyone stay on task.

Brainstorming Tools, Graphic Organizers and Thinking Maps

Choose from the hundreds of flipchart and notebook pages already created and found in the resource browser of your interactive whiteboard (IWB) software (e.g. ActivInspire).
Choose from the pre-created sequencing activities, such as those found on Promethean Planet.
In ActivInspire: Draw a rectangular shape at the top of the page, large enough to contain a word. Select it and choose "drag and copy." With the shape selected, open Properties Browser > Container. In the first dropdown window, select Can Contain > Anything. At this point, you can drag as many copies of the shape as you like, write on them, and then continue to move them on the page. The text you write on top of each shape will move with it. This prep activity is great for creating mind maps, and graphic organizers.
The ActivBoard 500 Pro (Promethean's newest generation of interactive whiteboards) has two free multi-touch mind-mapping applications: NoteBoard (pictured) and TouchPad. These applications allow teachers to aggregate ideas, collate learning points and use interactive "sticky notes" to promote simple, easy-to-use mind-mapping activities.
Inspiration®/Kidspiration® are powerful tools to improve writing and thinking skills. They can be used to brainstorm ideas, structure your thoughts, and visually communicate concepts.
Use wallwisher to "build a wall" (a bulletin board style web page).
Free mind mapping tools:

a. The Brain® is a free mind-mapping tool, praised by contemporary mass media.
b. The Visual Understanding Environment (VUE) is a project originating from Tufts University, focused on creating flexible tools that can be used to manage digital resources for teaching, learning and research.

The Power of Interactive Whiteboards

IWB software such as ActivInspire allows teachers to create multimedia lesson activities that make any concept more memorable, with themed pages using a variety of background colors and images.
Visually reinforce difficult concepts through the use of interactive multimedia.
Document cameras can benefit a lesson as static or moving objects are projected, recorded, and saved. For example, an art teacher can show the class the steps they must follow in creating their masterpieces, from a single location. Also, a science teacher can demonstrate a science experiment capturing a series of snapshots or videos. The treat of this tool is that these images can be made available to students long after class is over.
Analyze and label parts of a system using embedded resources.
Use manipulatives provided within the IWB software.
Analyze artifacts using resources found on sites such as Promethean Planet. Extend the activity by visiting relevant, interactive websites.
Reinforce reading skills by adding multimedia elements such as interactive books and accompanying imagery (again, such resources can be found on Promethean Planet).

Do you have a favorite visual tool for instruction? Please share with us in the "comments" section below.

Adina Popa is a Technology Resource Teacher and International Ambassador in Loudoun County, Virginia. She is also a Planet Super User and runs STEMulating, a group on Planet for educators working with students of all ages on STEM-based projects. Among her many other roles, Adina is a judge for the CODiE Awards, European Coordinator for the Global Education Conference and the founder of TEDxAshburn.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

iPads in the Classroom – An Exciting Journey

Claudio Zavala Jr — Tue, 08 Jan 2013 15:41:00 GMT

Well, it's been close to six months since the beginning of our iPad initiative, Power Up! It's been an extremely busy time within our district's technology department. In addition to our iPad training, we've also been training teachers to use a new online grade book, training select substitute teachers on how to use Promethean ActivInspire and equipment, coordinating our Robotics programs and the conversion of a former cafeteria area into our new educational technology trainers' office (we moved prior to Christmas break). Deep breath! As you can see, I've been somewhat of a busy person. I've thought to take this time to clue you eager readers on our iPad project and what's ahead.

Keeping Track

I'm sure many have wondered how it has been to manage close to 10,000 iPads. As with any rollout of that size, there are sure to be some speed bumps. During student deployment, students followed sets of instructions to ensure all iPads were securely connected to our tracking and monitoring system. This allowed for us to keep track of where iPads connected to Wi-Fi for lost or stolen ones, and also allowed for us to push out recommended apps and to track iPads that were not in compliance with user agreements. For many students, this wasn't an issue, but we did have some who tested the waters of compliance. Anytime a student installed "blacklisted" apps, they received a warning that if not uninstalled, their iPad would be confiscated due to being out of compliance. As soon as they removed it and the monitoring system was reset all was well. On other occasions, students removed profiles that would disable GPS tracking. Our network admin were immediately aware when they lost a signal. Again, offending students' iPads were confiscated. At the time of our deployment, Apple was still developing code to make management easier. To make a long story short, these cases have been significantly decreased. On a positive note, many students have been allowed to retrieve confiscated iPads, but are on a stricter managed setting than before.

iPads and Parents

Several months back, our department hosted our first iPad Parent Night. Our focus was to share with parents how iPads are being used in class. We held a general information meeting to cover logistics and to notify parents about what they may see in rooms. We held repeat session so that parents had the opportunity to visit different topics. Our topics included iTunes U & Flipped Classrooms, Good Reader, Socrative, Digital Citizenship, and several poster sessions. There were opportunities for participation and questions. We expect to have another later in the school year.

In November, we held an "iPads in Action" day that gave parents an opportunity to view firsthand how teachers are using the iPads in the classroom. My role there was to share with parents several strategies and ways to help monitor their child's iPad; take a look at our handout. Parents who attended this event expressed appreciation. Many were unsure or technologically un-savvy, but felt this day well worth the time and want more. Plans are to hold workshops aimed at helping parents to become more familiar with iPads.

Teachers' Next Steps

One of the projects we are currently working on with teachers is iTunes U. We began a pilot with one high school math teacher, helping him publish a course for his pre-algebra class. All his students are required to subscribe to this course. He employs the flipped classroom approach and utilizes iTunes U to deliver the content, specifically the video lessons. In his own words, it has revolutionized his teaching! We now have a cohort of high school teachers in various content areas preparing courses for publishing to iTunes U. Although some teachers may prefer to share courses privately, some will be available for the worldwide audience. It is our goal to expand this further in the years to come.

Journey Continues

As part of our department's goal is to provide professional development, we will be creating courses in using Promethean ActivInspire, creating a flipped classroom, developing video tutorials, and, of course, iPads! In addition to leading the iTunes U project, I will be working with curriculum heads to develop content-specific courses for our iTunes U site.

I will have a busy 2013 ahead of me, but it will be exciting. I'm sure those of you who have been following this blog series with interest will continue to follow my school district's progress. Stay tuned for the next entry. Take care!

Enjoyed this? You may also like:

iPads in the Classroom – Power Up!, by Claudio Zavala Jr
iPads in the Classroom – Here They Come!, by Claudio Zavala Jr

Claudio Zavala is an Educational Technology Trainer in Mansfield, TX, where he develops training for district faculty and staff. Claudio is a Planet Super User and runs the Learner Response System Group on Planet.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.

Best of 2012: Top Downloaded Lessons

Planet Editorial Team — Fri, 04 Jan 2013 16:10:00 GMT

Over the past 12 months we have seen Planet’s resource library grow to nearly 70,000 resources. We’ve worked out that one resource was downloaded every 5 seconds – absolutely incredible!

Let's take a look at what resources have been deemed your favorites and top downloads for 2012.

Top Free Lessons

#1 Cut Up Sentences submitted by Nicole Birch
#2 Jeopardy Game Template submitted by Nicholas Gallimore
#3 2012-2013 Daily Calendar Math submitted by Kristi Morin
#4 Jungle Multiplication submitted by Barb Knapp
#5 Place Value Resources submitted by Liz Gibbs
#6 Bunny Hop on the Number Line submitted by Kelly Young
#7 Capitalization submitted by Barb Knapp
#8 Exploring Measurement submitted by Pat Verhoeven
#9 Fact or Opinion submitted by Amy Melia
#10 Inferencing submitted by Erin Dobson
#11 Teaching Money submitted by Adam Phyall
#12 Theme of a Story submitted by Amy Melia
#13 Math Test Prep Review Golf Game submitted by Kelly Gilchrist
#14 Homophone Quiz Show submitted by Dana LaQuay
#15 Multiplication Shortcuts submitted by Pat Verhoeven
#16 Idioms submitted by Pamela Zweygardt
#17 Mad Math Minutes: Multiplication submitted by Holly Dornak
#18 Thanksgiving Jeopardy submitted by Kelly Gilchrist
#19 World Map Labels submitted by Hilary Thomas
#20 Drawing Conclusions & Making Inferences submitted by Kim Gibson

Top Publisher Created Resources

There is no doubt we have some amazing free resources available for download on Promethean Planet; however, this is not all we have to offer. Often the publisher created resources get overlooked, but there are some pretty fantastic, inexpensive lessons right at your fingertips. Below we have listed out the Top 10 individual publisher created resources, as well as the Top 10 publisher series. Enjoy!

Top 10 Individual Publisher Lessons

#1 Race Game Question Editor US (Windows Version) by Robert Powell Publications
#2 Young Explorer: Explore the Night Sky by National Geographic
#3 Flipchart Templates & Activities ActivPack by Promethean
#4 Identifying Text Structure (Unit D) by Green Light Learning Tools
#5 Race Game Math: Database of Questions, Grades 3-8 (Windows Version) by Robert Powell Publications
#6 Unit E: Fractions & Decimals by Green Light Learning Tools
#7 Adding and Subtracting Fractions (Lesson) by Brainingcamp
#8 Read It Yourself: The Gingerbread Man by Ladybird
#9 Hundred Chart by Marcy Cook
#10 Reading Nonfiction (Unit E) by Green Light Learning Tools

Top 10 Publisher Series

#1 The Mailbox® Learning Center Games: Grade 1
#2 The Mailbox® Learning Center Games: Grade 3
#3 Core Life Science I ActivLesson Collection (Complete Set)
#4 Green Light Learning Tools Reading Minis (Complete Set)
#5 The Mailbox® Learning Center Games: Grade 2
#6 Dorling Kindersley Eyewitness ActivLessons: Fossil
#7 Core Learning Grammar II, Unit I Sentence Development
#8 Media4Math Geometry Applications
#9 Core Learning Middle School Grammar (Complete Set)
#10 Green Light Learning Tools Math Minis (Complete Set)

Enjoyed this? You may also like Our Favorite Planet Moments of 2012.

In order to comment on this blog and any other article in the Planet community, you first need to register with the site.