Traveling Sketchbook

I saw a Pinterest pin the other day about a traveling sketchbook that piqued my curiosity.  A traveling sketchbook is a blank book, which is passed along from one person to another, each contributing something to book.   What each person writes or draws is personal and over time, the book takes on a personality all it's own.

I sent the Pinterest pin on to the media specialist Gabrielle Waters at the high school and what she did with the concept was amazing. So much so that the sketchbook hasn't sat on the shelf once since it's inception.

We are in the process of weeding our library collection and had several books sitting on the "take me home for free" table.  Ms. Waters got creative with several of the titles by altering the cover, writing some instructions about how to use the sketchbook, gluing them to the front cover and then adding the book to our media collection.  The book can now be checked out by any student or staff member in the school.

I checked it out over the weekend and had some fun with a contribution.  Even my grandson helped with the page.

The instructions for the Traveling Sketchbook are as follows:

What is a Traveling Sketchbook? A traveling sketchbook is a blank book, which will be checked out to various artists, they draw something and then check it back into the Media Center so it can be checked out to the next person. There will be artists of all levels, styles and backgrounds participating!   Each artist can have a one or two page spread to work with.

What can you put in this notebook? A masterpiece, a doodle page, typography, a collage, or most anything you choose.  Just keep it tasteful.

Instructions: 

1. Checkout The Traveling Sketchbook in the Media Center. It is now yours for the next 3 days!!
2. Choose a page to do your Art, Sketch, Design, etc. (choose any media)
3. Sign your art work
4. Once you are finished, tell a friend that The Traveling Sketchbook is in the Media Center for them to check out next.
5. Then PLEASE return book back in at the Media Center for others to checkout! (I want to keep track of who the amazing artists are and where the book travels)
6. Once the books are completed they will be displayed in the Media Center. 

Rules and Guidelines: 

1. Keep the traveling sketchbook for no more than a week
2. Please respect others art, please no defacing or ruining artwork before yours 
3. If possible try not to let your work bleed through to the next page if there is already art there. 

How much fun is this? 

Thoughts on Personalizing Learning

I've read lots of thoughtful comments on the UPE blog ( https://makelearningpersonal.wordpress.com/chapter-1-pages-1-36/comment-page-1/#comment-18 ) related to chapter 1 of the book, Make Learning Personal by Barbara Bray and Kathleen McClaskey. I think Kym hit the nail on the head when she said the greatest challenge would be that of relinquishing control of learning to students.  So many of our views on learning are contrary to this idea.  Educators tend to take full responsibility not only for student learning, but for student motivation, engagement, excitement and even empowerment.  I'm amazed what students can and will do once we do relinquish that control.  I've seen this magic happen in my own classroom and once you've seen the magic it never leaves you.  Perhaps that's why I'm so passionate on the subject of personalized learning.  Beth asked, "how do we keep students engaged?"  The answer is - We don't.  That's the educator in us wanting to be in control.  We need to foster the grit, determination and perseverance in learners that is needed when their engagement wanes and they grow tired, bored and frustrated with tasks.  This "disengagement" will happen throughout their lives.  Sometimes learning is fun, sometimes it's hard work.  The internal satisfaction of achieving cannot be given, it must be earned by the learner themselves. 

One of the first pieces of information I came across when I was running a personalized classroom was the PDI chart explaining the differences between personalized, differentiated and individualized instruction.  I loved all aspects of the chart as I felt it really identified the differences between these topics.  Finally, I had found something that put the learner first.  Everything is personalized learning was about the learner.  When you look at the chart as a whole and read the first column you become amazed as to what learners can do.  If you haven't downloaded a copy of the chart - here is the link: http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html 

Whenever the topic of personalized learning is discussed it is often followed by a conversation about the need to balance a love of learning with the need to learn the "important stuff."  Again, the view on learning that learning is being taught shines strong.  Is the only way to learn the important stuff through someone telling it to us?  Personalized learning is not about learning what ever you want whenever you want to learn it.  We are governed by state and local standards that specifically outline what each and every student should know and be able to do in a certain grade.  These standards can be used in conjunction with personalized learning.  They can serve as an umbrella to guide students in their learning and understanding of necessary topics.  Students need to learn how to unpack standards so they are meaningful and relevant just as much as teachers do.  As educators, our job is to facilitate the process of making sense of standards, not deliver them.  Russ describes this shift in teaching to that of moving from the "Sage on the Stage" toward being a "Guide on the Side."  Educators need to build a bank of resources and skills to facilitate the varied needs of each of the learners in the classroom in addition to being versed in content.  But it's not our job to do all the work.  I'm convinced this is why so many teachers leave the profession from burnout.  They do the job the learners should be doing and in doing so, unknowingly rob the joy of learning from students.

The book Make Learning Personal will point to lots of schools who are embarking on a personalized learning journey.  The authors' website also has many journal entries with interviews from teachers all over the world.  ( http://www.personalizelearning.com/ )  A question from the book to pause, think and reflect upon:  Is personalizing learning something that someone or something personalizes for you, or do you personalize your learning for yourself?

Learning to Sketchnote

This summer, I was introduced to sketchnoting and challenged to incorporate  the concept of sketchnoting as a means of note taking.  Sketchnoting is the process of creating a personal visual story while listening, reading, or recording an experience as it happens or on a later date.

Sketchnoting brings in a variety of cognitive processes, increasing the connection between speaker and listener due to the engagement needed to listen intently while synthesizing the spoken word into drawings and short narratives.  I decided to to take the challenge seriously.

The first lesson was to watch a video titled "A Sketchnote Primer" by Brad Ovenell-Carter. (See at bottom of post.)  One of the first points emphasized in the video was the need to let go of the idea that only a person with artistic skills could be successful at sketchnoting.  In fact, with a view basic design principals. The skill of sketchnoting will grow with practice.

And so I began to learn about the basics of text, labels and simple drawing details that would bring figures and inanimate objects to life on blank paper.  And I practiced. 

An important side note:  I am not, nor have ever considered myself, an artist.

My first experience with sketchnoting as a serious attempt in capturing a speaker's details was met with failure and an immediate return to what I knew how to do best, traditional note taking in which I act as a shorthand secretary attempting to capture as much of the story I was hearing.  Would I go back over the notes later and review details?  Perhaps. 
Remember, I had been asked to put on my learner hat for the week and so, despite my first attempt ending in failure, I decided to try again as soon as the next opportunity arose.   I didn't wait long.

This time I met an increased level of success.  I still had issues with the drawings that weren't satisfying to me overall.  We were also asked to share our sketchnotes publicly on Twitter, thus making our learning process public. (You can find them by searching for #adesketchnote on Twitter.) The confidence I received from others when they favorited even my most basic of sketchnoters was staggering.

Sharing made me feel good and gave me an increased desire to improve my skill. So I asked questions.  A lot of them - to anyone who would listen.

And those who we're accepting the challenge, learning right along with me but perhaps a little further along, taught me additional skills that soon brought my competences to the next level.  That felt good!  I couldn't have been more pleased with my next sketchnote.
Upon review, I was able to vividly recount the story being told by the speaker, Lisa Jackson, head of Apple's Environmental division and former head of the EPA for the United States of America.

And then, something amazing happened.  During a lunch, someone who was beginning to delve into sketchnoting asked me to teach them what I had learned.  This provided me with an opportunity to share my level of mastery on the subject and teach others what I had learned.  I believe this is where true demonstration of learning happens and the feeling was magnificent.  Not only the individual forever grateful for the time I had invested in her development, but I felt good, as if I was making the world, or a piece of someone's world, just that much brighter.

I'm continuing my study of sketchnoting by continuing to practice drawing basics through recaps of story and significant events.  Since sharing the concept of sketchnoting with others, several teachers have asked me to come in and run a primer for both themselves and their students during the first week of school.  And though my skill level is still quite basic, I know the only way to grow and improve is to continue to practice and share my experiences with a broader, global community of sketchnoters, both experts and budding sketchnoters.

Additional Notes:
A good stylus goes a long way.  If you don't have a stylus available, hold your pointer finger as if it were a pencil.  You'll be surprised at the gained dexterity.

I used a variety of Apps but ended up purchasing all of Paper by 53’s In-App purchases.  The trouble is this isn't a viable solution for schools purchasing apps through the VPP.  Explain Everything may be a viable alternative in addition to the variety of drawing and note taking apps available.

Watch the video that introduced me to the concept of sketchnoting.

ADE Institute Take-Aways

Nearly a week has gone by and I'm sitting at my desk, reflecting on the amazing week I had in San Diego with a heavy heart.  I miss my ADE Global Community terribly.  The week at Institute was unlike anything I ever imagined.  That's because the minute I arrived at the airport in San Diego I felt valued and appreciated for my contributions to education.  That sense of appreciation remained all week.  So thank you, Max, Don, Ivey, AP, Jason, the ADE Board, and all the Apple Staff who so carefully crafted an incredible week to honor and celebrate the work of educators.  Because of you I was able to reconnect with old friends and meet new ADEs from all over the world.  I was able to further develop my understanding of transformational pedagogy.  You have all  become my family.  Relationship, I have grown to learn, is key in building and transforming learning environments.  That's because without sharing, learning has no where to go.

Below are a few of my take-aways from the ADE Institute in no particular order.  Enjoy.

A Theme Goes a Long Way
The theme for the ADE Institute was Change Over Time.  This theme was integrated into each and every experience Apple organized for us.  Before arrival, we preloaded our iPads with iTunes U courses, iBooks, apps and content that would allow us to easily navigate the week and interact with materials and each other.  Every speaker, from Apple staff to guest lectures to park rangers incorporated some form of Change Over Time into their presentations.  Our skills changed over time as we were introduced to new concepts such as sketchnoting, the process of creating a personal visual story while listening to a speaker, reading, or recording an experience changed over time.  I became more proficient at the skill.  The intentional weaving of the theme into learning experiences was no accident.  Note to self - always be conscious of this as I develop content.

Practice What I Preach
Every educator should put a learning hat on and immerse themselves in a PD experience using the pedagogies and technologies that transform education. 
At the institute, we used iBooks relevant to the theme, Change Over Time.  We downloaded an iBook to provide background information about La Jolla Cove prior to visiting the cove and taking a self-guided walk of the area.  This iBook provided information about plants, geology, birds, marine life and the cultural history (changing through time,) of the area prior to us experiencing the beauty of La Jolla.  Off site visits provided authenticity to the Change Over Time theme, validating the learning experience.  Expectations and access to information to further my study were provided in the iTunes U course.  Using a variety of applications to both document the experiences and research further, we then shared our learning experiences in a variety of social media platforms, taking the learning global.  Reflection and challenges were built into the process. 
I’ve been practicing and encouraging transformational teaching for several years but have never been a learner in this model.  Wow!  Each and every PD course I create will be sure to emulate my experience at ADE Institute.

Collaborate
Share, connect, develop relationships and grow.  When we take our learning to a global level and reach out and participate in a diverse, growing arena of learning we continue to grow and learn from each other.  Our ideas resonate, grow roots and develop into ideas that spawn amazing experiences for our students. 
At the ADE Institute we were given permission, and time, to build relationships, converse, laugh, play, and work together.  This creates a community of learners who are free to dream and innovate.

Create
Do something with knowledge gained so it continues to grow.  When you create and share, even from

a reflective point, you place a stamp on the world that wasn’t there before and your feeling of importance grows.  Belonging and importance are essential needs of every human being.   I created and shared sketchnotes via twitter and shared images I took via Flickr - all of which connected me to others willing to take risks and share what they were learning and doing.  My upcoming goal will be to tell my ADE Institute story through video and then to create an iTunes U course related to 20% time in the classroom.  Don't worry, I'll share them :-).
Create good content too - keep it rigorous, don't dumb it down.  Ed Olson Wilson, the creator of the Life on Earth iBooks series states:  teach the subject of science from the top down not the bottom up.  Create curiosity by asking really good questions and build that into your instruction.  Drew Barry, the molecular biologist and individual responsible for creating the amazing animations in the Life on Earth series emphasizes the need to never dumb the science down but instead to edit the tasks to accommodate all learners. 

Communicate - Globally
Take advantage of every opportunity to meet someone new, interact with experts, listen, ask questions, and share.  The more you do this the better you become at this.  Even the introvert inside me has grown to appreciate and value the art of communication.  Today there are so many avenues for expression and communication - public speaking, blogging, photo journalism, video, etc…

Think Critically
Always!  Ask questions, reflect, evaluate, find relationships and do this with vigor.  Be curious and investigate.  Grow grit!

Celebrate
Take time to celebrate everything, successes and failures.  When teachers try something new, celebrate, regardless of outcome.  Recognize that success comes from failure and celebrate that too!  Celebrate a job well done, an accomplishment, an effort.  Find joy.

On My Way - Apple Distinguished Educator Global Institute 2014

The excitement is building once again as I prepare to attend my second Apple Distinguished Educator (ADE) Institute.  This year is special as it marks the 20th anniversary of the Apple Distinguished Educator Program.  The week consists of powerful opportunities for collaboration and ongoing professional growth as ADEs from all over the world come together to work, learn and share from experts and each other.  This is a group of super heroes and I feel incredibly fortunate to be learning side by side with them.  It's an intense week!

Apple Distinguished Educators are Advocates for Apple technologies.  They are Advisors and spend a great deal of time working with other educators inspiring and integrating instructional technologies.  ADEs Author content as it relates to teaching, learning and leadership and publicly share this content with their peers and colleagues.  And, Apple Distinguished Educators are Ambassadors, redesigning teaching and learning practices by expanding classroom walls to embrace the global community.  We're innovators who are always trying something new and different to provide an engaging and authentic learning environment for all involved. 

I can't wait!

Share Everything - Open Educational Resources

I'm a fan of Learning Management Systems.  A good LMS provides teachers and learners with the ability to curate and house content in a convenient, online location.  Learners gain access to relevant content and information and may easily connect with members of the classroom community. 

Robert Fulgham reminds us to "share everything" in his book/poem, "All I Really Need to Know I Learned in Kindergarten." Yet, as we continue to progress and talk about the need for Open Educational Resources that are free, an increasing number of schools are moving to paid LMS systems that require school specific usernames and passwords. 

Teachers and students are creating amazing lessons.  Locking up this work behind walls hidden inside a password protected LMS makes no sense.  This practice forces many teachers to reinvent the wheel and continue to hide inside the walls of their classrooms.  21st Century Teaching and Learning emphasizes the need to tear down these walls and connect with one another.  I encourage schools and educators to use platforms that encourage the sharing of educational content so that everyone may benefit from lessons created together.

Personalized Learning

We are constantly looking to provide classroom environments that are active, constructive, collaborative in nature,  authentic and goal directed in which students own their learning and are pivotal members of the classroom community.  Shifting teaching practices away from teacher directed learning toward student facilitated learning is becoming an expectation of all teachers because it places the focus on learning where it should always be - on the student.  The information age is here, in the hands of students, 24/7.  As teachers, we need to understand and embrace the fact that content is no longer confined to those who have studied at university.  The learning opportunities are immense and available for everyone who knows where to find the information.  We will capture learners by providing engaging learning opportunities that are personalized to meet each learner's individual needs.

So, how do we begin to create these personalized learning environments in our classrooms?

1. Have learners develop Personal Learning Profiles, a concept developed by Barbara Bray and Kathleen McClasky.  An important first step is understanding how each and everyone learns.  Learning is broken down into the what, how and and why of learning.  We all employ different methods and techniques to access, engage and demonstrate our understanding of new information. 
2. Unpack the standards with your students every year.  It is just as important for learners to know and understand what is expected of them.
3. With the learner, customize a learning plan to suit interests, needs and prior knowledge. This is where the learner can form essential questions.
4. Document the journey transparently.  Learners should document their progress in a collaborative manner to make  to monitor and share progress as well as to solicit feedback.  Blogs, google sheets, and online spaces are excellent tools.  Teachers, too, should have a public space for expectations, communications and suggested resources. Learners should be documenting action steps for acquiring new knowledge, the practice opportunities they employ and their methods of demonstrating new knowledge. 
5. Share excellence.  Students need to have anchors for competencies.  Moonshots here!
6. Remember to teach strategies for learning new information.

If you're not ready to completely transform your classroom to a personalized environment, try approaching personalized learning from one of the following:

• Innovation Day- Take a day on your team, department or school and designate it "Innovation Day," and let students choose what they want to learn that day.
• Genius Hour aka 20% Time (View Examples) - Employ a similar strategy to our Summer Institute course by designating 20% of the time, either daily or once a week, to allow students to work on their personalized learning goals.

Most importantly, try something new.  Transforming educational practices isn't about doing what we've always done.  It's about employing practices that shift the ownership of learning from the teacher to the student, by creating classroom environments that are alive with conversation and discussion around authentic and engaging topics and by empowering learners to pursue their passions, interests and their future.

The time for a moonshot is now!

Summer Institute

The fourth MSSD Summer Institute is in full swing in Manitou Springs.  The shift in thinking as we move from a teacher-centered to a student-centered classroom that places the learner firmly at the center of the learning process requires time and support. The Summer Institute is a professional development opportunity made available for teachers who are incorporating this philosophy in their curricula.  

This summer, we will be investigating iTunes U and iBooks Author as course content delivery tools to bring content to students.

This PD model follows the 80/20 model many innovative companies use int heir work week, only in reverse.  Basically, the teacher chooses the content creation delivery platform, (iTunes U, Wiki/Blog or iBooks Author) and spends ~80% of their time developing this platform to the specific needs of their classroom.  The additional 20% time is spent exploring a variety of topics and participated in dialogue centered around personal growth and emerging technologies.

In a nutshel, Summer Institute provides the following:

• Opportunity for self-directed learning
• In-depth, personalized study drawing on knowledge areas and interests
• Create a culture of peer accountability through dialogue and discussion.

You can download the course and check it out yourself from iTunes U on an iOS device.

iTunes U at MSSD

iTunes U is a section of the iTunes store featuring educational content and lectures from schools around the globe.  Originally, iTunes U consisted of content created to provide access to courses from leading universities.  K-12 organizations weren't far behind and now, iTunes U hosts the largest digital catalog of free educational content.  The iTunes U app gives a user access to complete courses from leading universities and other schools.

 

Manitou Springs School District on iTunes U was launched in April of 2014.  The iTunes U site provides the district with a supplemental way to widely distribute course content that convey the academic opportunities at MSSD.  

iTunes U presents a streamlined platform for all users.  

Use the iTunes U app to access the iTunes U catalog. Tap the iTunes U icon and your bookshelf appears. In the upper corner, tap the Catalog button and the bookshelf flips around to reveal the iTunes U catalog.

 

 

Project Based Learning via Media Center Mural Project

Earlier this year I had the opportunity to redesign a high school media center space to better meet the needs of modern learners.  Equipment and furniture were ordered to accommodate the need for the creation and movement of spaces to reflect individual and group needs.  Existing media was reorganized.  Apple TVs with both projectors and large screen televisions were added to some of the wall space, allowing several groups at a time to display their devices for a larger crowd.  Though the space looked new, it was still being defined by section titles mounted above the book shelves.

The section titles were crafted from wood block lettering and described the print sections of the space.  These signs were large and reflected a very solid, strict and static space.

Our goal was to incorporate the idea of movement into the space, an important characteristic of media in the 21st Century.  Knowledge and news are always changing from day to day, minute to minute.  We wanted the media center to reflect the changes occurring in a modern world yet be grounded with a solid foundation.  We wanted visitors to feel connected to the space by relating to images from the past, regardless of section.



I approached Deb Brewster, the high school art teacher at Manitou Springs High School, to see if she might have a student in mind to tackle an independent study mural project for the media center.  She smiled and a week later introduced me to Camille, a senior at MSHS.

Camille was set to graduate in December but delayed her graduation date to take on this project.  We met, I explained my needs and goals and Camille set to work.  What was to happen over the course of next few months was magical, the essence of project based learning because it gave Camille an authentic learning experience that produced meaningful work that would reach out to audiences long after the project was complete. 

Below are Camille's murals and excerpts from an interview with Camille summarizing her project work:

Describe your project

The project consisted of three murals encompassing the three sections of the Manitou Springs High School library.  The murals are visual collages to touch on every facet of the section and to bring alive the section titles.  The goal was to visually define the words reference, non-fiction, and fiction through painting.  The medium used was acrylic paint on board.
The color continuity on the murals was something I worked hard to balance.  I wanted all three pieces to be cohesive yet I wanted the color scheme in each piece to emphasize the purpose of the word.  You'll notice the sky starts out dark and gets lighter as it moves through each of the murals.  The tan was a fundamental color as well and was used on all three pieces.  I incorporated a black and white theme in all three murals to reflect the passage of time. The goal was to make all three pieces compliment one space.

What is something you did during this project that you think you will remember for the rest of your life?   

Learning how to not let my past knowledge hold me back, to allow myself to grow even when I didn't believe in myself.  I worked through this via a great deal of conversation with my advisors, Deb Brewster and Paul Bonner.  These conversations evolved around the fact that I was artist, artists understand art, and that all artists are free to try other arts. 
I needed to work on felling confident in my artistic talents when I picked up a paint brush.  I had to believe I could do this and if I messed up I could fix what I messed up.  I had to give myself permission to fail and believe there would always be a way to get back on my feet.

What was the most challenging part of this project for you?

I had never painted prior to this project.  I considered herself a photographer, not a painter.  I had one beginning art class at MSHS.

When you started this project, you thought it would be an solo project.  That ended up not being the case.  Would you please elaborate on how you collaborated with others?

I realized I would need teaching and help and had to put pride aside if I was to accomplish my goal.  I realized this was a project for the community and that the project would need a community involved in the painting.  I tapped into the resource of the painting teaching assistants in the class to help with the painting but it ended up being so much more.  The additional painters brought in alternative points of view.  I was able to learn from their viewpoints and experiences in painting just as much as I was able to learn from my advisors. 

What is something that was hard for you at the start of the project, but is easier now?

It's easier to get excited about projects.  I used to be terrified about this project so much that it was hard to come to school to work on it.   I worked through this and eventually made a turning point.  I began to look forward to what I was going to do new each day. 
I learned this was part of the creative process, the ability to build on the hard work that comes together in something beautiful.  This leads you on to creating new art within the project.  I learned ideas spur ideas.

In what area do you feel you made your biggest improvements?

Painting, and having my hands in a commissioned project.  Being a photographer I've always paid attention to color but I've never had to manipulate color other than by manipulating the light in which I photograph.  In photography you don't have to mix colors.  My whole color theory changed when I realized it wasn't that easy to mix colors.  I learned how colors work in the world and how to recreate them in paint. 

What has made the biggest impact on your learning during this project? Why?

Letting myself do it.  I built my confidence throughout the entire project, especially completing the project.

If you could turn back time and do this project again, what would you do differently?

I would not be so prideful and I would ask more questions.  I didn't want to ask because I thought asking made me seem stupid.  I had to have a bit of a breakdown to work through this.  When I realized I couldn't do this all by myself.  When Brewster told me my drawings weren't to scale and that I had to change them it devastated me because I would have to rely on my sense of composition to fit the boards.  That meant I had to learn how to design to make my ideas fit the boards I had.

What did you learn?

I learned so very much.   I learned about brush strokes when painting, I learned how to paint highlights and lowlights, I learned about gridding and scaling.

I got academic with Camille and asked her about Art Standards and which ones she had met.  She pondered, and wondered which ones she hadn't met.
Specifically we talked about the following Visual Arts Standards:

Overall, the project was a huge success.  Camille will present her project to the staff sometime in May.  Her presentation is available via Dropbox.

App Smashing

Moving past using apps for worksheet substitutions and kill and drill practice and into transformative  content-creation involves a process recently coined as App Smashing.  Sometimes this process called App Synergy or iPad Workflow.  App Smashing is the process of using multiple apps in conjunction with one another to complete a final task or project.  The trick to app smashing is to learn how to use your camera roll as a means to communicate between apps.  App smashing gets the learner involved with more than just sharing what you've learned.

App smashing evolved from the term "Mash-Up" which basically meant creating web content from more than one source.  When the iPad arrived in the educational market, it didn't take long users to use multiple apps to create something.   In fact, now it seems almost impossible to create on the iPad without App Smashing.   Creating infographics is an example of one of my favorite App Smashing activities.

Greg Kulowiec from Ed Tech Teacher has written and presented the idea of "App Smashing."

Download a copy of  "The Definitive App Smasher's Guide" by Miguel Guhlin to learn more about App Smashing.

The following video does a great job of explaining the concept of App Smashing.


AppSmash Round 1 from Greg Kulowiec on Vimeo.

Colorado mLearning Collaborative

I'm happy to announce the launch of the Colorado mLearning Collaborative, a small group consisting of  Colorado educators working to support 1:1 learning initiatives in Colorado schools.
The Collaborative's purpose will be to share ideas and strategies as they relate to supporting technology integration and instruction.
We had our first meeting in February and hope to grow our numbers by the next get together scheduled for April 11th.  If interested, feel free to peruse our website and contact me for more information.

Using PhotoStream in Education

I love the idea of making better use of iOS's PhotoStream in education.  A teacher can create a PhotoStream of specific images they'd like students to be familiar with and share that particular PhotoStream with their students.  The ability to identify objects, species, or varied symptoms may seem a bit geared to low-level Blooms memorization; however, there are times when it is absolutely necessary to be able to recognize something the minute the object is seen.  That's where PhotoStream can come in handy.

To create and share a PhotoStream with others follow these steps:

1. Select the photos you want to share.
2. Do one of the following:
   • Click the Share button in the toolbar, choose Photo Stream from the pop-up menu, and click New Photo Stream.
   • Drag the photos to Photo Stream in the Source list, and click New Photo Stream.
   The New Shared Photo Stream dialog appears.
3. In the “Shared with” field, type the email addresses for your invitees.
   To enable your invitees to access the shared photo stream from an iOS device, you must provide the email addresses associated with their iCloud accounts.
4. In the Name field, type a name for the photo stream.
5. If you want to share your photo stream with someone who doesn’t have an Apple device, select the Public Website checkbox.
   Note:   People who view your shared photo stream on the web cannot comment on the photos. They also cannot view the comments posted by you or by others who subscribe to your shared photo stream with an Apple device. If you would like someone who doesn’t have an Apple device to see the first comment added to a photo, you must post the comment first, before inviting the person to view the shared stream.
6. Click Share.

Your invitees are sent an email and a notification asking them to subscribe to your shared photo stream.

Apple Distinguished Educator Institute 2013

I'm waiting at the airport to catch my flight for the 2013 Apple Distinguished Educator Institute with all sorts of emotions. I'm more than excited to begin a journey of discovery filled with seeking new knowledge, collaborating and networking with others and being introduced to innovative ideas so that I can continue to do the same with the amazing educators I work with in Manitou Springs.

I saw a quote the other day on the Apple Website:

“Because the people who are crazy enough to think they can change the world, are the ones who do.” - Apple, Inc.

I like this quote and though I'm too humble to think the innovative practices we are employing will change the world they will certainly have impact on the students who will, collectively, change the world. My goal in Austin will be to gleam all I can to make good on that quote.

I'm also really nervous. These ADE'S are rockstars who produce amazing content and have been my mentors for many years. Now, i'm working side by side with them and that's a bit daunting. Yes, I'm a bit out of my comfort zone.

I'm curious too - what exactly will the next few days hold? The advanced agenda is out and I've taken several surveys but what exactly is in store remains to be known. There certainly is a lot of excitement in the twitter-verse.

Mostly, I'm humbled to be awarded this title and will do my best to live up to the expectation.

I'm also a little bit stoked. Okay, a lot stoked.

So what exactly is an Apple Distinguished Educator?

From the Apple website: 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. ADEs work closely with Apple to lead innovation in education. ADEs advise Apple on integrating technology into learning environments — and share their expertise with other educators and policy makers. They author original content about their work. They advocate the use of Apple products that help engage students in new ways. And they are ambassadors of innovation, participating in and presenting at education events around the world. Being part of the ADE community is much more than an honor — it’s an opportunity to make a difference.

You can find out more by visiting the Apple ADE website.

Can you see why I'm excited, nervous, curious and mostly humbled to be a part of this amazing group of educators? Let the games begin.

 

Lisette Casey

Why Wouldn't I? Thoughts on Using Technology for Technology's Sake

Frequently I'll hear the statement, "We shouldn't be using technology for technology's sake." There is no argument that educators must be purposeful in their intent when it comes to lesson planning in order to meet district and state mandates while continuing to design learning opportunities for students that are engaging and authentic. Much credence has been given to this statement and, with the advent of applications that often mimic low level thinking skills like word searches, then I might agree. But technology and access to technology has changed and lately I'm beginning to feel like this statement is more of a crutch or reason not to use technology than one that is truly focused on the educational goals and outcomes of learning. The only people I hear making this statement are those either resisting the use of technology or those trying to convince the resistors to use the technology and letting them know the intent is purposeful. I'm not convinced this statement is doing much to help children learn. In fact, I'm pretty sure it's slowing teachers down and giving students yet another reason to lose interest in school and learning.

The use of technology in education has helped me be more effective with my time and organization. It has aided in my teaching and learning by bringing countless resources to my fingertips just in time for upcoming lessons and units. When a new application or device becomes available I'm interested in it's use because I want to increase my productivity, get more connected or simply investigate a new way of doing something. Students should be using technology to raise awareness of issues relevant to them by starting conversations and taking action. Students need to use the technology in order to find answers to questions and connect with like minded (or not) people. The idea of using technology for technology's sake has never let me down because technology is brilliant and opens doors to unimaginable places and things, especially in the classroom. And, if the technology takes a bit of time to learn and perhaps even slows me down for a bit, I consider myself better off because I've spent some time in the problem solving/troubleshooting mode and come out on top.

If I consider the fact that teachers are professional, able bodied learners whom I trust to create lessons that focus on learning and critical thinking, why wouldn't I want them to use technology for technology's sake? One creative idea will often lead to another and so it goes in a technologically rich, connected classroom that collaborates and produces and shares incredible pieces of work because a teacher isn't fearful of using technology, sometimes just for technologies sake. Why wouldn't I?

 

Lisette Casey

The Need for Paper and Pen

Experience and time have led to the need to retire the phrase "you will still see paper and pen" when talking about classrooms in a 1:1 environment. The statement is antiquated and equivelent to the idea of continuing the use of a slate and chalk in post 19th century classrooms despite the advent of the paper and ballpoint pen.

We must continue to grow with the tools available and stop validating the tried and true tools of the past. The need to reassure others that despite the technological changes of today, despite the respectfulness of using a modern tool for modern learners, we honor and value the tools of yesterday.
In the early days of our 1:1 adoption we gave a lot of school tours and often found myself pointing out the use of paper and pen. You won't hear that statement from me anymore. What has changed? Time has been on my side. I've had 2+ years to grow in a dynamic environment filled with mobile devices and student choice. I've seen learners grow with a tool that expands the boundaries of their education and learning experiences. I've seen teachers shift control of content and decision making to their students. Mostly, I've seen information, paperwork, news, and social media explode in an online environment.

Weeks may go by without my need for a piece of paper or a pen. That doesn't mean I'm not writing, it just means the mode of writing is beginning to look very different from my experiences in the past and vastly different from the experiences of my parents and grandparents. And, it means, more than ever before, educators must begin to be aware, to accept and be willing to model, use and expect this new form of writing in the classroom and let go of the need to hold onto tools that are becoming irrelevant in our changing world.

Posted with Blogsy

Embedding Youtube Video into BlogPost

Embedding a Youtube video into Blogger post is quite simple.

1. From Youtube, select the share button located beneath the video
2. Select Embed
3. Uncheck Show suggested videos when the video finishes (Located beneath the embed code)
4. Copy the code provided in the expanded box
5. Edit the blogpost where you want to embed the video
6. Click the HTML tab at the top of the post and paste the code into your post
7. Publish your post

Note Taking in a Blended Environment

As many teachers move toward student directed learning many begin substituting classroom lectures for video.  This allows students to move through class material at their own pace and review material on an as needed basis.  There are a few apps and online web applications that make iPad note-taking in this environment a little easier to accomplish.  The trick is to find browsers that allow for multiple windows on one screen.

Side by Side (free) is a multiple-window reader/browser with offline reading and note taking capabilities. It turns the iPad into multiple resizable reading devices working in parallel.  You can browse webpages, download files, read documents, or take notes on each split screen.  Watch the video on one side of the screen, take notes on the other.  There is a pro version for side by side available for $1.99 but the free version works just fine for this task.



sling Note ($2.99) is another app that pairs a web browser and a notepad or a calculator and a notepad side by side.  Again, you can watch the video on one side of the screen and take notes on the other side.
What I like about slingNote is that you drag and drop objects from one side to the other, a nice feature for note taking from a website.  You can also insert text boxes and use a stylis with ease on the note taking side of the page.  slingNote integrates with Dropbox nicely and allows for opening of the notes in other applications.

VideoNotes is a neat new web based tool for taking notes while watching YouTube videos. VideoNotes allows you to load any YouTube video on the left side of your screen and on the right side of the screen VideoNotes gives you a notepad to type on.  It's a little buggy on the iPad due to VideoNotes being web-based, at least for now.

The caveat of course is that once students are aware of side by side browsing they can use the app for any task, including online testing.  This creates a pressing issue for teachers to redesign test questions that can't be answered by using Google.

Internet Searches - Developing Web Literacy

I was recently asked about internet search tips teachers might integrate into their lessons so students might become more effective at internet research. There is quite a bit written about understanding URLs as a method of weeding through search results, an important skill needed by those who don't quite have the web literacy to specifically search for information on the internet. Teaching web literacy - the ability to discern how and why you are getting the results in which you search, provides students the tools needed to research topics from all points of view and retrieve requested information specific to a query.

I'm a HUGE fan of Alan November. His website, November Learning, is chock full of resources on web literacy. Take the quiz yourself and see how you do before teaching to students.
http://novemberlearning.com/resources/information-literacy-resources/

Below is a Tricia Campbell's slideshare related to November's most recent book - Web Literacy. You could share this with your kids and not have to recreate the wheel.

This presentation is based on Alan November’s book from campbelltricia.
You can purchase a copy of Web Literacy for Educators on Amazon.

Another excellent resource for google search tips is Teach Hub.  This links to 100+ Google Search Tips for Teachers.  Note this page suggests a method for getting around blocked sites, so be mindful when sharing with students. Not that they couldn't get that information on their own.

A list of web country codes is useful to find websites, etc... on similar topics from other countries.  This gives students different perspectives on topics and moves us beyond US bias.

Research Beyond Google - Vicki Davis recently shared a link to a post on her blog along these lines titled Researching Byoned Google.  This post lists alternative search sites to Google.

A few years ago I created a lesson for my students on internet search basics.  The premise of this lesson is to provide an explanation of the differences between search engines, directories and meta-search engines.

Lastly, because I am a big advocate of Alan November's Digital Learning Farm, (I've written about it before,) and feel we would do well to incorporate the concept into our classrooms.

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.