Sunday, November 11, 2018
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Certifications, Endorsements, Oh My!
I have had my elementary educator certificate via the Commonwealth of Massachusetts since June 1987. I even had one for the State of New Hampshire along with a temporary special education certificate for two years. I completed the preschool teachers program with the U.S. Navy, many years ago. When I completed my masters degree with Lesley University and first became the technology teacher, I was able to obtain my Instruction Technology Teacher certification. I had to use the first 6 months as my practicum due to teaching in a regular (inclusion) classroom did not count for the certificate.
Since I became the technology teacher for our school, I have several less formal but concentrated certificates. I have an online teaching certificate, and a TESOL certificate endorsement via Lesley University. I began my Google Educators training in 2015 and just renewed the Educator 1 certification today. I am glad to say I passed again and can include the Google badge along side its pair, the Educator 2. I also completed my certified trainers test,earlier this year, and have a few more steps to complete to hopefully be chosen as a Google Trainer.
This week, I also completed my BrainPOP certified educator program and am considered certified. I have several endorsements with Discovery Education. Currently I am working with a few of my fellow educators in their Discovery Ambassadors program. I have attended course training for Code.org (twice- old curriculum and new).
I will soon begin a MakerBot certificate program so I can not only teach students how to create 3D items but also teachers and help them incorporate the tool with subject themes.
Basically the theme here is as a technology teacher there are so many areas to become familiar. The best way is to immerse oneself into a new technology App, program, or device and get that training done. Test it with your classes and then teach others how to use it in their classroom. ...repeat... repeat... repeat!
(Just a note-- it is a long weekend and yet I spent a minimum of 3 hours doing school work!)
Since I became the technology teacher for our school, I have several less formal but concentrated certificates. I have an online teaching certificate, and a TESOL certificate endorsement via Lesley University. I began my Google Educators training in 2015 and just renewed the Educator 1 certification today. I am glad to say I passed again and can include the Google badge along side its pair, the Educator 2. I also completed my certified trainers test,earlier this year, and have a few more steps to complete to hopefully be chosen as a Google Trainer.
This week, I also completed my BrainPOP certified educator program and am considered certified. I have several endorsements with Discovery Education. Currently I am working with a few of my fellow educators in their Discovery Ambassadors program. I have attended course training for Code.org (twice- old curriculum and new).
I will soon begin a MakerBot certificate program so I can not only teach students how to create 3D items but also teachers and help them incorporate the tool with subject themes.
Basically the theme here is as a technology teacher there are so many areas to become familiar. The best way is to immerse oneself into a new technology App, program, or device and get that training done. Test it with your classes and then teach others how to use it in their classroom. ...repeat... repeat... repeat!
(Just a note-- it is a long weekend and yet I spent a minimum of 3 hours doing school work!)
Sunday, November 4, 2018
Year 4? What Already? But things keep changing...
I realized the other day that I am in my 4th year of the position as the technology teacher. Things keep changing and I am still working on getting a comprehensive technology plan. At the end of 2016, the Commonwealth of Massachusetts created new standards for technology for educators. I have felt obligated the past year and this year to make sure that what I develop and use with the students follows the intent of the standards. This year we have had an added kink of getting a new school, along with new devices and programs as part of this new package. So I have found now that I am two months deep into the school year and I still have a lot of organizing to complete.
This year the Pre-School students have also been added to my caseload, and I am trying to find technology based materials that keep them off of devices, yet still ingrain the vocabulary and skills I need them to develop when they transition into Kindergarten. I started with a story- "What is a Problem?" and we talked about solving problems, what is technology, and how they already use technology. We have now moved on to Code & Go Mice. They spent their first experience with them just playing and pressing buttons.
With the new building, we now have 1:1 Chromebooks for grades 3-5. PreK-2 have either shared iPads or Chromebook carts at this point. All of the grades 1-5 students have the GSuite account for the district. I had continued our school subscription to Discovery Education and requested subscriptions to BrainPOP and BrainPOPJr (K-5), KAMI (pdf reader and writer) (3-5), and WeVideo (5 only). We received a MakerBot 3D printer and a green screen (waiting for the poles). I use Go Guardian in my lad to help observe, monitor, and direct students to the sites and web locations I need them to focus on. This year, there have been a lot of adjustments as I see my role at this point to get students prepared to use the devices, and subscriptions, and develop the scope and sequence I envision has to be set aside at times, so students can use these programs well, lack of understanding how to use the program should not interrupt their classroom learning.
Kindergarten- September and October has still focused on Mouse Skills but more with Touch Pad Skills as the primary tool. I do have mice available, but I try to reserve them for those students who demonstrate frustration with the Touchpad. At this age level those fine motor skills are still developing. I began using a few simple ABCYA games such as Counting Caterpillar and Get Growing. The Touchpad frustration had me rethinking a different approach. I decided to move all of the students to ABCya Paint where they can create drawings. The change helped those students who still struggle with numbers and letters and allowed all levels to be creative while working on their skills. Now that we have been using it for 6 cycles (6 classes), the students are feeling more confident. I did test trial typing names on the images with a class the other day, but the students need more recognition with finding the letters of their name. I will be adapting for this problem in the next cycle using a Chromebook keyboard template, colors, and cards for each student. This adaptation should help more students find the letters in their names. At least, I am hoping. The students have been able to find the correct area to click to make a new page and how to close out their page and log off of the Chromebooks. I use one sign in for all of the Chromebooks and must sign into the needed amount between my first grade class and my kindergarten groups each day (5 minutes). Those that come to class early realize that they must be patient as I race around the room to sign them all in. Not the best method but it works and I can still observe and assist via the Go Guardian account.
First Grade- These adventurous students have learned how to log onto the Chromebooks. I used my Chromebook template and the students spent the first lesson on technology safely, rules of the lab, and how to use one side of the template to color in the keys that match their user names and the other how to color in the keys of their passwords. In all classes I only have a handful who still struggle with the process. The first grade students are also using ABCya Paint to practice their Touchpad skills. This was lesson 2. Now we have moved onto drawing with a purpose and saving their images. When using this online program, the SAVE feature saves the image directly into the student's DRIVE account. We will be using the next cycle lesson to talk about the DRIVE, how to make a folder, and how to drag the images to the folder. Then we will move onto using Google Slides and creating a slideshow that will hold their work for the year.
Second Grade- Second graders also have signed into the Chromebooks with their own accounts for the first time. TouchPads have also been a focus. Their curriculum has taken these students to explore Google Drawing. The student are using the ABOUT ME theme to create a Google Drawing collage with images of their favorites (color, pets, games, etc.). I have allowed the students to search Google to their images but there are limitations. For instance-- No Fortnight images- only words, no images that we would considered school inappropriate (weapons, bad choices, etc.). The search in GSuite is pretty well filtered but there can always be the one image (like clowns) where an image that is best not used can pop up. Students will be using the Internet for a lot of research, knowing how to chose wisely is one of those areas we need to develop at a younger age. There are ways to create files of images we only want students to use. I am beginning to put these together as I create future lessons so the students can have better choice. Second graders left me last year spending some time on Typing.com and I moved their accounts to their new classes and they have also begun practicing their typing skills. They are very engaged and try very hard and doing well on these lessons.
Third Grade through Fifth- All began with the rules and such of the lab and their first project was a Google Drawing poster about them and 2 goals they have for the school year. I plan on changing this up next year (have it morph a bit more per grade level) and have a stronger rubric. For now the students demonstrate the ability to add images, and text and manipulate them Understanding how to layer everything is important. The students will need this base for future lessons. Fifth grade had an added lesson of taking a Google Doc and inserting a Google Drawing. They had to write a title and one paragraph explanation about their favorite school subject (recess and lunch are not subjects and gym is a location- physical education all the way!) The fifth grade have several in class projects this year... Genius Hour and Science Fair to start. Knowing that adding a Google Drawing to a Doc will allow a student to have flexibility to create a collage of images, a student created image, a graph or chart, or whatever they come up with directly into their document,gives the students a new tool and more creative ways to explain information. All three grades are doing a KAMI practice. I sent a poem about a Chipmunk to all students via Classroom. Students open the document with the KAMI extension and use the tools to highlight terms, underline sentences, add text, comments, images, and shapes to look for specific literary parts. Students and teachers in grades 3-5 have this tool and can use them with any pdf in the classroom. The current reading and math program has many pdf documents that now can be shared with the students and they can interact with them electronically. The most current assignment for the students in 3-5 is the EMail and IM lesson on BrainPOP. This is a new subscription for the school and I wanted to make sure students understood how to move around the platform and how to enter it via Google Classroom. The younger students have BrainPOPJr and I will be assigning them Parts of a Computer as their introduction program. All staff have BrainPOP to use with students.
Going forward--
The 5th graders have WeVideo and I need to get them to record, upload video and create their first video. Also I need to show 3-5 how to use the Discovery Education site along with some extensions that will help them to use the information to create projects in response to curriculum. The younger students will continue to use Drawings, and Slides will be added so they have a platform to insert their images and ones I will give them. December will begin our exploration on coding...and January I will get the 3D printer integrated for the 3-5 students.
This year the Pre-School students have also been added to my caseload, and I am trying to find technology based materials that keep them off of devices, yet still ingrain the vocabulary and skills I need them to develop when they transition into Kindergarten. I started with a story- "What is a Problem?" and we talked about solving problems, what is technology, and how they already use technology. We have now moved on to Code & Go Mice. They spent their first experience with them just playing and pressing buttons.
With the new building, we now have 1:1 Chromebooks for grades 3-5. PreK-2 have either shared iPads or Chromebook carts at this point. All of the grades 1-5 students have the GSuite account for the district. I had continued our school subscription to Discovery Education and requested subscriptions to BrainPOP and BrainPOPJr (K-5), KAMI (pdf reader and writer) (3-5), and WeVideo (5 only). We received a MakerBot 3D printer and a green screen (waiting for the poles). I use Go Guardian in my lad to help observe, monitor, and direct students to the sites and web locations I need them to focus on. This year, there have been a lot of adjustments as I see my role at this point to get students prepared to use the devices, and subscriptions, and develop the scope and sequence I envision has to be set aside at times, so students can use these programs well, lack of understanding how to use the program should not interrupt their classroom learning.
Kindergarten- September and October has still focused on Mouse Skills but more with Touch Pad Skills as the primary tool. I do have mice available, but I try to reserve them for those students who demonstrate frustration with the Touchpad. At this age level those fine motor skills are still developing. I began using a few simple ABCYA games such as Counting Caterpillar and Get Growing. The Touchpad frustration had me rethinking a different approach. I decided to move all of the students to ABCya Paint where they can create drawings. The change helped those students who still struggle with numbers and letters and allowed all levels to be creative while working on their skills. Now that we have been using it for 6 cycles (6 classes), the students are feeling more confident. I did test trial typing names on the images with a class the other day, but the students need more recognition with finding the letters of their name. I will be adapting for this problem in the next cycle using a Chromebook keyboard template, colors, and cards for each student. This adaptation should help more students find the letters in their names. At least, I am hoping. The students have been able to find the correct area to click to make a new page and how to close out their page and log off of the Chromebooks. I use one sign in for all of the Chromebooks and must sign into the needed amount between my first grade class and my kindergarten groups each day (5 minutes). Those that come to class early realize that they must be patient as I race around the room to sign them all in. Not the best method but it works and I can still observe and assist via the Go Guardian account.
First Grade- These adventurous students have learned how to log onto the Chromebooks. I used my Chromebook template and the students spent the first lesson on technology safely, rules of the lab, and how to use one side of the template to color in the keys that match their user names and the other how to color in the keys of their passwords. In all classes I only have a handful who still struggle with the process. The first grade students are also using ABCya Paint to practice their Touchpad skills. This was lesson 2. Now we have moved onto drawing with a purpose and saving their images. When using this online program, the SAVE feature saves the image directly into the student's DRIVE account. We will be using the next cycle lesson to talk about the DRIVE, how to make a folder, and how to drag the images to the folder. Then we will move onto using Google Slides and creating a slideshow that will hold their work for the year.
Second Grade- Second graders also have signed into the Chromebooks with their own accounts for the first time. TouchPads have also been a focus. Their curriculum has taken these students to explore Google Drawing. The student are using the ABOUT ME theme to create a Google Drawing collage with images of their favorites (color, pets, games, etc.). I have allowed the students to search Google to their images but there are limitations. For instance-- No Fortnight images- only words, no images that we would considered school inappropriate (weapons, bad choices, etc.). The search in GSuite is pretty well filtered but there can always be the one image (like clowns) where an image that is best not used can pop up. Students will be using the Internet for a lot of research, knowing how to chose wisely is one of those areas we need to develop at a younger age. There are ways to create files of images we only want students to use. I am beginning to put these together as I create future lessons so the students can have better choice. Second graders left me last year spending some time on Typing.com and I moved their accounts to their new classes and they have also begun practicing their typing skills. They are very engaged and try very hard and doing well on these lessons.
Third Grade through Fifth- All began with the rules and such of the lab and their first project was a Google Drawing poster about them and 2 goals they have for the school year. I plan on changing this up next year (have it morph a bit more per grade level) and have a stronger rubric. For now the students demonstrate the ability to add images, and text and manipulate them Understanding how to layer everything is important. The students will need this base for future lessons. Fifth grade had an added lesson of taking a Google Doc and inserting a Google Drawing. They had to write a title and one paragraph explanation about their favorite school subject (recess and lunch are not subjects and gym is a location- physical education all the way!) The fifth grade have several in class projects this year... Genius Hour and Science Fair to start. Knowing that adding a Google Drawing to a Doc will allow a student to have flexibility to create a collage of images, a student created image, a graph or chart, or whatever they come up with directly into their document,gives the students a new tool and more creative ways to explain information. All three grades are doing a KAMI practice. I sent a poem about a Chipmunk to all students via Classroom. Students open the document with the KAMI extension and use the tools to highlight terms, underline sentences, add text, comments, images, and shapes to look for specific literary parts. Students and teachers in grades 3-5 have this tool and can use them with any pdf in the classroom. The current reading and math program has many pdf documents that now can be shared with the students and they can interact with them electronically. The most current assignment for the students in 3-5 is the EMail and IM lesson on BrainPOP. This is a new subscription for the school and I wanted to make sure students understood how to move around the platform and how to enter it via Google Classroom. The younger students have BrainPOPJr and I will be assigning them Parts of a Computer as their introduction program. All staff have BrainPOP to use with students.
Going forward--
The 5th graders have WeVideo and I need to get them to record, upload video and create their first video. Also I need to show 3-5 how to use the Discovery Education site along with some extensions that will help them to use the information to create projects in response to curriculum. The younger students will continue to use Drawings, and Slides will be added so they have a platform to insert their images and ones I will give them. December will begin our exploration on coding...and January I will get the 3D printer integrated for the 3-5 students.
Sunday, March 25, 2018
How Do You Pay For It All?
Grants and the PTO are the best ways I have found so far for finding funds to create more technology or STEAM opportunities.. Our school budget is very very limited. I have been able to get subscriptions to a few apps for all or most of the staff and students. These are paid via the school budget but this is the first year since I have been in this position that these opportunities have been considered for funding.
What do I do in the mean time? I have scoured the Internet and written sources that may show up in my mail box. I have found a few:
Digital Wish- I have registered. I have not really utilized this option at this time. They have Fundraising and Grant links. Most of the 2017-2018 grants have closed, but the list tends to be updated over the summer. Check back to see what is available.
Donors Choose- I have used this site several times to get fundraising opportunities going. Most of the ones I have done were to get more books for the library (my other responsibility) but I also had a fully funded grant to get my Ozobot Bits and Code & Go Mice this fall. The best thing with this site is when you are fully funded the order is placed as soon as you accept the funding. I just had a grant funded this past week and the items will be in this Wednesday (3-28-18). I do need to follow up with pictures and an impact statement by the end of June, this process is also easy to complete.
What do I do in the mean time? I have scoured the Internet and written sources that may show up in my mail box. I have found a few:
Digital Wish- I have registered. I have not really utilized this option at this time. They have Fundraising and Grant links. Most of the 2017-2018 grants have closed, but the list tends to be updated over the summer. Check back to see what is available.
Donors Choose- I have used this site several times to get fundraising opportunities going. Most of the ones I have done were to get more books for the library (my other responsibility) but I also had a fully funded grant to get my Ozobot Bits and Code & Go Mice this fall. The best thing with this site is when you are fully funded the order is placed as soon as you accept the funding. I just had a grant funded this past week and the items will be in this Wednesday (3-28-18). I do need to follow up with pictures and an impact statement by the end of June, this process is also easy to complete.
PTO- our PTO does fundraising in various forms all year. They also give all teachers an amount of money to spend on items for their classrooms. The amount allotted replaces what the school budget use to allot us each year. In the past we had a set amount within the school budget for classroom supplies but that had disappeared about 15 years ago. Since then our PTO has tried to make up this difference. This group of volunteers is wonderful and very supportive. Check out your own PTO/PTA opportunities. Also help to pay back by volunteering yourself at any event they may sponsor for families and students.
Internet Search- There are websites that have where grants opportunities. Your location in the United States can play a roll on what grants are available. Some companies open their grants to specific areas only. Read the fine print. Make sure you have all of the requirements in your document. Follow up with any after funding obligations.
Teachers' Groups- I belong to the MTA (Massachusetts Teachers Association), NEA (National Education Association), and MassCue (a technology group). These groups may also offer funding opportunites. I wrote a grant for $3000 for MassCue. I was awarded the grant for the Lego WeDo 2.0 kits. I am currently preparing the kits to begin work with the students and to train teachers so they can use them this fall. I also agreed to presenting my experience with the kits at one of their conferences.
Technology is expensive. Technology is also becoming the driving force for future occupations. Students need more structured exposure to technology (not just gaming, socializing, or shopping experiences). Students need these materials to be successful. If the school budget does not support this need... after a lot of hunting... grants and other funding sources may be available.
If you should find more sources, please feel free to contact me.
Sunday, March 11, 2018
My Sources- so far
My sources...
Platforms, Apps, and Extensions:
Robotics:
Standards:
Websites:
I will be adding to this page as my blog progresses!
Books:
Platforms, Apps, and Extensions:
- ABCYA
- ABCya Paint
- BBC's Dance Mat Typing
- Bitmoji
- BrainPOP
- BrainPOPJr
- Code.org
- Discovery Education
- Go Guardian
- Google CS First
- GSuite for Education
- KAMI
- Kodable
- MakerBot
- Typing.com
- WeVideo
Robotics:
Standards:
- 2016 Massachusetts DigitalLiteracy and Computer Science(DLCS)Curriculum Framework
- MSLA (Massachusetts School Library Association) Standards
Websites:
Adding Coding to the Program
Adding Coding to the Program
Code.org:
Free... Free... Free...
We have a very tight budget at our school and we have limited funds for additional programs. Technology can be expensive. Finding programs that are rich in content and not expensive to use can be difficult to find. One jewel out there is Code.org.
Many educators have used the Hour of Code with their classrooms. Students get to experience what coding is all about with familiar gaming characters. They can manipulate the characters using Javascript and Blockly coding methods. My students love it and are very engaged. Hour of Code though is only the beginning.
I use Code.org to allow coding opportunities to my students throughout the year. At first, I found the program a bit difficult for my first graders, but the developers have rearranged and added to their curriculum, so there are more structured levels for every grade. The pre-reader program has many "unplugged" lessons and I find that I need to combine them into one or two lessons in order to cover the information. (1-in-6 day, 40 minute class schedule for each classroom). When signed in as a teacher, I am able to create a classroom for all 35- 36 classes that are assigned to me. I can also move students between classrooms (add and delete) as well as push them forward to their new assigned room for the next year (All without losing their progress.).
I use the program as an "if you have completed your work" and as direct class instruction throughout the year. The program also helps to develop common vocabulary (loops, run, etc.). Code.org offers free teacher training throughout the country. I have been to one session about 4 years ago. I plan on attending another session soon, to get tips and exposure to the newer curriculum.
Not so free but worth it:
I attended a MassCue conference this fall and one of the vendors was displaying Code & Go Mice. I was able to get a Donors Choose Grant that covered two Code & Go Mice Kits. I use them with the K-2 students. Each classroom kit had 3 mice, maze board tiles, purple walls, cheese blocks, and coding cards. Note that via Donors Choose the kits were more expensive but came in threes via their supplier. The PTO bought me 3 more Code & Go Mice kits which had a single mouse, maze board tiles, three bridges, coding cards, and activity cards. I divided all of these materials up into 9 sets- (it allows grouping of students from 2-3 versus 3-4 per mouse). I duplicated the cards to fit the amount of maze board tiles that each group actually has to use (example- 4X3 tile board for a total of 12 tiles). I created with them Drawings, and Docs. I also created more activity cards situations for each grade level. The Donors Choose Kits has a student activity book as well as a teacher's guide. I restructured their material to work for my set-up and created planning sheets for the first and second grade students. The engagement for these mice is strong. Sharing can be a problem. I gave the students in each group numbered tile pieces so they could take turns without a lot of issues- it helped! An interesting observation: I have found the hands on aspect allows those students who tend to struggle with reading or math have a lot of success with the Mice and with problem solving. I noted that students who get easily discouraged with academics, being very pleased with their experience. Recently, I have found a game board that I may try to get financed via a grant, that uses the Code & Go Mice: Code & Go Mania Board.
Walking around the same conference, I was able to experience Ozobots and Ozobot Bits. Bits are more in my price range and more manageable for younger students. Ozobots are great for older students and I believe they can be used in water. The same Donors Choose Grant allowed me to get six Ozobot Bits and the PTO gift gave me another three. I also received one more kit from my husband as a gift. The ten allow the amount of students in a group to shrink, and the 3-5 students have more time using them.
The great thing about Ozobot Bits is the students can use regular Crayola Markers Washable (Red, Greed, Blue, and Black) and they can use regular drawing paper. They create the code they want the Ozobot Bit to conduct and test it out. The process is great for trial and error practice and for understanding that code writing requires reviewing your work- a lot!. We used large drawing paper this year. Next year I will be able to spread the students down the main hallway to make large coded paths on art paper. The website has many lessons and pathways to print out and to laminate. The Bits come with a packet of path and code cards. I also laminated all of them. This year I tried the basic lessons on all 3-5 classes. Next year I will tier it better for the students by grade level, so they are learning something new each time.
These kits were bought via a $3000 MassCue Grant that was awarded to me in January. They just arrived the past week, so I will be posting more about them in an upcoming Blog session. Stay Tuned!
I came upon this purely by accident while looking through the Google Training site. Google has created free coding kits that allow for short clubs or lesson sessions based on themes. I will be trying out my first kit this month (I just have to find the same day opened in my calendar for about 5 weeks to begin a Coding Club). I will cover this experience in a new blog to post soon.
Organizational Note- Number everything... robots, tiles, cards, lesson cards, and bins. This is the only way to make sure everything for that robot remains together.
Saturday, March 10, 2018
Year Three
YEAR THREE
I am now midway through my third year as the Technology Teacher. I am still enjoying it and still struggling to put together a strong scope and sequence. But I know I am heading in the correct direction.
The new Commonwealth of Massachusetts State Standards for Digital Literacy and Computer Science Curriculum 2016 was released and became the basis on which to guide a strong technology program. A few items that need more focus... coding... robotics... typing... terminology... while keeping the students learning the Google Apps.
So far this year...and the plan forward...
Kindergarten- Students begin the year with mouse practice skills. I understand a lot of devices are touch screen and many mouse pads are on our devices. I feel that using a mouse allows for students to better understand why I am explaining commands such as right-left click. I also feel that the mouse is a better tool to help students with their dexterity. The students must think about the eye to hand connections. They must learn left from right. They also learn to scroll, click, drag, and click and drag. It helps them to better form their written letters and numbers. We use simple games that I put on my in-house website. I have found ABCYA to be a great source. I examine which games are age appropriate and allow the students to practice these skills. The most important objectives with mouse practice skills are the how to leave a game, and at the end of class, close the browser. We stress the TAB, little X, and the larger red X a lot. Pictures, screen shots, and posters are created as reminders. This concept takes a while but it is so important. Mouse practice takes about 2 months to master, to a level where I feel they can move on. (School schedule-- 1 class every 6 days for 40 minutes). The students explore typing using the BBC Dance Mat programs and levels. They also learn basics such as drawing and printing with various online programs.
First Grade- This group really comes in as older kindergartners. It is not until about mid October that they begin to shed their "toddler-like" shells. I begin the year with their first class as a review on mouse practice. We move on to keyboarding. I use Typing.com with all of the grades 1-5 students. It is free (You can buy away the ads). It also allows me to have all of the students involve. Student with developmental disabilities use it. I can rearrange the students each year from classroom to classroom. My rule is you must complete all of the beginner levels before you may play the games. The site also has a typing test section, pretesting, midway testing, and post testing is possible.
Moving on to other objectives, I have added Google Drawing to the mix and am exploring Google Slides- since the students have Google accounts, though the technology admin. has not given out the log-in information... I find that I have to create 140+ drawing or slides and share them with the kids via my in-house site and sort by teacher then student. Tedious to set up, but I can still access their work to help them. Next year, I will have Chromebooks and their usernames will not require the student address to log in, I hope to have the first graders on task as well.
Second Grade- Typing continues...and the second graders are truly introduced to the basics of the Google Apps. Logging in correctly can take a few months (and there are some students who still struggle). Once we get that established we re-explore Google Drawing- taking the basics to the next level. Google Documents is added as well as Google Slides. The students begin trying their hand at animations and transitions. I also try to tie the activities to real school situations, such as typing a document, adding illustrations, and using a social studies or science theme to drive the task. I always give the student the "researched" information to use (this would include vocabulary and explanations). It helps when differentiating work. Students with difficulties in reading and spelling do not have to struggle to come up with the information. The images and creative designs are purely from the students.
Third Grade- Third Grade students spend a little more time exploring what Google Classroom is all about. They used it in second grade, but just began understanding the basics of how to work within the platform. Now they begin to understand more parts and how to use it to make classwork more manageable. Third graders expand on Google Docs, Drawings, and Slides, explore Gmail, and try their hand at Sheets. They create simple tables and then choose different charts to display the information.
Fourth Grade- Fourth Grade work looks similar to Third Grade. Their activities include more application of the tools available within each Google App. They also continue with the Typing.com- hopefully moving into the intermediate sector.
Fifth Grade- Fifth Grade takes everything we focused on in grades 2-4 and looks at how students can use these apps to fulfill academic requirements (not only in 5th grade but as they move to the middle-high school). Examples such as, "if a teacher assigns a project you can use 'Google....' to show how you processed the academic information", are applied. Students get more "what-if" scenarios for problem solving situations that can occur when using the apps. When students need to rely on the technology to complete the work, we want to avoid having to lose learning time trying to solve a technicality. We also use Google Calendar, Keep, and Explore, to help students have more workflow tool options.
The curriculum also includes for ALL STUDENTS:
- All do Typing.com (the Commonwealth has suggested benchmarks for each grade level on WPM).
- All do the Hour of Code- in one form or another.
- K-2 use Code & Go Mice to learn basic coding with robots.
- 3-5 use Ozobot Bit to learn basic coding with robots.
- 1-5 will begin using Lego WeDo 2.0 robots this spring and throughout the 2018-2019 year. I will be exploring how to make them usable for Kindergartners. I may have to find a grant to add the Simple Machines to their curriculum.
- 1-5 Students are using the Code.org curriculum to practice coding. The developers have updated the curriculum so that it fits each grade level and builds as the students progress. I have been through their training (free), in the past, and have signed up to attend a newer training session this spring.
- Digital Citizenship- AUPs, email etiquette, and over all smart technology use.
Thursday, February 22, 2018
The Second Year
THE SECOND YEAR
When standards are realigned, they spend some time in review. Professionals throughout the Commonwealth have an opportunity to review and comment. So for the 2016-2017 school year technology was a year to explore possibilities while waiting for the details.
One area of expansion for my little world, was the second grade students gained access to their Google for Education accounts. I no longer had to create approximately 145 Microsoft Office documents, or Paint pads, for the students to use, but could now use Google Classroom for all of the students. Also I could now create lessons for the students using these Google Apps. The second graders did quite well with Drawing, Docs, and Slides. I was evaluated just after a vacation break while one second grade class was using information on the life cycle of a butterfly to create a Google Slide presentation.
When I use real school topics, I supply the students with grade, age, level appropriate information to use in their projects. This item helps to alleviate the stress of spelling, and memorizing the steps or information. What does happen is the students are able to interpret the information differently than their peers. They can explore the platform without fear of failing. They try new things- fonts, design, colors, images- to get their point across.
The evaluator went around and asked students to explain what they were doing. The students were able to give feedback using correct terminology for the butterfly's cycle but also were able to use the correct terminology for the Google Slides parts. My evaluation document was very positive.
Overall this year was "another what works and what does" not type of teaching mode. I had still not found a competent curriculum for the lab, that I can pilot or purchase. I had to wait for the new standards to be released.
Sunday, February 4, 2018
That First Year
As I mentioned before I am 2+ years into the technology teacher position. The first year I began, I was inheriting a position that had not been filled for at least a year, the former technology teacher had moved into a classroom position. The actual position was originally a library-media specialist and a paraprofessional was assigned to assist. But that past year only the paraprofessional was running the library and the technology program. I believe the students only received typing practice.
Now that I held the position I became responsible for planning and creating lessons for the library classes as well as doing the same for my own technology classes. My amazing paraprofessional would continue teaching the library courses. Our case load was a one in 8 day schedule serving at the time 36 classes, 800+ students. With 6 classes per grade level, we would see one class each trimester twice. On paper, by the end of the year all classes would have the same amount of time in both courses (as well as music, art, and physical education). The only things that change this theory were the half days, snow days, field trips, assemblies, and all the other tidbits of elementary calendars.
The first real obstacle I encountered was that I was not offered any budget. Our school budget for the each fiscal year is created in the fall of the previous year. Since this responsibility of a budget is for an administrator or teacher, and no teacher was assigned to these courses, the budget from 2 years ago was extended. No new Apps, devices, or software were bought for the technology classes and only books, subscriptions, and such were purchased for the library ones. The one subscription that had been and still continues is the Discovery Education's United Streaming. This site allows the district users to view, stream, and download various images, videos or segments, and other resources. They have quite a collection and have developed more for lessons. Teachers can now create lessons and assign them to student users, who can complete the work via United Streaming or in partnership with Google. I will explore this idea in an upcoming post, I need to create a training for staff so that they may better utilize the site.
To create the lessons I based the library on the MSLA (Massachusetts School Library Association) Standards. I used a lot of free sites, the Complete Library Skills books (copyrights about 1994), the Massachusetts State Standards for ELA (English Language Arts), and what I could afford on Teacher's Pay Teachers. In my teaching resume, I have taught in one capacity or another all of the PreK-5 grade levels, my experience helped to judge what materials were appropriate. Trial and error helped as well. As the year went on I had a basic scope and sequence for each grade level that could be adjusted as needed.
Technology was a bit different. I have a computer lab (in the same space as the library), at that time 24 computers (including my station). The bandwidth at the school at this time did not allow a lot of individuals to stream at the same time, so only teacher access points allowed for this option. To show videos, segments, and such a teacher had/has to present to the whole class. This limits, some differentiation opportunities as students could not completely move at their own pace. I did not have any software available except Microsoft Office and other pre-installed software. Google For Education accounts was just that year given to Grades 3-5 students, and it became my responsibility to introduce the Apps to students. After a bit of research and trial and error, I found a few Free (ah that magical word) programs to use with most if not, all of my students.
There is no set curriculum for technology out there. Or if there is I never found it. There are a few instructional technology teachers or library media specialists, who have put online for a minimal cost their scope and sequence and their created materials. I bought a few to get a better look at what was available, but to be honest except for a few ideas that helped to generate more ideas, I found I used their format on how to justify a lesson (objectives, standards, materials, etc) more to organize my reasoning on what I chose or created. To guide my choices on what curriculum to use or create, I followed the Massachusetts Technology Literacy Standards and Expectations (April 2008).
The first application I decided upon was Typing.com. This wonderful site is a pay-for site, if you can not stand the Ads. The students and I have found that the Ads are not truly in our way and we began using this site by testing our time throughout the year with the test page. I did not create accounts for the students that year, as I was still exploring options. We would use this site in conjunction with the BBC's Dance Mat Typing. There are several levels and I found my K-5 could handle using these various levels. Kindergarten did not begin this skill until November.
Another online program I explored and used was Code.org. Having used the Hour of Code in my grade 5 classroom, I had already experienced the power of teaching students how to program. Code.org allowed the students to try a Blockly style (Java-based) language to get familiar characters (Angry Birds, Star Wars, etc.) through obstacles. Students in grades 2-5 were the most successful at the time and I used Kodable, the free version via the Hour of Code, for my Kindergartners and First Graders. Though Kodable did not save their progress, the repetition of starting over made many students quicker and allowed them to move through harder levels with more ease.
Technology was a bit different. I have a computer lab (in the same space as the library), at that time 24 computers (including my station). The bandwidth at the school at this time did not allow a lot of individuals to stream at the same time, so only teacher access points allowed for this option. To show videos, segments, and such a teacher had/has to present to the whole class. This limits, some differentiation opportunities as students could not completely move at their own pace. I did not have any software available except Microsoft Office and other pre-installed software. Google For Education accounts was just that year given to Grades 3-5 students, and it became my responsibility to introduce the Apps to students. After a bit of research and trial and error, I found a few Free (ah that magical word) programs to use with most if not, all of my students.
There is no set curriculum for technology out there. Or if there is I never found it. There are a few instructional technology teachers or library media specialists, who have put online for a minimal cost their scope and sequence and their created materials. I bought a few to get a better look at what was available, but to be honest except for a few ideas that helped to generate more ideas, I found I used their format on how to justify a lesson (objectives, standards, materials, etc) more to organize my reasoning on what I chose or created. To guide my choices on what curriculum to use or create, I followed the Massachusetts Technology Literacy Standards and Expectations (April 2008).
The first application I decided upon was Typing.com. This wonderful site is a pay-for site, if you can not stand the Ads. The students and I have found that the Ads are not truly in our way and we began using this site by testing our time throughout the year with the test page. I did not create accounts for the students that year, as I was still exploring options. We would use this site in conjunction with the BBC's Dance Mat Typing. There are several levels and I found my K-5 could handle using these various levels. Kindergarten did not begin this skill until November.
For Documents, Presentations, and such, I had to rely on the Microsoft Office Products for my K to 2nd students. Word and Paint were the main focus that year. I also used my own Adobe Pro account to create Word documents that allowed practical typing practice. Students in first and second grades learned how to choose Font styles, colors, and size for simple poems I found on the Internet, and they came to me when that work was completed to insert a picture that helped to illustrate the theme.
The 3rd through 5th grade students began their exploration into Google Apps for Education (GAFE). I utilize Google Classroom and the Docs, Sheets, Slides, and Drawings Apps to begin showing student how they can use these tools to create better, more in-depth projects, papers, and such. The hardest part in this process was the actual logging-in the accounts. Our student address is a bit lengthy and since they were logging onto PCs and not a Google device they had to log in using the entire address. It is amazing how we humans do no pay attention to what we write/type down (myself included). Typos with their name or the name of the school's town were frequent. The students did have a bit of an excuse-- there is a "R" in the middle of the name and the students have a Bostonian accent, where we drop our R sounds in several places. Alas a simple name as Carver becomes CAVER very quickly!
I used the Smart Sync system, to be able to view all of the students via my PC. It also allowed me to take over their computers when I needed. There is a glitch though when I first start up, the program sometimes does not read the student PCs. It has to do with our switches, etc. So I found I had to turn off my own PC and try again until the program finally grabs all of the students PCs. But with a very fixed school budget, it is better than nothing and allows me to help more students quickly.
To tie all of the grade levels in and to have one easy location to enter my classroom, I created a Google Sites- website. I listed all of the Grade Levels- teachers for each, access to the current curriculum and pages for things like Mouse Practice, Keyboarding Practice, and other resources. I added the link to the title bar so students can just click on it to begin. I blended the site to link to my Google Classroom, (That year 18 classes to manage.) so I could send out one copy of a lesson to each grade level (3-5).
I also offered some basic after-school training for staff. It was free and a handful of teachers attended. Some teachers were able to begin using the information more in their classes, some just had a better understanding, and one did tell me that there was still confusion. Just like students it is hard to differentiate skill level in a small amount of time.
Over all the year went pretty well I learned what worked, what I needed to tweak for the next, and what I really needed to avoid. I spent the summer working on making the needed changes- really we all know we never stop working or thinking about school- and preparing to have a stronger second year.
Saturday, February 3, 2018
A Few Credits
Starting this blog I knew I had to make it somewhat personal. There are backgrounds and such that I could pay for, but I wanted the site to reflect my own theme. Even if it looked a bit handmade.
After I changed my title (making sure I typed trailed the title on search engines, looking for copyrights) I began to scroll through my own photos and images to see if I had something I could use.
My family loves to perform and our life journey has brought us to a performing arts school and theatre now in our hometown. I have been the stage manager (though I have performed on the stage) for quite a few productions. We have a dear friend who created images for slides we used in our last production. The Earth is his creation, and Roger Clark kindly gave me permission to alter and use his image. I added on the crudely made children and lettering, played around with the colors, and decided to tile the image for a background.
It is not a professional looking as the ones I could buy but it reflects my theme and the age group that I now serve. So I like it and I can play with it as I go along.
My image is from Bitmoji. I created the image on my phone App and emailed the characters I wanted to use in this blog. The App is available via the Google Store, Chromebook, and other online stores.
So for now my dabble in design seems to work for me and now allows me to explore my techie side.
Friday, February 2, 2018
Why a Blog and Why Now?
After being a classroom teacher for over 20 years, I transitioned, a little over 2 years ago, into the position of a technology teacher for a K-5 school. Many teachers would think that this change would be easy, after all you just have to teach students how to use technology. But now working with approximately 800 students in such a large age span (5- 11 or so) I found that the position has had a lot of challenges.
My intention with this blog is to use it to chronicle the last few years, share resources that I have found and begin to share my own self-created materials. I hope to show my growth, struggles, and success as I develop a technology curriculum for students who will be living "In A Tech-Know World".
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