Now that the school year has begun, I'm starting to get quite a few emails regarding the use of class sets of devices (iPads and Chromebooks) in the classroom. How do I set up routines with the devices? Where do I start with the apps? How can my students use Chromebooks in class? What should I do about digital citizenship? There are tons of questions that teachers ask regarding technology, especially if this is the first time that they've used devices in the classroom.
Last year, I wrote a BLOG post called "Back to School Device Boot Camp" where I outlined some best practices for introducing students to devices in the classroom. Creating a "Device Boot Camp" for your students is a fun way to familiarize them with the device, while also "laying down the law" of what is expected of them with regards to technology. Here is an example of a device boot camp presentation that I've used with students in the past. Think about the specific rules (big and small) that you have and also the consequences for breaking those rules. Some of the rules I like to enforce with iPads are no selfies or videos (unless told to do so), consistent wallpaper/backgrounds, no app folders (I hate those), and only download certain apps.
As far as apps to start with ... I always go Google! As a Google district, all of our students have school Google accounts. Begin by having them log in to those accounts with their ID number and birth date (ddmmyyyy). Show them their Google Drive and have them create a folder for this school year. Create a Google Classroom for your students to join. Post a fun activity in the classroom for students to complete, and show them how to turn in an assignment.
Is Google a little too much for your K-2 students? Start with Seesaw!! Create a teacher account, add your students, them have them login with the QR code. Post a fun "getting to know you activity" and have students respond. Can't think of an activity? Don't worry, Seesaw has already created activities for you to use.
Don't be afraid to try things out with your devices! If something is not working for you or your students, then change it. Technology is a tool for learning, so make it work for you. Need ideas about how to do that? Sign up for EdTech support, and I would love to help you with your devices.
How do you introduce devices in your classroom? Leave a comment below, sharing your ideas.
When I first accepted a position in Oceanside, it was to facilitate a STEM Lab as an EdTech TOSA. It was the greatest job! I was able to inspire students to discover new things, facilitate meaningful learning experiences, and basically play with robots and K'Nex all day (Haha!). I've learned so much in these past three years and have really had the opportunity to refine my teaching practice. I've been able to discover and explore innovative teaching and practice integrating technology in the classroom for multiple grade levels.
My role as an EdTech TOSA in Oceanside has changed since beginning my position in Oceanside. I am no longer in the STEM Lab, but rather support teachers and students at three schools in Oceanside. I still get to support the work in the STEM Labs at these sites (my favorite thing), while also pushing in to classrooms to model tech-infused lessons and co-tech PLTW, our new engineering curriculum.
I think that I will eventually go back to the classroom, so that I can use all of my new-found ideas with a self-contained K-5 class. I'm also interested in exploring ways to infuse technology with all subjects areas - language arts, science, social studies, and math - and the best way to do that is as a classroom teacher.
For now, I'm loving my time working with classroom teachers and students to support their learning!
Follow my work on Twitter: @mrslovefleck
This is the week before teachers return to school for Oceanside Unified School District. Many of my colleagues have already begin working in their classrooms, creating bulletin boards, organizing classroom libraries, and so much more. I ended last school year on maternity leave, so I haven't been in the "school state of mind" since May 4th. I'm slowly starting to plan out my first few weeks back and create my "To Do" list of items that I need to accomplish.
I'm so grateful to return to my position of EdTech TOSA for the 3 base schools in OUSD. This year I will work on supporting all teachers with the implementation of PLTW in their classrooms. I will also continue to support Google in the classrooms and the use of the STEM Labs at each site. I'm looking forward to beginning the new school year and I am excited to support student and teacher learning with technology.
What is your favorite part about beginning a new school year? Leave a comment below!
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.
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.
As I've mentioned in previous Blog posts, I am an EdTech TOSA for three school sites. I try to stay at one site each day, to avoid losing time by traveling from school to school. As you can imagine, it can be a little bit hectic scheduling meetings and teacher support at three different schools. One of my favorite tools to keep me organized is Google Calendar. I love Google Calendar for the following 5 reasons:
I would love to hear about some of the ways you use Google Calendar in the comments below!
In my last BLOG post, I discussed some of the amazing opportunities that I have to support the K-8 teachers at my three school sites. Read all about that HERE. In this post, I am focusing on our new Science and Engineering curriculum, Project Lead the Way, and the way that I am supporting our teachers with implementing it. Our three schools purchased this curriculum with our DoDEA grant funds, which also pay for a full-time TOSA (that's me).
Project Lead the Way (PLTW) is a hands-on, inquiry-based science/engineering program that includes modules filled with tons of amazing activities and curriculum. Our K-5 teachers had the option to attend a 2 day PLTW training over the summer, while our Middle School science teachers were able to attend a week of training. I attended the summer training with the K-5 teachers, for the Launch PLTW curriculum.
Once the school year began, my role was to support teachers in implementing the PLTW Modules for their grade level. That support looks very different, depending on the teacher and grade level. Because this is our first year implementing PLTW, teachers are encouraged to go at their own pace with the modules. I provide support for teachers by co-teaching modules, meeting with grade levels during PLCs, and organizing meetings to unpack the modules and look at the activities, projects, and problem-based work together.
Now that this school year is beginning to come to a close, I'm starting to consider my PLTW plans for next school year. I would love to see all teachers at my three sites implementing PLTW with their students. I would also like to have more opportunities for teacher professional learning and PD focusing on science, engineering, and PLTW.
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.
Seesaw is a student driven digital portfolio that allows teachers, students, and parents to actively view work that is begin done in the classroom. I have heard a lot of buzz around Seesaw over the last couple years, however, because of my position, I have not had the opportunity to use Seesaw with a group of students. Recently, I was approached by a second grade teacher who asked me about using Seesaw in her classroom. Honestly, I had so little experience with Seesaw that I didn't feel confident in coaching her with the app. I proposed that she and I co-teach a Seesaw group, so that both of us could figure out the tools within the app. She agreed, and we got started!
Now, after using Seesaw with a class of 2nd graders for a couple weeks, I can honestly say that I LOVE SEESAW!!! It is a great tool to promote student discourse and collaboration in the classroom. Students are highly engaged and are much more careful in their work when they know that their classmates will be able to see the finished product in the "Class Journal." I also love the "Teacher Approve" feature, which allows you to catch any student errors or misunderstandings before the post becomes visible.
We recently sent home the Parent Letters, which invite parents to view and comment on their own child's Seesaw posts. Hopefully more parents in the classroom will join so that they can actively participate in their child's day. The parent aspect gives families more to talk about after school, and hopefully the ability to avoid the "What did you do in school today?" ... "Nothing" conversations.
I encourage you to check out Seesaw for yourself or ask a teacher who's using it for some feedback. I guarantee that once you try it, you (and your students and families) will absolutely love it!
This school year I am providing support to the teachers at three separate school sites. Because it is often difficult to meet the needs of all teachers quickly and efficiently, I began a new project this year, called "Tuesday's Two Minute EdTech Tips." Basically, I create a short, two minute video each week, highlighting a specific app or website that I think will be interesting to K-8 teachers. I then email the link and short description of the video to teachers each Tuesday.
The goal is to create videos that are super short, and provide a bite-sized introduction, so that teachers can decide whether or not the app is something they want to find out more about. Once they watch the two minute video, they can email me to set up a meeting where we can discuss the app, or I can introduce the app to both students and teacher at the same time.
So far, the feedback on the Two Minute EdTech Tips has been very positive. Teachers like that the videos are short, kind of like a two minute PD. They also like that I am available for following up on the video and supporting them in integrating the app with the learning objectives in their own classroom.
Take a minute and check out my most recent Two Minute EdTech Tip Videos, which focus on computer science and various coding apps that would be great for the Hour of Code!
Professional development opportunities for teachers can usually go one of two ways. Teachers find value and are excited about the learning during the PD, or teachers are bored as they sit through a PD that they either do not need or have heard before. part of my role this school year is to plan PD that is meaningful for teachers at the three school that I support. Much of the PD will revolve around Project Lead the Way (our new science curriculum) and the transition to Google Apps.
This month I organized an EdTech Professional Development for teachers at my three sites. The PD took place in the afternoon of a minimum day, and provided three sessions with lots of variety for teachers to choose. My goal was to give teachers choice in their learning so that they can take what they need and apply it in the classroom immediately. Organizing an event like this can be overwhelming, especially if you are doing it alone. Below I will outline the steps that I took to plan my EdTech PD event.
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!
All thoughts, opinions, reflections, and ideas are that of Heather Love-Fleck, and not the school district that employs her. She reserves the right to change her thoughts, opinions, reflections, and ideas at any time.