Apple Distinguished Educator

I am thrilled to announce I have been selected as an Apple Distinguished Educator in the Class of 2013. I realize, and respect, that being selected for this award would not have been possible without the great efforts of all the people I work with daily. So, a public thank you to all for making this award possible.

The application periods vary by regions. In North America, the application process opened in November and closed January 15th. After submitting an application that consisted of answering several questions and creating a short video, the wait is finally over. I've been selected!

The Apple Distinguished Educator (ADE) Program began in 1994, when Apple recognized K-12 and higher education pioneers who are using a variety of Apple products to transform teaching and learning in powerful ways. Today it has grown into a worldwide community of over 2,000 visionary educators and innovative leaders who are doing amazing things with technology in and out of the classroom.

Apple Distinguished Educators (ADEs) are part of a global community of education leaders recognized for doing amazing things with Apple technology in and out of the classroom. They explore new ideas, seek new paths, and embrace new opportunities. That includes working with each other — and with Apple — to bring the freshest, most innovative ideas to students everywhere.

The community of Apple Distinguished Educators has been amazing already. On the day of the announcement I had many new twitter followers and invitations to professional development events current and past ADEs are running. They certainly are a welcoming group.

So, I'll be headed to Austin this summer to participate in the Apple Distinguished Educator Institute. There I will have the opportunity to meet innovative educators and learn amazing things as I participate in a week chock full of professional development, content creation and collaboration. Austin, here I come.

K-4 iPad Parent Meeting

We hosted our first iPad parent meeting on January 30th in the school auditorium for those parents wanting to learn more about the K-4 iPad pilot program initiated in January at MSES.  We had an excellent evening.

Key points reviewed:

Why iPads? 
Manitou School District Vision Statement:   "Our whole children are Empowered personally to lead and to serve, Equipped intellectually to shape their future, Enriched creatively to flourish lifelong." 

iPads offer another powerful tool to students to achieve those whole-child ends - a medium our digital natives find both natural and intuitive.

Most of us have heard the term "digital native" used to describe children born in the high-tech world that we adults have grown up into - a world far more connected and fast paced, for better or for worse, than when we were in elementary school.  Technology is a part of many of our students lives already - and will be a significant part of their schooling and work world going forward.  That presents many challenges to parents and educators.  While technology offers new power in the learning process, it raises concerns for us, not just as parents, but as a society about the effects of this power in our lives.

We have had computers in classrooms for over 15 years and linked to the internet for just as long.  We have already seen kids' natural connection to technology in their learning and thinking.  Now, the iPad has entered the scene and causing to address this issue from a personal point.

We have been saying for several years now that it's on our watch as parents and teachers to address the implementation of 1:1 technology in the classroom.  We have a desire to put this power for learning in the hands of our kids on a continual and individual basis.  We have accomplished this by increasing the number of computers available to students in the classroom and in computer labs.  We also notice a continual increase in the number of devices students bring to school with them on a daily basis (smart phones, iPads, computers.)  Schools are in constant competition with these devices and need to address the "check in, unplug, check out" attitude students bring to school each morning.

Initial 1:1 Pilot
As a response, two years ago fifth grade along with middle school implemented one to one iPad program.

• iPads are not a new way of learning or a revolution in education, they are a powerful tool in the classroom and, for many students, at home.
• Higher engagement
• Longer, more focused basic skills practice
• But also great creavitity in publishing their knowledge and more empowered research.

iPad Brochure
Russ shared the iPad Brochure with everyone.  It is available here for download. IPAD BROCHURE

Last year, as we piloted this program, Debbie Heidenreich’s husband, Dan, made a Video that illustrates these points in the words of our own students and teachers.
iPads Invade the Fifth Grade at MSES

Interactive Example
We then shared an example of an interactive electronic book to show some of the power of digital learning for younger kids.  The book, though powerful, is not intended to replace the power of a child sitting on an adult's lap while being read to or the feel and interaction of a great paper book.  The electronic book has distinct advantages we want to capitalize on in the classroom and at home when the parent or teacher is working with others.

User Agreement
An overview of the Elementary K-4 User agreement was presented.  This agreement outlines general care and use of the iPad, insurance policies and the opt in/opt-out agreement.
User Agreement K-4

Take Home Preparations
The next couple of weeks involve final preparations for students to bring the iPad home.  While we feel the iPad is a powerful learning tool, we also recognize and respect the choice of some who would choose not to have electronics enter the home environment.  The Opt-In/Opt-Out agreement form allows for parents to express their iPad home front preferences.

Classroom Visits
The meeting then adjourned to classrooms where the children and teachers shared some of the exciting new uses being pioneered for the iPad in various grade levels over the few short weeks the iPad has been in use.  The principal and I were on hand in the auditorium with questionnaires for those who wanted to share feedback.

Future Conversations
In addition, parents and school staff will meet on the second Tuesday of each month to address iPads in the classroom.  The first meeting will be February 11th at 3:00 PM at MSES.

More information about iPads at MSSD may be found on the MSSD14 iPads Wikispace.

Mystery Skype

Mystery Skype has hit classrooms worldwide and if you teach Social Studies might prove to be an engaging interaction to offer to your students.

Basically, teachers connect with another class somewhere in the world.  They then determine a time for their classes to Skype with each other and offer clues as to where they live.  Students must piece together clues to determine the location of the call. 

There are a variety of jobs in preparing for the skype call and during the skype call that allow for each student to be actively involve with the conversation even though they may not be speaking at the time. 

Mystery Skype also provides the opportunity for a little global interaction and communication that a class may not ordinarily have with the outside world.  On top of all that, it's fun.

Read more about it in Learning and Leading with Technology.

Site Visits and School Walk-Throughs

Our district has hosted several site visits since moving to a 1:1 iPad environment in September of 2011.  Though these visits can be time consuming, I believe they benefit all involved.  Classroom teachers have the opportunities to share their practices with other educators, students engage in authentic conversation with adults and participants get to see, first hand, a school in action.  School visits build collegiality within the broader community and work to improve education by collaboration.

I often get asked for tips about planning school visits or walk-throughs.  Here are a few:

1. Mix up the sessions and get people moving around.  A little pedagogy, a little technology, visits, eating, etc...
2. Participants come to see, first hand, what goes on in classrooms so be sure to build in ample time for walk-throughs.  Be sure to let participants know whether it's okay to speak with students and teachers.  I always ask teachers to prep students regarding the visit so when the adults entered they wouldn't be wondering why they were there.  If events can be scheduled on the same day of each week, even better, because then everyone knows it's a school visitation day and they can expect visitors.
3. No surprises visits.  Let teachers know you are coming.  The beauty of seeing a 1:1 in action is seeing it in action.  If your visit is to be "real," visitors need to see not all students use the iPad every single minute of the day and that everyone uses the device differently.  
4. The only request I had of teachers was that they did not have any direct instruction going on during the site visit.  This would make it difficult for visitors to roam the classrooms and interact with teachers and students.  
5. Build in time for Q&A.  Whether you do this in each session or do this at the end is entirely up to you.  A mix is nice.
6. Student panels/tour guides are awesome.  Everyone likes hearing about the student perspective because it provides the participants a unique view of the 1:1.  I selected students who could handle the makeup work of being out of class and whom I knew had a good working knowledge of the iPad.  This is important as they are representing the school and the implementation and you want them to be good.  I asked teachers for recommendations on students who were eloquently spoken and could work well with adults.  
7. We had 5-6 school/Apple personnel roaming the hallways during the classroom visits for those who had specific questions.  We included the representatives from technology and administration.  Our Apple Development Executive and Sales Executive were present.  This helps.
8. A teacher panel adds a nice touch to the end of the visit.  I selected the teacher panels based on availability(planning times) and the teacher's strengths in the 1:1.  Every teacher on the panel had embedded technology into their lessons seamlessly in a different way.  (Some focus on content, some on process, some on authenticity, some on the differentiation aspects of the apps and the device, etc...)  Look for teachers who will provide a variety of methods of doing just this so that it offers a glimpse into the many ways iPads are transforming classrooms.

iPads at MSES

Yesterday, January 7th, marked a transformative day in some of the Manitou Springs Elementary School classrooms as teachers distributed iPads to students in select first through fourth grade classrooms.  One class in each grade level will experience a 1:1 iPad environment for the next five months of school.

Students using iPads - Day 1

The excitement level was similar to that of the first day of school.  Students were completely engaged in activity.  In an attempt to capture the excitement in writing, Mark Langseth, fourth grade teacher, asked his students to send an email describing their thoughts and attitudes toward learning with the iPad.  One student responded as follows, thought the sediment was the same among all students:

"I love the iPads they are so cool. I think this will be a very fun learning experience.  I think I am going to look forward to going to school now.  iPads have a big effect on kids and how they learn.  Thank you for the iPads we will enjoy them."

All teachers are incorporating a series of digital citizenship lessons to teach appropriate use and understanding of the many platforms and interactions students will experience through out the course of the semester.  These lessons will be embedded in classroom activities.
By the end of day 1, kindergarten students had learned how to author story books, first graders had visited the San Diego Zoo, second graders began blogging with students in Great Britain,  third graders had researched science topics, and fourth graders were emailing and studying comparative and superlative forms of adjectives.
The teachers in the 1:1 environment are already questioning the next school year, wondering how on earth they will cope in a non-1:1 iPad setting.  With only one day of 1:1 access under their belt, they see the impact this access will have on student engagement and instruction.

Manitou Named Apple Distinguished Program

I am pleased to announce that Manitou Springs School District 14 has been named an Apple Distinguished Program for 2012-2013 school year for its 1:1 iPad implementation.

The Apple Distinguished Program designation is reserved for programs that meet criteria for innovation, leadership, and educational excellence, and demonstrate a clear vision of exemplary learning environments.

The selection of our district as an Apple Distinguished Program highlights its successes in enhancing and extending teaching and learning with thoughtful and innovative implementations of technology. Incorporating iPads into the classrooms of Manitou Springs has encouraged teachers to break away from traditional teacher-led instruction and utilize technology to increase student engagement and lead to more active and meaningful student experiences. The district continually works to implement new technologies as a way of learning how they can best serve students.

Way to go staff and students in Manitou!

Handshakes in Collaborative Projects

Group projects involving one or more classrooms from other schools are a fantastic way to teach the 21st century skills of collaboration and communication.   Organizing a formal lesson that focuses on introducing all the students in a project to each other is often referred to as a handshake.  Time zone differences and class scheduling often limit the opportunities for students to meet face to face but need not impede the process.  Handshakes  can also incorporate a variety Web 2.0 tools like wikis (student introductions,) blog posts, vodcast introductions, Voicethread,  talking avatars, etc... All the collaborative project needs is a common space to link, embed, or post these handshakes for all other members of the group to view.

Handshakes are so important in that they are the first form of acknowledgement between group members.  Handshakes confirm that all involved are in agreement and ready for what is to come in the project.  In a global project the handshake unites all members as they embark on a similar voyage.  Many times this handshake is the  first time many students in the project will interact with someone outside of their school, state, and even country, making the handshake exciting and rewarding.

The handshake also gives students in a project the much needed practice of interacting in appropriate ways with others they don't know online.  This practice of experiencing and interacting with new tools is often referred to as the sandbox. The handshake space is very much the sandbox of the global project because it is here that students will learn appropriate methods of online introductions.  The handshake a learning space and should be treated as such.  Students may make mistakes and instructors or leaders in a the project can easily use these mistakes to educate all on the values of appropriate interactions online.

Prior to initiating a handshake be sure all leaders in the project are familiar with the chosen tool.  A good idea is to initiate a handshake with project leaders prior to launching the project with students.  Not all schools have access to Web 2.0 tools so be sure to complete any necessary checks on limitations particular schools may have.  Some schools have rules against students posting images of themselves online.  Know your school rules and instruct students on the appropriate course.  Some teachers have students post images that represent the student's interest or use student created avatars.