As teachers and students begin to wrap up the school year, they complete memory books, sign yearbooks, clean out desks, and take home class work. But what about all of those digital projects student have created throughout the school year? What happens to those? How should students save their work, sign out, and clear their devices? What steps do you and/or your district have in place to support students with this? 

As the EdTech TOSA for three schools, I've developed a list of steps and videos to support teachers and students with the end of year procedures for iPads. The list includes the following:

• Saving pictures from the iPad to student Google Drive
• Saving work from iPad apps to student Google Drive
• iOS update
• iPad Reset

Make sure that you check with your school site administration and district technology team, before clearing and/or resetting student devices.

You can find my list of steps for "end of year iPad procedures" as a FREE resource in my teachers pay teachers store "Love-Fleck EdTech." Be sure to check it out and download it today! While you are in my store, make sure to look through some of my other STEM-related resources and give my store a "Follow" to stay up-to-date on new posts.

This is part 3 of my STEM Lab Story. If you have not read Part 1 and Part 2, please go back and read those first.

Kindergarten - Second Grade
I finished out the 2015/2016 school year in the STEM Lab, having students rotate through the various activities in the STEM (Smart) Lab. K-2 students visited me weekly in the STEM Lab for a 45 minute lesson. They used materials including K'Nex, Zometools, and Ozobots, and they used computer programs like code.org and Pixie. We also used consumable materials like cups, string, tongue depressors, etc. to build bridges and towers.

Third - Fifth Grade
Students in grades 3-5 rotated through 5 islands: K'Nex, Snap Circuits, Vernier Sensors, Code.org, and Lego WeDo. One class would visit for 4 days, within one week (M, T, Th, F) for 1 hour each day, then would not return to the lab for 4-5 weeks. This was the best way for students to have enough time to build with their materials, however, it still made sharing the materials and kits a little bit tricky. For example, the students in Class A would come in for an hour, then Class B would come in for an hour following them. Class A and Class B were sharing the same materials and kits, so the students often had to build, then deconstruct their work before leaving.

When working through an activity, students referred to the Creative Learning Systems curriculum for instructions. Some of the directions in the curriculum were difficult for students in grades 3-5 to comprehend, so I would scaffold and support during these activities. Students completed a slide within their STEM Lab journal each day that they worked in the Lab. This was built into the clean-up/closing procedure and quickly became routine. We also looked at exemplar journals so that students knew what was expected of them and their writing. The journals were completed in Google Slides, and distributed and collected through Google Classroom.

Middle School
Middle School students in grades 6-8 worked their way through 15 different activities, using their Google Slides journal as a form of goal setting, planning, and reflection.  The students used the Creative Learning Systems curriculum to guide them through their activities, and for the most part, students were able to follow along with the curriculum independently. Students always worked with a partner and focused not only on the task at hand, but also on the 4C's of 21st Century Learning. 

At the end of the 2015/2016 school year, we held our first STEMfest event, where students in middle school were able to show off their work from the STEM lab to their families. I highly suggest organizing an opportunity for students to share their work with an audience (parents, classmates, experts, etc.). The students really felt the need to step up their presenting game when they knew that they would be sharing their work, and fielding questions, from an authentic audience. 

Following the STEMfest of 2016, everybody was excited about STEM education at Stuart Mesa!! I spent the last few weeks of the school year, cleaning, organizing, inventorying, and reflecting on the STEM Lab. I came up with some pretty exciting plans for the STEM Lab for the 2016/2017 school year. Stay tuned for "STEM Lab Story: Part 4" to hear about changes and improvements I made to improve the STEM Lab for the following year!

I recently wrote a guest Blog post for SDCUE. You can read about it below!

The #GoOpen movement has been recently sweeping the education community, as well as the twitterverse! The #GoOpen campaign was conceived by the US Department of Education in 2015. School districts that participate in the #GoOpen movement have committed to providing open educational resources (OERs) and materials for teachers and students to use. The campaign encourages districts to use open licensed educational materials to transform teaching and learning. Learn more about the #GoOPen campaign and the participating districts at the newamerica.org website.

Besides the twitter hashtag #GoOpen, another great way to learn about OER is to attend a summit or conference that focuses on using open educational resources in the classroom. On April 13th, I had the privilege of attending the 2nd annual #GoOpen Summit in Oceanside, CA. The summit was a excellent opportunity to learn more about OERs and the various ways that local districts have been implementing these materials in to their curriculum.

To kick off the #GoOpen Summit a welcome keynote was given by event organizer, Erin English, Sara Trettin from the US Department of EdTech, and Kristina Ishmael, a Tech & Ed Policy Fellow from DC. The message from the welcome keynote was that OER is meant to disrupt how we view and use curriculum and learning materials to encourage equitable, personal learning experiences for all students. Some of the other benefits of #GoOpen is that it increases equity, keeps content relevant and timely, empowers teachers, supports collaboration, and enable reallocation of district funds.

Following the welcome keynote, participants at the #GoOpen Summit were able to attend various breakout sessions. I attended a session that was led by Carlsbad Unified superintendent, Dr. Ben Churchill, and assistant superintendent, Dr. Rob Nye. They shared the Carlsbad Unified journey into using OER, as well as the powerful message that implementing OER is much less about the materials, and much more about what we expect kids to be able to know and do. I also attended a very informative session by representatives from CK-12, a website that focuses on creating a personalized learning experience with customizable flexbooks. The best part about CK-12 is that it is completely free to use!

The closing keynote was given by Dr. Devin Vodicka, chief impact officer of alt school and former superintendent of Vista Unified. Dr. Vodicka focuses on creating a personalized learning experience for all students. He uses the analogy of traditional education being similar to riding a train, with a set destination and one way to get there. Personalized learning, however, is more like driving a car, with many route options and the ability to make turns based on the driver’s needs. His advice for jumping into the #GoOpen movement included: have a clear vision for learning; connect and collaborate; and start small to set the stage for big change.
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The #GoOpen movement encourages teachers to create their own content, and seek out free, open-licensed educational materials, rather that relying on a textbook in the classroom. Teachers are the subject matter experts, and have already been seeking out these types of materials to be used in the classroom, whether they realize it or not (think - Google, Pinterest, Newsela, etc). The #GoOPen campaign supports districts in reallocating funds from purchasing textbooks and instead compensates teachers to find and create relevant and engaging content for students. The movement is an excellent strategy to support teachers as grade-level and content experts, rather than relying on outdated, expensive, and often irrelevant textbooks. Find out if your district is part of the #GoOpen movement today! Start searching for OER materials  HERE.

I have been an "Ed Tech TOSA" for the last two years, and it has been an incredible experience thus far. For those who are unfamiliar with the term TOSA, it stands for "Teacher On Special Assignment." So, basically I am a credentialed teacher, working for a school district; but, I do not have my own class full of students. The position is super flexible and really allows me to research and try new, innovative things, and encourage (and support) my fellow teachers to do the same.
The TOSA job description can vary greatly from district to district, and even from school to school. In my particular position, I work at three K-8 schools, all located on a military base. My position is funded through a grant from the Department of Defense, which is why I work at those specific schools. That same grant has been used at the three schools to purchase technology, STEM-related materials, and a brand new engineering curriculum. So, I get to provide support to teachers with implementing all of those resources in their classrooms.
I absolutely love this position because of the flexibility and opportunity for growth that it provides. I get to create my own schedule (to an extent), attend (and lead) amazing professional development opportunities, and collaborate with teachers in multiple grade levels and multiple school sites. 
Although there are certain meetings and events that I must attend, I get to choose the school that I will be at each day and coordinate classroom visits as needed. Visiting a variety of classrooms and working with a range of teachers has been a valuable experience and has really fueled my love of teaching. Also, focusing on what the classroom teacher wants to learn or do in the classroom has pushed me to find creative solutions or tools to meet a variety of needs.
The professional development opportunities are another reason that I love being a TOSA. Not only do I get to attend amazing PDs, I also get to lead them. Prior to becoming a TOSA, I did not realize how much I would enjoy leading professional development for teachers. My biggest focus with leading PD, is to share something that will benefit teachers and improve their job in a positive way. Teachers have a lot on their plate (understatement) and adding "one more thing" to that plate is something that I never want to do. I'm always attempting to introduce a tool, technique, etc. that will support teachers in the work they are already doing.
A third reason that I am enjoying this position is the opportunity to collaborate with teachers in multiple grave levels and multiple school sites. When you are a classroom teacher, you spend the majority of your day in your own classroom with the same group of students, day in and day out. You do get to collaborate with your grade level team and attend staff meetings once or twice a month, but that is it! As a TOSA, I get to experience what is happening in so many classrooms and so many grade levels. It's awesome! I feel like these experiences have given me a better understanding of the learning progression from kindergarten through 8th grade. When I eventually move back in to a classroom teacher role, this will only help me deliver instruction to my class.
As an Ed Tech TOSA, I am gaining valuable experience and growing as an educator in ways that I never knew were possible. Yes, I will eventually go back into the classroom, but for now, I will be enjoying this role as a Teacher On Special Assignment.

I began by surveying the teachers about what they needed/wanted in a PD. I created a simple Google Form for teachers to fill out that would show me what sessions I needed to include. I asked the principals at all three sites to send out the Form for me, so that (hopefully) more teachers would fill it out. I gave teachers about 1.5 weeks to complete the form, sending out a reminder email (or two).

Part of the Form included a questions about presenting a session. This was my call for volunteers, or at least my way of seeing if anyone was interested in presenting/leading a session. There were about 8 teachers that volunteered to present a session or two. That was great! I contacted those teachers to confirm the sessions that they would be comfortable leading. I even reached out to a few district level coordinators to ask them to present too!

​Once I had my results from the Form and had confirmed with my presenters, I began planning the session schedule. This part was a little tricky, since I wanted to keep presenters doing multiple sessions in the same classroom. I moved the sessions and presenters around like a puzzle until the pieces fit. I also created descriptions of the sessions, so that the attendees could choose the session that was right for them.

I shared (emailed) the Schedule and Description with the teachers who would be attending about 5 days before the event. I wanted them to start planning out their afternoon, so that they could make the most of their time. 

A few days before the event, I confirmed the room numbers and double-checked the technology available in those rooms (projector, connections, desktop, etc.). I also worked with the administrator at the hosting site to purchase snacks (water bottles, trail mix, granola bars) and chocolate for the day of the PD. Once everything was planned and set up, I sent a final email out to teachers (the morning of the PD) with all of the attachments they would need - schedule, descriptions, kick off slides, self-paced learning slides. I spent the morning of the PD organizing the snacks, printing out signs and maps, getting Chromebooks ready for teacher checkout, and organizing last minute details. Then, all that was left was to wait for the teachers and the PD to begin!

As summer break comes to a close, many teachers have already begun to think about the upcoming school year. Decorating classrooms, planning lessons, and searching for “first week of school” activities on Pinterest are a few things that teachers begin working on during the final weeks of vacation. If you will have technology (iPads, Chromebooks, etc.) in your classroom, you should also be thinking about how you will introduce those devices to your students. As a classroom teacher, I always liked to plan a “Boot Camp” during the first week of school to introduce my new students to the device that they would be using for the school year. The following post will include a few things to consider when introducing devices to your new class, as well as what I, personally, like to include in a device boot camp.

A Few Things to Consider
Before school begins, and you are planning your first week activities, consider the following questions regarding the devices that your students will be using. Even better, discuss these questions in your grade level planning time so that you and your teammates are on the same pages as far as expectations for devices.

• How will you label and store the devices in your classroom? Will devices be numbered? Or will the student’s name(s) be on the device somewhere?
• How will the charging procedure go? Will there be a class job for collecting and plugging in the device? Will devices be charged every night? Or only when needed?
• Is there a device “acceptable use” agreement/policy for your school site or district? If not, will you create a contract between you, the student, and the parents that outlines what is and is not allowed? Here is an example of a contract I created for my students several years ago. What will be the consequence for a student breaking that agreement?
• What are your expectations for students downloading/using specific apps? Will you give specific guidelines for using the camera on the device? Will students be allowed to change the background/wallpaper? How will you focus on digital citizenship lessons and activities?
• Will your students be taking home their device? If so, what will happen if a student forgets his/her device or brings it to school with a dead battery?

What to Include in Your Device Boot Camp
During the first 1-2 weeks of the school year, I take my new students through a very detailed device boot camp. Here are some areas that I address during my device boot camp.

• Explain the very basic functions of the device, including turning it on/off, power save mode, home screen, organizing folders, camera usage, screen brightness, volume, wifi, etc. When you explain these things to your new class, you will quickly see which of your students are familiar with the device and which are not. This will help you find your helpers who can troubleshoot device issues for their classmates (and sometimes for their teacher too).
• Discuss device care with your students. Model how to carry the device and how to plug it in. If students will be using headphones, model how the headphone jack should be used. How about USB ports? Describe how to plug something into a USB port the correct way. 
• Explain the DOs and DON’Ts of using the device in great detail. Here are some that I like to include in my device boot camp. I also like to have these posted in the classroom somewhere.

DO...

• Put the device to sleep when not in use.
• Practice Digital Citizenship while using your device at school (or at home). The free resources from Common Sense Education are some of my favorite lessons!
• Think of your device as a tool for learning, not a toy for entertainment.
• Use common sense with your device.
• Use your device to be creative, collaborate with others, communicate, and for critical thinking.
• Remember that your device is school property and a teacher/administrator can look through your device at any time. 

DON’T...

• Use your device camera, unless instructed by your teacher.
• Open an App or website, unless instructed by your teacher.
• Attempt to log in to your school device with a personal account.
• Try to download or delete apps, unless instructed by your teacher
• Use your device to send inappropriate comments, photos, or for cyberbullying.

​Include some fun “get to know you” type activities in the device boot camp. Let students practice using the device for fun, so that they become familiar with the apps that you will be using throughout the year. For example, take selfie and and type a few sentences about themselves, respond to a flipgrid prompt, post something in seesaw, create a Google slide deck as a class, etc. Start with one or two apps, then build from there. You could even do an “App of the Day” for the first couple weeks, to familiarize your students with the tools they will be using throughout the year.

Incorporating a device boot camp in your “first week of school” plans might seem overwhelming. However, in my experience, setting clear expectations with technology at the beginning of the year saves time later, and also sets students up for success. So, as you plan those team building activities, laminate homework folders, and create colorful name tags, I hope you will also plan for a device boot camp for the upcoming school year.