Project Based Learning & the Waltham Integration Network

As teachers, we are accustomed to new initiatives. For most of us, we are in education for the long run. Our careers will (hopefully) span decades. This longevity means that over time, we see turnover in positions that affect our jobs on a daily basis. Department of Elementary and Secondary Education leaders, Central Office Administrators, Principals, and Housemasters come and go. These educators each have their own educational goals, and bring with them whatever “silver bullet” they deem necessary for solving the challenges of education. As teachers, we may sometimes roll our eyes, but we comply because, at the end of the day, we are here for the students.

For the reasons outlined above, I think many teachers can be resistant to change. Just ask anyone at Waltham High School about our new gradebooks (Liz is nodding). That being said, I still think it is important for us, as educators, to focus on the new initiatives in which we believe and which benefit students. Follow passions that are close to your own goals, and to the extent possible, ignore any “white noise” in the background. This is why I signed up for the WIN project last year. As I have stated in previous posts and videos, I felt like I needed to change the way I was teaching. I needed to integrate technology.

This year, Project Based Learning (PBL) is the new initiative. Here’s why.

I’m not sure PBL is a new initiative as much as it is the wave of the future. I know what you are thinking, “Wait, didn’t he previously say that integrating technology was the wave of the future?” Yes, this is true but it is because Project Based Learning and Technology Integration go hand-in-hand. Therefore, when my principal announced that he was starting a cohort of teachers in a PBL project, I signed up.

I have decided that it is better to get out in front of PBL and combine it with what I am already doing for the WIN Project. Over the next few months, I’ll update you on my progress working on PBL. Furthermore, this year, I will also be collaborating with a fellow WIN project veteran, Marika Hyland.

We are going to begin developing a long range project that integrates technology and PBL. Marika and I envision a long-range research assignment that asks students to produce a podcast. Students will listen to and critique famous podcasts, research an important topic, interview witnesses, and tell a story about a major event in U.S. History. They will explain how their event has effective their hometown, Waltham, Massachusetts.

In my next post (or Marika’s), we will highlight the planning we have completed and provide more details about the scope and depth of the project.

Our end goal is to have a library of professional, storytelling podcasts which we can share with the Waltham school and larger community. We have set an ambitious, but worthwhile goal. Tune back in to see how it is going!

Embrace the Future

As we enter into the “home stretch” of the school year, I thought I would share a few reflections on the research I have done this year.

A quick reminder for readers: I am a U.S. History teacher at Waltham High School and my research this year has been a qualitative analysis of technology integration in a classroom with no direct 1:1 technology. I have attempted to analyze the struggles, realities, and triumphs of embracing 21st century skills in a classroom with 20th century technology.

As mentioned above, I have attempted to integrate as much technology as possible into a classroom that has inconsistent access to 1:1 technology. The technology-based projects, assignments, and lessons that I created have primarily taken place in the four labs (three computer, and one iPad) in my school.

Part one of progress report I completed reflecting on my research question.
Part one of a “Penultimate” progress report I completed reflecting on my research question.

For the most part, I have been able integrate technology into my classes at least once each month. However, I have found it difficult to maintain an integrated classroom throughout the school year. Although applications have allowed me to sprinkle in technology, I am far from a place that is a truly integrated or “flipped” classroom.

As I reflect on the past year, I find it difficult to isolate just one or two reasons that I was unable to fully integrate technology into my classroom. I know that one of the reasons is that technology in my school is limited and in high demand. This leads to a race to secure coveted lab reservations. So, the lessons where I am able to fully integrate technology are only those which I am able to foresee weeks in advance and book space accordingly. For instance, I planned ahead to have my classes complete the Touchcast assignment and Paperless Research Papers. However, this advanced planning rules out spontaneity. If three days prior to a classroom lesson, I have a stroke of genius about a great way to integrate technology, I won’t be able to make it happen because the lab will already be booked.

The lack of 1:1 technology also limits my ability to give formative and summative assessments online. I have found this to be restrictive. For instance, if I did have regular access to 1:1 technology for my students, I would have been able to use Socrative, Poll Everything, and other similar applications more efficiently. (Aside: since most students have their own cell phones, I contemplated having students use them to access apps like the aforementioned. However, after some thought, I decided against it.)

Part two of my progress report. I reflected on a few successes and failures.
Part two of my progress report. I reflected on a few successes and failures.

Furthermore, it has been difficult to maintain a flow of lessons that embrace technology integration throughout the school year. I have struggled with the conflicting demands placed upon me as a high school teacher. Teachers are required to cover certain content by particular dates, as bookmarked by required student assessments. This demands a certain amount of teacher-centered learning. At the same time, however, teachers are encouraged to “flip” our classrooms and engage in student centered learned.

The assessments mandated by our school and state, remain traditional and primarily factual tests. For instance, this year I have been responsible for administrating four in-class writing assignments, a midterm, and a final. These are six assessments that took away from classroom time or interrupted the flow of a unit I was teaching. I am not saying that these assessments are worthless. But, in my opinion, they do not measure or give students credit for the skills and ideas learned through innovative, technology integrated lessons. Thus is life, but it hinders creativity.

I feel that we can never truly embrace 21st century learning as long as we continue to employ 20th century assessments. I believe this to be a fundamental problem facing education.

Despite these challenges, I do think I had a fair measure of success with integrating technology this school year. Although I felt restricted in my ability to secure lab time, I discovered useful apps like Google Forms, Google Classroom, and Remind. These apps allowed me to push my U.S. History students to use technology outside of school, for homework assignments. (I chronicled my trials with these apps in previous blog posts). Despite the challenge of sustained use, Google Forms and Google Classroom helped to transform a lot of my teaching this year.

Part three of my brainstorm where I reflected on the tension I felt this year as I attempted to integrate technology.
Part three of my progress report where I reflected on the tension I felt this year as I attempted to integrate technology.

Furthermore, at when point when I was able to plan far into the future, my Honor’s Level U.S. History II students completed projects solely using Touchcast. Touchcast allowed my students to participate in a “flipped classroom” while creating projects about a Cold War unit that in previous years, I had taught in traditional ways.

In the end, I have achieved one of my major goals for this assignment: next year, I will have at least two classes of tenth graders that come to my classroom with 1:1 iPads. I am sure there will be structural barriers to navigate, but I am excited to think of new ways to use this technology next year.

Moving forward, I have a few tools in my belt with some of the apps I tried and found success with this year. I have some interesting ideas about how to use iPads for formative assessments. Most importantly, however, I have a new way of thinking about my teaching. I maintain my ultimate goal of achieving a more technologically integrated classroom. I’m not there yet, but I’ll get there one day.

Paperless Research Papers

It’s March… which means we have entered the “Heartbreak Hill” section of the teaching marathon. Not only this month mark the longest stretch of uninterrupted teaching all year, it also marks the point where I embark on the yearly task of teaching research papers.

The month of March consists of me teaching students: why we cite sources, how to research with scholarly sources from peer reviewed databases, how to write introductions, why Wikipedia is not an approved source. And of course, how to capitalize letters… Just kidding on the last one.

In all seriousness, writing research papers with high school students can be frustrating because so much of what humanities teachers do during the writing process is antiquated. Students simply don’t understand the purpose of writing research papers. I think most students believe we are simply trying to make them jump through hoops. “Cite that source!” “Double space that paper!” “Size 12 Times New Roman Font!” These are actual quotes from a nightmare I had a few nights ago!

This is a copy of an assignment I provide to my U.S. History II Honors students. It describes details of the assignment and the requirements of the paper.

As a history teacher at Waltham High, teaching research papers has always been the Wild West. The only requirement placed on teachers is that we have students write a research paper at some point during the year. The assignment itself depends on the teacher. I usually write a traditional research paper with my students.

This month’s blog post illustrates my attempts to utilize Google Classroom and Google Docs in an effort for students to complete research papers without actual paper. I attempted to rely solely on these online platforms for the writing, submission, and grading of papers. Not a radical idea by any means, but also one I had not yet tried.

A screenshot of the first page you see when you enter a Google Classroom. It displays the active classes you have. A screenshot of a few assignments I posted on Google Classroom.

Google Classroom is an application featured through the Google Suite and it is offered strictly to teachers. There is no surprise in the name, it offers an online classroom similar to online platforms like Edmodo. Since Waltham High School (WHS) provides all students with a google account students simply have to log in to their Google Account to access the Classroom application. Students must use their WHS account to access Google Classroom, they would be denied access if they attempted to log in with a home account.

Once students log in, they can join a teacher’s classroom by entering a password that is provided by the teacher. Once inside the

More Google Classroom assignments. classroom, an email is sent to students whenever a new assignment is created by their teacher or when their teacher has returned or graded one of their assignments.

For the teacher, Google Classroom serves as a place to post assignments. Assignments can be anything from a discussion question that asks students to post a response, to an essay that needs to have a document attached.

Over the course of this year, I have used Google Classroom for small formative assessments. This allowed me to familiarize my students with the application, so that we wouldn’t have logistical problems when we depended on it later in the year.  The early use of Google Classroom was building towards my larger goal for the month of March: to use Google Classroom as the sole platform for interacting with students’ work while they wrote traditional research projects.

A PDF attachment of a reading and questions posted on my Google Classroom.

Throughout the year, I have created many different types of assignments for my students to complete in our Google Classroom. The first week of school my students posted answers to discussion questions, and followed links to surveys about themselves. Later in the year, students completed extra credit readings and attached answers to questions. Students also were able to access links to Google Form quizzes (mentioned in an earlier post).

This year I told students that I was not accepting hard copies of their research paper. I know this may seem like a radical move, but I think going paperless makes complete sense. It cuts out excuses about printers and allows students to turn in assignments from any device. Therefore, students were to type their research papers in Google Docs and submit them through Google Classroom. Throughout the month of March, I posted assignments that asked students to attach segments of their research project as we progressed to the final copy. In the end, each student attached a draft of their paper as well as a final, edited copy.

Unsurprisingly, I have really enjoyed using Google Classroom. For one, it has allowed me to go almost completely paperless. Instead of having students flood me with paper, I have electronic copies that I can edit and grade online through Google Docs. Students can see the changes or suggestions I have made and decide whether to reject or accept them.

A paper I edited and made comments on in Google Docs.Another paper I edited and made comments on in Google Docs.

More importantly, I find myself grading electronic rough drafts and final copies much faster than paper copies. Therefore, I am saving precious time. Furthermore, I can post students grades as soon as I am done grading and send them an email notification letting them know that I have finished reviewing their paper.

Overall, I think using Google Classroom for project submission andA screenshot of the screen a teacher sees while grading on Google Classroom. Google Docs for essay writing is a no brainer. I think the only drawback to Google Classroom is that sometimes students are stumped by its interface. I have had a few students unsure of where to post on the Google Classroom, so they simply email me the paper. It is a small frustration, but one I can handle.

In sum, I recommend going paperless and using Google Classroom and Google Docs to write traditional research papers. I think it saves time, cuts out excuses about printer and computer problems, and prevents students from losing papers or forgetting to save their papers. And of course, the trees will thank you!

 

Touchcast: A New Look for the Screencast

For this month’s experiment in technological integration, I attempted to use a fairly new app called Touchcast. I chose to employ this application after learning about it in a course I took last summer. I liked the functionality and uses of the app. So, over the past few weeks, my students and I have been experimenting with this new app in an effort to “semi flip” my classroom.

Touchcast is new take on screencasting. For those of you that have used Explain Everything, you will be familiar with the idea of screencasting. Simply put, screencasting is when a user records their actions on their computer screen, creating a step by step video. Touchcast takes this idea to a different level. Instead of recording one’s computer screen, Touchcast allows its user to record their iPad screen. Moreover, Touchcast allows users to video record themselves or video record other individuals. While recording, or after recording is finished, the user can overlay images, more video, text, maps, and pretty much any other web based visual representation.

This is extremely useful for the classroom teacher, because once a Touchcast is finished, it can be viewed by members of the class. The reason Touchcast is so appealing is that students not only learn from making the project, but they can then view classmates’ projects and manipulate the images, watch embedded video, play with maps, games and any other vApps. (TouchCast vApps are actually just interactive web pages added on top of video. Usually, videos exist in their own box on web pages). Therefore, a finished Touchcast is more than just a static video; it is an interactive experience. The better the Touchcast is made, the more there is for the viewer to learn and do.

If all this sounds sort of complicated, it’s because it kind of is. The app is certainly a new way of thinking about technology, and there is a steep learning curve for students. Therefore, I knew I would have to give my students ample time to work on their Touchcast projects. I chose major events of the Early Cold War as the topics that my students would be covering. Therefore, my students would be building Touchcasts about the Early Cold War in place of the lessons that I would normally teach on the subject. This is the “semi flipped” classroom I mentioned earlier.

After explaining the uses of Touchcast to my students, and how it is different from a regular documentary, we embarked on a day of experimenting with the app in our school’s iPad lab. As you may recall, I am attempting to integrate technology in a classroom that does not have 1:1 technology. Therefore, lab time is essential. For the first day, students were instructed to play around on the app. A few students made goofy videos about cats and cute babies, etc.

Microsoft Word Version of the Project: Touchcast Project

I thought that the next day would be best spent researching appropriate, scholarly sources and having students write scripts to use when broadcasting their Touchcasts. I think these are important skills for juniors in high school to be able to effectively demonstrate. Accordingly, we spent the next two classes in computer labs, not to be confused iPad labs. Students researched their topics on history databases and began scripting and blocking their Touchcasts.

After these two classes, we returned to the iPad lab. I planned to give students three class periods to complete their Touchcasts, and on the fourth day, we would watch and manipulate the Touchcasts for an entire period.

The first two days of our iPad lab time went well. Students were still researching, finding vApps, and beginning the process of taping their Touchcasts. There were a lot of mistakes made, videos lost, iPads that ran out of battery, and problems that my students and I had to brainstorm how to fix (more on this in the next paragraph). Nevertheless, on the whole, the process was going smoothly.

As I mentioned, there were many unforeseen problems that we had to figure out. One of the biggest challenges was how to save student projects that were created on iPads that they did not own. One of my biggest fears was that students would work on the communal iPads only to have their projects deleted or the iPad they were working on disappear overnight. To avoid this potential issue, I had to find a way for students to upload their Touchcasts to the “cloud.” While my students were taping and scripting, I spent an entire period searching Touchcast for a solution.

I discovered a solution which proves that the fine people at Touchcast had thought about groups like mine that do not have 1:1 technology. Touchcast allows students to create their own Touchcast channels. Each of my student groups created one of these channels with a unique username and password. Each day when students entered the iPad lab, they would log in to their channel. After working on their Touchcasts, students would then upload their updated video to the cloud. After uploading their video, they are given a code by Touchcast that allows the user to pull the video down from the cloud to any iPad. This process allowed us to feel confident that student projects would still be there when we returned to the lab the next day.

Then, external events interrupted the momentum we had created. We had two, back to back snow days during classes where lab time was scheduled. Consequently, my due date was pushed back and we had a serious time crunch, because I wanted to finish the project before winter break. When we returned to school after the snow days, I gave my students two additional class periods to finish their projects. I explained that any additional work beyond those days would have to be done on their own time.

It was at this point that some of the pitfalls of the Touchcast App were exposed. Students began having difficulty uploading images and videos because of our school’s web filter. (I always joke that we are like Communist China). Other students were losing segments of their video or having difficulty understanding how to use the editing tools for Touchcast. That being said, I think many of these problems are ones that you have to expect when you are using new technology.

Shockingly, one student expressed to me that they wished they had simply written a research paper instead. I told the student not to worry, because we will be doing that next month!

After seven lab periods, students were finally finishing their projects. We had a few final hiccups were students had difficulty uploading their completed videos to their channels. However, by the last lab day, I had all of the completed Touchcasts.

In the end, I was satisfied with the final products. I have to give my students credit for creating a project using an application that was completely new to them. My students navigated a big learning curve, largely on their own, where they had to tape, edit, and imbed images and clips into a video. Impressively, they successfully did all of this and with only a few complaints.

The final projects all have issues. Some are not edited together tightly enough, and others lack a coherent story or do not include enough vApps. However, I think each video displays different strengths of the Touchcast app and the student groups that made them. Some Touchcasts use a lot of images and video clips, while others are more like documentary style videos. In the end, students provided solid content and varied videos. I think that they also enjoyed tapping into their creative side to present on the Historical event they had researched. I would definitely use this app again in the future. Furthermore, I can now say that I know how to use it.

Check out the finished videos below!

Truman Doctrine & Marshall Plan

Berlin Blockade & Berlin Airlift

Korean War

NATO & Warsaw Pact

Massive Retaliation & Brinkmanship

Duck & Cover – Civil Defense in the Nuclear Age

U2 Incident

 

Remind 101: Remember to Remind

After a frustrating morning with one of my U.S. History II courses, I began to brainstorm ways to increase my students’ achievement. One of the ongoing problems I was having with that particular class was homework completion.

This doesn’t just mean that students weren’t completing worksheets or short-term assignments at home. This encompasses all forms of work that should be done outside of the classroom. Short-term assignments, long-term projects, and studying for tests and quizzes were all lacking. This was reflected on both formative and summative assessments. Although students were coming to class and participating, not much was being done at home and this took a toll on their grades. This posed a significant, but all too well known problem.

I ruminated about the problem for most of the day and brainstormed ways that I could help my students complete work at home. However, I couldn’t come up with any solution short of following students home and haranguing them to do their work. When I was teaching this class the next day, I asked about their lack of homework completion. A few students expressed that they had every intention of doing their work, but would forget about the assignments when they got home. The rest of class was silent or avoided my gaze.

It was at this point that I realized it may be time to put to use an app I learned about in 2014. In an effort to improve the amount of homework completed by one of my U.S. History courses, I turned to using the “Remind” app. Remind allows a teacher to communicate with a class through a third party messenger service. In essence, Remind allows a teacher to send information directly to a student’s mobile phone, tablet, or computer from their own device. The important part about Remind is that it keeps the phone number of both the student and teacher confidential. This allows for safe direct communication without the fear of the student or teacher abusing the knowledge of the other’s mobile phone number.

I then explained the concept of the app to my class. At first, my students lacked enthusiasm, but some of them eventually warmed up to it. Originally, due to a lack of proper explanation, I think my students thought I was going to be texting them to remember assignments. I had to explain to them all the concept of the app and the way it allowed all involved to keep their privacy.

After I got students on board with the concept of the app, I began the sign up process.  First, I had to download the Remind app for my iPad and create my class. There are then a few ways that students can begin using Remind. Students can text a number and message that is provided by the teacher or download the app to their mobile device to enroll in the teacher’s class. Both of these methods allow the student to receive messages from the teacher.

Remind App

Since my students do not have school issued 1:1 technology, only those with mobile phones or personal iPads can participate in the use of the Remind app. This is a downside, but there is not much I can do about it. Back to the process, I also used my desktop pc to print out handouts that explain Remind and how to sign up (see image below). It seemed as though many students signed up right when I handed out the sign up leaflet. I thought we were off and rolling!

Sign Up 1

When class ended that day, I went into the Remind app to check on how many of my students had signed up. To my dismay, only two students had done so! I had spent the last fifteen minutes of class explaining the app and setting it up. My students had seemed on board, and I thought they would be relieved to get reminders about their assignments. I guess I was wrong. At this point, I decided to wait another day to see if my students would sign up over night… I got one more student by the next morning.

Sign Up 2

The next day, I confronted my class about why they had not signed up. I got varying answers, but it seemed like some students were wary about getting reminders, and others simply weren’t interested. I got a few more students to sign up that morning after I explained the concept again. However, I certainly couldn’t force the rest of my students to sign up. It was at this point that I accepted the fact that the app was not very popular with my class and that I wasn’t going to be able to get all of them to embrace it. I contemplated contacting parents for support, but I eventually decided against it. I imagined trying to explain to parents how Remind functioned, and shuddered at the thought of having to explain all of the nuances multiple times. Right or wrong, I ultimately decided against it.

At this point, I decided that since some students wanted to receive reminders, it was worth using the app with them. Over the next few weeks, my small cadre of students and I experimented using Remind.

It didn’t go well.

The reason why is slightly embarrassing, and foolish. For the life of me, I couldn’t remember to send the reminders. I would write a note in my lesson plan book, and set reminders in my mobile phone, but I still couldn’t seem to send the reminders out.

Don’t get me wrong, I was able to send a few. These reminders told students to complete their homework or study for a test.

Reminder 1

However, nine times out of ten, I would completely forget. I know this seems odd, but after a day of teaching, lesson planning, grading, and dealing with other school responsibilities, when I got home, reminding students to do their homework was the last thing on my mind. I would be cooking dinner, catching up with my spouse, watching a favorite TV show, or reading a book.

Reminder 2

Remind typically didn’t enter my mind. Maybe this says something about my ability to separate work and personal life (a healthy ability I think). In full disclosure, this whole blog post has been written with the intent of sharing this message: I DON’T WANT TO USE REMIND! Phew, I feel so much better. I had to get that off my chest. This app, although wonderfully made, well meaning, and valuable, is not for me.

My students will have to use their agenda books, personal reminders, and my reminders in class to remember to do their work at home (GASP!). Furthermore, I’m not sure that it should be my job to remind students in the evening that they must complete work.

I literally can’t go home with my students to make sure they complete work, and maybe that is a good thing. I think two important skills that should be learned in high school are organization and responsibility. Students must learn ways that they can remember to do assignments or tasks. There will come a time in their lives where teachers and parents won’t be there to hold their hands.

Moreover, maybe some of my students don’t want to be reminded or don’t want to complete their assignments. I will do all I can to motivate my students and teach them the skills they need to be a successful in my class. However, I can’t make them do their homework. I’ll cajole them, beg, plead, bribe them with candy, but this experiment taught me that I’m not going to force students to remember to complete their work.

In conclusion, Remind may be a helpful tool for some people and in certain instances. For example my coworker and I use it with a History Club we co-lead, and it is great way to remind students of meetings and events. However, it is not an app I want to employ on a day-to-day basis as a way to remind students to complete their homework.

Mr. Robot

My name is Michael DiLuzio, I am a history teacher, and my biggest fear is that one day I won’t have a job because a robot will replace me. In my most pessimistic moments, I think I will be the final generation of an extinct species: the human teacher. If I am being truly retrospective, I think this fear comes out of an acknowledgment that I am at a teaching crossroads. I’m entering my seventh year as a social studies teacher, and I think I am beginning to enter my prime as an educator (hopefully an extended prime).

However, while I am honing my craft, new technologies and innovations continue to pop up that challenge the treasure trove of lessons and pedagogy that I have built as an educator. The bedrock of what I do is beginning to crumble. The stories I tell, the lectures I give, the readings I discuss, the movie clips I play, and the discussions I facilitate already seem as though they are from a bygone era. The style of teaching I grew up with is beginning to go extinct!

Now don’t get me wrong, I don’t get up and lecture everyday. I cultivate lessons with primary sources, my students debate important issues, jigsaw difficult readings, “save the last word for me,” “take stands,” walk around imaginary museums, and complete enough exit and entrance tickets to fill the Grand Canyon. They don’t, however, own their education, they don’t drive their own learning through inquiry, they don’t complete project based education, and they are not experiencing a flipped classroom.

Teacher jargon aside. It has become apparent to me over the last few years that the role of the teacher is changing. The teacher is no longer expected to be the “sage on the stage”, but to be a facilitator or a learning partner. At the moment, I am not sure if I completely accept this change nor am I sure that this dichotomy will continue. I’m conflicted about abandoning a lot of the ways that I grew up learning, because I still see a lot of value in teacher centered learning. There is nothing quite like listening to an expert.

However, I do realize that there must be a balance struck to satisfy competing masters: inquiry based learning, 21st century skills, content expectations, and standardized tests. Similarly, I realize I need to evolve as an educator or I will be left in the past. The future of education is ahead of me, and I don’t want to be a twenty-nine year old educator that refuses to adapt. I want to embrace the use of technology and the changing role of the educator.

Furthermore, next year, my tenth grade students will enter my classroom as a part of a growing part of Waltham’s 1:1 technology initiative. These students will have been using iPads as a resource for three straight years. This both excites and terrifies me. This excites me, because I will be able to use this technology to approach my teaching in a multitude of new ways. As currently constituted, when I want my students to have access to a computer or 1:1 device, I need to sign-up for space in one of the many overbooked labs at my school. Although, it is possible to sign-out these rooms when one schedules far enough in advance. The long range planning it takes to secure a lab lacks the spontaneity of transforming a lesson that you are planning on using tomorrow.

In addition, the use of a lab every once in awhile is not the same as truly integrating technology into my classroom. This is why I joined the Waltham Integration Network. I want to work with my colleagues to develop ways that I can more fully integrate technology into my classroom. However, I am still somewhat weary about the entire situation. I want to strike a balance between complete technological integration, project based education, and teacher cultivated lessons that are sometimes (gasp) teacher centered. I think there is a place in education for all of these different types of learning.

Therefore, over the next year I will be trying to answer the following research question: How can I teach 21st century skills and integrate technology into a classroom that does not have consistent access to 1:1 technology?

 

Brainstorm

The above bubbl.us displays a brainstorming session I had when I was flushing out my research question (click to enlarge). 

 

Although this question doesn’t exactly prepare me for dealing with next year’s 1:1 initiative. It does push me to think about ways to change my teaching. Over the next year, I will blog here about my attempts to integrate technology, my triumphs and my many struggles. Tune back in next month to see my progress.