In a whirlwind first half of the school year, I have found myself doing exactly what I said I hoped to avoid in my first post: resort back to standard teaching methods and techniques. So far I believe I have a lot of room for improvement in terms of incorporating technology in a more meaningful way in my classroom. My students have worked on a project where they utilized ChatterPix, Explain Everything, and Padlet, but other than this example, technology use has been reserved for Kahoot review games and the online textbook. This is not what I had envisioned at the start of the year, but I am starting to figure out ways to engage the students with technology.
My goal/research question for the year is to investigate how technology can enhance student understanding of primary source documents. My approach at the beginning of the year was to introduce my standard pen and paper strategies for analyzing primary sources. This includes the SOAPS method (Speaker Occasions Audience Purpose Subject Bias) and annotation as a way of engaging with a source. As students have written essays for Document-Based Questions and have encountered more varied primary sources, I am beginning to investigate ways to analyze primary sources through the use of technology.
The first step in this next phase was to conduct surveys to gauge student comfort with technology and whether or not they would prefer to use technology to analyze primary sources. The results for my surveys conducted in my classes are below:
These results show me that most of my students are very noncommittal when it comes to primary sources, but they do feel as though they learn a lot about history through the use of primary sources. These results also show me that many students “agree” that they would benefit from using more technology and online resources in class. This was very telling for me and shows me that I need to be truly intentional with my methods and how I incorporate technology in the classroom. I know I need to avoid simply digitizing my current teaching practices and go beyond to better promote student engagement with and understanding of primary sources.
In this process I am currently gathering various tools and technological methods for students to analyze primary sources. One tool that has become of particular interest for me is the Read and Write tool from Google. We completed a professional development workshop utilizing this tool, and I believe that it would be very beneficial for my students as a method of analyzing sources in my classroom. One benefit that I love about this tool is how students can collaborate, annotate, and highlight on the same document.
My plan moving forward is to be intentional about researching and implementing these strategies over February vacation. I am looking forward to taking the time over the break to plan activities and lessons around this increased use of technology with the focus on how these strategies can be implemented in a meaningful way. As the year progresses, it will be vital for me to make sure to not lose track of my long-term goal of improving understanding of primary sources in my history classroom, and I know it starts with a lot of work on the front end in making sure the structures are in place for the students to be successful. I am up for the challenge!
Far from the sage on the stage mentality, giving students choice is, on many levels, letting go– letting go of the image of a decorous, well-oiled classroom, letting go of tried and true, familiar texts, letting go of neat, staid assessments with prescribed answers. In short, providing choice in a student-centered classroom requires us to widen our scope of what it means to be teachers and have faith that we, and the students, will survive, and perhaps even thrive.
I remember an old Billy Blanks Tae Bo boxing workout video in which Billy shouted out to his viewers, “you’ve got to give some to get some!” In the student-centered classroom, what teachers are giving is always changing, and what we are hoping to “get” is more engagement from students. Ultimately, we want to turn around the giving and getting, so that students receive intrinsic rewards from what they “give” or put into the learning process. All of this involves risk and uncertainty, meaning that we must open ourselves up just as much to the possibility of failure as we do to success.
In my four high school ELA classes ranging from freshmen to seniors, students have selected independent reading texts; they read and journal on these texts each week alongside our additional class reading and activities, and roughly once per quarter, they post book reviews to a class blog using Blogger. Using a Google Spreadsheet for each class, I also try to keep abreast of their reading choices as they change, whether students are rejecting or finishing books. Finally, I have a running survey using a Google form that students have been asked to take repeatedly throughout the year each time they finish or switch texts in order to keep general data on their preferences.
The “wins” have been numerous: from students who have cited this as the “first time” they enjoyed a book, to artfully composed, insightful, engaging blog posts, to groans and disappointment when independent reading day had to be rescheduled, there is no doubt that many students are both “giving” and “getting.”
Others, unfortunately, are not. When it came time to write our second blog post of the year, several students were still reading the same book with which they had started the year–some were genuinely still enjoying the book and were close to finishing, yet others had not used time effectively and had hardly made progress, thus, they had very little about which to write on the second blog post. Faced with the prospect of a shallow piece of writing, I felt forced to allow these students, for a lower grade, to complete their posts on classroom readings we had just finished. This is far from an ideal solution, but I do not believe in dishing out zeros when I can find some way for students to participate in the task at hand.
I also have students–many of them seniors–who, at this point in the year, are hard pressed to do any type of reading independently. For this reason, I am exploring audio options such as audiobooks and quality podcasts for some students. Again, this is not my preference, but I feel that I must expand options in order to gain greater participation during the second half of the school year.
For the most part, Google Forms, Spreadsheets, the Google blogging interface, and Google Classroom have been helpful in disseminating, gathering, and organizing materials and data in this process with predictable glitches along the way. At one point, our blogs were blocked by the school’s censoring mechanism, something our capable technology experts were quick to fix. At other times, spreadsheets open for students to edit and update were not accessible to all students since only freshmen and sophomores are currently one-to-one. This required me to do a lot of “chasing down” in order to keep information current, as students frequently forget to update spreadsheets at home.
In the end, giving students choice is worth it, and I’ll keep throwing and blocking punches to stay in the ring.
Hey everyone! This is my third year working in a 1:1 classroom, and although roadblocks to completed work are nothing new, using technology for our assignment adds a new wrinkle to the process.
To avoid a monsoon of excuses, there are many steps I take throughout the school year to anticipate and avoid technological mishaps.
On the Homefront
Start of the Year Lesson
At the start of the school year, my students have just barely received their brand new iPads. Many of them are familiar with Apple products, while for others, this is their very first electronic device. After repeating the same talking points as their iPad orientation, and tell cautionary tales of past students who used their devices inappropriately, we discuss why their homework is their responsibility. It doesn’t matter if their iPad is broken, possessed by the Dark Lord himself, or lost, it is merely one tool in their arsenal of learning.
The Magic of the Cloud
The first mind-blowing moment for my students at the start of the year is that their iPad is not the only doorway into the magical land of Google, but instead they can access any of their digital documents from any internet-accessible device. It is no longer physically possible to lose their Reading Log, homework calendar, or essay because they can go on their phone, parent’s laptop, library computer, or personal tablet. Heck, I’ve had students do work on their Nintendo 3DS and their XBox. The future is now, you guys!
Phone a Friend
Your friend could take a photo of the math worksheet and email it to you. You could upload that picture into the app Notability, and digitally write on it. Magic.
Kickin’ it Old School
And finally, when all else fails, my students know that sometimes they have to take things back to the “stone age” and actually use a pencil to write their homework. Maybe their internet went out, or they live in a fallout shelter, who knows?
Here’s a copy of the worksheet I give my students at the start of the year:
At my school, the Wi-Fi gets weird on rainy days. Normally, it’s pretty reliable, so I don’t always have a backup. But I would say more than half of the time, I have an alternative to my lesson that can be done without technology. It might mean sending a student to the office for copies, but I do have a plan. Especially when you’re first starting out with new technology, I would recommend taking it slow and having a backup most or all of the time.
Student Guinea Pig
Once I was reading a blog where the teacher had set up a Google Custom Search Engine, so students would only be sent to teacher-approved websites during their webquest. I thought that sounded so cool, so I spent many hours on my Google account, setting one up for my Charles Dickens webquest. I posted the link to the search engine to my Google Classroom and pictured myself smiling with content as my student enjoyed their planned online excursion.
Except…it didn’t work. Nothing came up when they typed words into the search engine, and my lesson fell apart. I still don’t have the heart to delete the project on my Google Account, and sometimes I go visit it in mourning.
Or last year, I made a YouTube channel for my classroom, only to find out that the filter blocked YouTube and my students couldn’t access it. I felt so defeated!
Or the time I posted the wrong link to a Google Quiz, and the students were trying to EDIT my quiz and not take it? Yeesh.
The lesson from these three experiences? Always get your hands on a student iPad BEFORE you try something for the first time, and see if it works. Something might work on my less restricted teacher iPad, and when I try it on a student iPad, I can see the problem. Sometimes, I’ll email one of my more reliable student and ask them to try something out the night before a lesson. They’re happy to help.
Kids show up without their device, sometimes thinking it will get them out of work. I have an iPad, MacBook, and PC in my room, as well as charging stations. I normally don’t get more than three students without devices, but since I have a backup plan, there is usually a pen-and-paper option for the students who are not prepared. They seem to view this as a punishment, which I don’t mind.
Taking the Time to Get it Right
And finally, when the class starts a new assignment on the iPad, I spend the first half of the year taking the time to check that it is set up correctly. This might mean projecting my Shared Google folder to guarantee that students have shared their document with me, titled it properly, and given it the correct heading. This might take five or ten minutes, but it saves me a huge headache later on.
We also talk about the value of making folders, keeping out digital files correctly labeled and organized, and quick ways to navigate our iPads (saving important websites to home screen, using the search function, ect.).
If you have your own suggestions for anticipating digital problems in the classroom, please post them in the comment section below and let me know!
This year I have been focusing on using technology to help my 3rd grade inclusion students access grade level content and to be able to create their own work in a way that is both accessible and meaningful for them. We started small, letting students use Google docs to type their writing in order to help with typing skills and the readability of their work. This allowed them to make the font larger, apply high contrast backgrounds, and most importantly, edit their work quickly and neatly. Using a Google Doc also allowed me and other teachers to go into their writing and give them real time feedback. I noticed that it was particularly helpful for me to highlight the exact parts of their writing that needed edits.
Extra Tools in Google Docs
Once the students understood the basics of how to use Google Docs and how to share their work, I was able to teach a few of my students who are working to master phonics skills, to use the speech to text feature. This seemingly simple tool was freeing for so many of the students who have amazing ideas for their writing, but get caught up in the logistics of spelling words. Students would often spend the entire writing block working on one paragraph or a few sentences because spelling the words was labor intensive for them. Once they had taken the time to write the word, they had forgotten their idea and the rest of the sentence. Students use the speech to text feature, edit their work, and then print their document to turn in with the rest of the class’s handwritten assignments. The students were completely engaged with their writing, and were amazed to see themselves filling an entire page with their words.
Moving Toward Google Classroom
In the weeks since we started using the Google platform to help students access content in the area of writing we have continued to learn as both teachers and students. We have created a Google Classroom where we are posting writing assignments. This has meant that we can go in and look at students work without them having to share the doc with us, which saves time. It also keeps all of the writing organized. We have also been able to move from using the comments in the doc as encouragement, to really putting in some substantial edits and individual goals for students. My favorite was hearing about how excited the students were to see that I had “popped into their writing” and was able to give them feedback from home on a day I was not in their classroom.
From here I hope to shift more of their work into Google Classrooms. I will most likely start by uploading their guided reading books so they can use the Google Read and Write tool to troubleshoot words and definitions, practice their fluency, as well as annotate what they are reading.
It’s hard to tell who is more excited about using this in our classroom, me or them!
Last year, as I was navigating through the uncharted waters, also known as my first year of teaching, I couldn’t help but notice how limited my knowledge and abilities were on the use of technology in my classroom. About halfway through my first year, I began to use a projector, but pathetically my use of technology ended there. As I went on peer visits in my school, to observe other teachers in my building, I was in awe of the use of technology in some of the classrooms I visited. Students in the middle schools have this amazing resource at the touch of their fingertips, an IPad, and I had no clue how to use it.
At the beginning of this school year, I reviewed different units and lessons from my first year, and I noticed something missing across the board: the use of technology, specifically IPads. This was not okay. I knew I needed to take advantage of the technology available to teachers and students in our district. As I started to think about how I wanted to incorporate technology into my classroom, I knew I wanted to connect the use of technology to the individual styles of learning and instruction present in a special education classroom. As a special educator, I know how beneficial a multi-sensory approach to learning is for students with disabilities. So how can I use technology a means of incorporating a multi-sensory approach to learning in my classroom?
The students I teach in my program are auditory, visual, and/or tactile learners. Some of my students benefit from all three approaches, and some students identify only with one learning style. As I get to know my students, I am able to identify how each student learns best, and can then adjust my practice accordingly to fit each student’s needs. However, as a middle school teacher, I know this is not only the time to teach academics and social skills, it is also the time to teach independence. A goal for most of my students is for them to become more responsible in their learning experience. With the technology accessible to students today, it is important for all students, especially those with difficulties in their reading, written expression, organization, etc., to know how to use technology to their advantage.
Students needs to be explicitly taught, and before I can have the expectation that students will use technology to accommodate their multi-sensory approaches to learning, I need to understand myself how this can be done. Through the course of this year, I will be exploring how technology can be used as a multi-sensory approach to learning, specifically for students with disabilities. The more I learn about this amazing resource, the better I will be able to explicitly teach my students on how to use this tool as a complement to their individual learning styles.
On Thursday, October 20th, Liz Homan and I attended the MassCUE/M.A.S.S. Technology Conference at Gillette stadium. This was my first time attending the annual techie conference, and I must say, it did not disappoint. Liz and I presented about our work with the Waltham Integration Network (WIN Project) during one of the break out sessions and took advantage of attending other break out sessions led by teachers and technology specialists as well.
I had an amazing time at the conference. I figured I would share a little bit about what I experienced there as well as what Liz and I spoke about about during our presentation.
Here is a running diary of my MassCUE day:
7:35 AM: Arrive at Gillette Stadium, I am way too early. There are like five cars in the parking lot. I decide to play around on my phone and act like I am doing something important until more people arrive and I deem it suitable to enter the conference. Also, this is the closest I have ever parked to Gillette Stadium in my life.
7:45 AM: Time to check-in to the conference. They have a high tech system that scans a QR code on your phone and then prints out your name tag. I was wowed, but then again, my school was built in 1967. It doesn’t take all that much to impress me. After a long escalator ride, I end up on the main floor where they have the technology exhibitions.
7:50 AM: I wander around looking at all the technology offerings. Right away, it becomes apparent to me that education has become a serious market for technology companies. Everyone from Apple to Google has a table or leads a breakout session at MassCue.
8:15 AM: I realize that the conference is spread out throughout the entirety of Gillette Stadium. A quick analysis of the schedule tells me that Liz and I will be presenting in a luxury box… I quickly realize this will be the only way I ever set foot in a luxury box…
8:30 AM: It is time for the keynote speakers. There are a bunch of people lined up to talk about the importance of technology integration. The highlight is a speech given by a ten year old child prodigy, Collin Keegan. He talks about the gamification of education, teaching students at their level, and engaging students with fun activities. Collin has an interactive slide show where he displays his many passion projects: building a treehouse, starring in a “kid science” web series, building science projects, and flying a plane! Yes, I said flying a plane. Beyond making me feel quite inadequate (what have you done today?), he made many good points about the need for education to be entertaining and engaging. That being said, if I had a little more space here, I would push back on Collin’s line of thought for many reasons. I don’t think that learning should always be fun, because life isn’t always fun. However, I can leave that discussion for another day. Collin still kicked butt!
9:15 AM: I peel away from the larger group in search of a breakout session. I must say that I wasn’t overly impressed with the selection designed for teachers. In many ways, I think this conference is geared more toward administrators that want to buy new toys to their districts (more power to them). Like many conferences I have attended, I think this conference suffered from some less informative presenters. The first breakout session I attend is about using technology in a history classroom. The presenter simply lists websites they have used with their district. I leave halfway through this particular presentation, because I felt like I am not learning anything new. Upon exiting the room, I realize there are no other sessions that I want to attend, so I go back in with my tail between my legs.
10:45 AM: I attend a breakout session about maximizing productivity by using all the tools within Google Suite. I think this one will be right up my alley, because I frequently use Google Suite with my classes. This presenter is must better than the first, but much of what they talk about has little relevance to my classroom. First of all, the presenter starts with the premise that teachers/administrators receive hundreds of emails a day. I don’t know about other teachers out there, but I don’t receive that many daily emails to which I have to respond. Also, I am extremely Type A when it comes to my inbox, so I try to clear out emails after I complete them. This presenter does offer a good idea, however, about creating draft emails that you can reuse to send parents updates about their students. It seems so obvious in hindsight, but having a few stock emails would definitely speed up the process.
12:00 PM: At this point, Liz and I meet up in our luxury box to run through our presentation, and connect her computer to the AV system. The MassCue technology specialists are incredibly helpful by providing us with the appropriate adapters. As we set up, a few spectators arrive for our presentation. Almost immediately, we realize that Liz has connections with one of the people in the audience, Nicole Hart. Nicole is the Instructional Technology Specialist at Cambridge Rindge and Latin School. Making connections is one of the best things about MassCue, and a key to teaching and integrating technology. After our presentation, Nicole followed me on Twitter, and now we share lesson ideas and have Twitter conversations about technology integration.
12:20 PM: We begin our presentation a little late, because we end up having fewer people in our audience than we would have liked. This was quite unfortunate, because Liz did a great job putting together an excellent talk. Oddly enough, however, I end up knowing two people in our audience. One attendee is a former assistant superintendent for Waltham Public Schools (Alec Wyeth), and the other is a principal from Dedham (Jim Forrest). I found it funny that three people connected to WHS serendipitously ended up attending our presentation.
12:30 PM: Liz begins our presentation and talks about the importance of making technology integration accessible to all teachers in a school. Through her doctoral studies, Liz discovered that teachers often feel disconnected from technology integration or from teachers that are especially good at integrating technology. The WIN Project was the genesis of Liz’s research. Her goal is to demystify technology integration by creating cohorts of teachers that research and blog about technology. This will create a network of core teachers that can share discoveries, vent, and model technology integration. Liz’s goal is for the core network to grow within a school until it becomes the new normal. That being said, I think Liz hopes that our network can grow beyond Waltham, to other districts in neighboring towns.
12:50 PM: I share my part of the project with the audience. I talk about my research goal (see previous posts), and my successes and struggles throughout the process. I talked about what I’ve learned, and the importance of the project for me. The main point I make is that being involved in the WIN Project held me accountable. I had to come up with ideas for integrating technology because I had to blog and create videos. This lit a fire underneath me to come up with new ways to integrate technology. I need that kind of motivation.
1:20 PM: Liz and I finish our presentation, and we head to lunch with our new friend Nicole Hart. As we walk to lunch, we hear blaring hip hop music. Nicole explains to us that this type of loud music was playing the day before as well. It turns out that the Patriots are practicing on their practice field and simulating crowd noise by playing loud music. Without thinking, I pull out my cell phone to get a picture of my favorite football team. It never occurs to me that this is a bad idea…. Until I am yelled at by Patriot personnel. They explain to me that what I am doing is prohibited. After I delete the image, I have to prove to said Patriot personnel that my phone is void of images or video. The Patriots are protective of their practices and of keeping their playbook secret. I assume they didn’t want me to tape anything that could be intercepted by rival teams. I would never do this, but I guess the Patriots feel like they have to be extra careful. After all, they would know…. 😉
1:35 PM: Liz, Nicole, and I eat lunch from a picked over MassCUE buffet (It just so happens that our breakout session was in the middle of lunch… thanks scheduling folks), and chat about technology integration. I meet a few people from universities that offer technology courses and degrees. Maybe there is one in my future?
2:00 PM: The day ends for Liz and I so we go our separate ways. Time to sit in the famous traffic that plagues Gillette Stadium’s surrounding highways.
In the end, I had a great experience at MassCue. Although the presentations I attended were not as informative as I had hoped, I enjoyed presenting and making connections with technology specialists. I think it is important for teachers to get out and see what other schools are doing, and this was a step in that direction for me. I hope to attend this conference again in the future. Maybe next time Liz and I can present to a larger audience, because I think we had a lot of valuable things to say about technology integration.
My name is Leah Bruosta and I am a fifth grade teacher, first time WinPro blogger at the MacArthur Elementary School in Waltham, Massachusetts! If you came into my school building, you’d hear that I am the teacher that “loves technology.” But, please don’t tell my secret. When something ‘breaks,’ or I get stuck – this happens sixteen times a day- I ask the ‘young’ teacher next door. AND… I don’t know how to plug all the machines in … I can’t explain how the internet works or how things are ‘magically’ shared between me and my colleagues. Do you remember Mike Teavee from the Charlie and the Chocolate Factory movie? Remember all of those tiny particles flying over the heads of the onlookers?
I think that’s what happens when I online conference with a student during Writer’s Workshop. When they don’t see my comments immediately, I ask them to wait for all the flying particles to make it to their chromebooks. However, I do know about the magical lack of hum and buzz when I offer my Oompa Loompas, I mean students, a screen on which to ‘write.’
I began to wonder, then, what if we abandoned the copious drafts and myriad revision papers? What happened if we showed our Writer’s Workshop “spider legs” via comments on shared Google Docs? What would happen if we shared our writing digitally and checked for editing mistakes without (*gasp!*) a red pen? I began to wonder if reluctant writers would produce more and better writing if they were offered a digital platform on which to write. I worry about many things, though. What about the people that say that handwriting needs to be implicitly taught? What about the mother who worried that her son would never be able to write his girlfriend a love letter- true story! I mentioned he’d likely send an email but would now like to ameliorate my response to include text message or… ‘Snapchat’ or… What about the fact that my students don’t know how to type quickly or using the home keys? Will this burden them? Will it burden ME? So this year, I am going to look at engagement of students using the chromebooks especially in the area of writing. We will be setting up a Google Classroom, creating draft after draft of writing (on the same Doc!), conferencing digitally, and revising and editing each other’s work.
Hi, I’m Jennifer Ostayan, I am a special education teacher at the Whittemore School, and this year I will be working with students in three fantastic 2nd and 3rd grade inclusion classrooms. Previously, I taught inclusion kindergarten for 9 years. I am equal parts excited and nervous about the WINproject this year, as I feel that tech is really my thing, but not so much the blogging/sharing my work in a public way.
I am always looking for and experimenting with meaningful ways to enhance my students learning by integrating technology. I have found over the past few years that technology has been a way for all of my students to participate in a way that meets their individual needs. My own use of technology use in the classroom has evolved quite a bit over the years. I often refer to the SAMR Model to frame technology use in my classroom, and a lot of my early work was in the sphere of augmentation, or using technology to improve the functionality of a task that my students could really do without technology at all. For example, using a drawing program on an iPad to illustrate during writing). Over time the purpose of technology in my classroom has changed, and I have found that my students are getting the most from the higher level tasks in the spheres of modification and redefinition, and are really using the technology to do something that was not possible before. An example of this is using the app Book Creator to upload pages of their writing, record their voices reading their words, and then publishing the video of their books being read aloud.
This year, in my new grade levels and role in the classroom, I am starting with a very broad research question: How can I leverage technology in the classroom to allow my students to access grade level content? My goal is to make sure my students are included the meaningful and complex work that is being done in their classrooms, in a way that makes sense and is accessible to their individual needs. For the first few weeks of school I plan to get to know my students, deeply understand their needs, learning styles, and what supports need to be in place to help them be successful. From there I will have a better idea of action steps to take this year, and to refine my research question. In the meantime, I have included a concept map that broadly looks at the factors that will influence my practice this year.
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.
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.)
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.
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.
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!
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.
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
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.
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.
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 and 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!