The Future of Higher Education

As a parent of a recent college grad and 3 more to come before long - I am very interested in what is happening at the college level.  As a high school teacher - we try to prepare students to head off to college and be successful - but I don't think that most of us (high school teachers) really have a handle on what is happening in college (other than the fact that we went to college - some of us more years ago than we care to admit).  This past summer, I got the chance to join the WOU project and realized that there is a disconnect between what we say at the high school and what is really happening at the college level.


Recently I have been reading a book called College (Un)Bound. I am intrigued by some of the topics discussed in the book.  One chapter discusses the use of personalized technology.  Just as Netflix, Amazon and Google collect data points on your interests - some software the colleges are using will collect data point to personalize education.

Knewton - ASU (as well as other schools) are using a personalized tutor software to allow students in certain courses to work at their pace and spend more time on lessons and concepts that they don't understand.  If they do understand a concept - they can move on quicker.  Students also collect points and earn badges.

Learning Catalytics - At Harvard - students log in to their account when they enter a class (using their laptop or mobile device).  Based on a series of questions posed electronically by the professor, students are then paired up based on right and wrong answers and who might actually learn something from their classmates.  The software may even keep track of which learning pairs are more effective.

Naviance - Students using this software can get good advice on colleges, majors, and suggested careers based on choices in middle and high school.  Students and parents still get to make a choice - but information is available to help in this process.  The college admission process (as we know it now) might be totally different in the future because of software like Naviance.

The book also talks about the use of online course, hybrid course and the advantages of computerized academic counseling.  I know that some don't like some of these ideas - but the reading on this is intriguing.

The final idea I want to share is the idea that colleges are discussing getting rid of courses, majors, minors and radically re-organizing the college experience.  Roger Schank advocates refocusing college into 2 sections.  The first section would be the first 2 years.  During this time,  students would focus on the "twelve cognitive processes that underlie learning."   Then, using those skills, students would study specific subjects.  Others have suggested something similar.

A fact:  (found on page 149 in College Unbound)

• The Ten jobs most in demand in 2010 did not exist in 2004

I am excited to see what the future of higher education will look like.  I just hope that when we ask (at the high school level) if we are preparing students for college - that we are looking at the reality of what they really need - not the vision of what we went through school with.

Still learnin' -- and lovin' it.

15 Technologies That Were Supposed to Change Education

I spend most of my time looking at current technology and trying to think ahead to how we can change our classroom.  I just read an article about 15 technologies that were supposed to change education.  Interesting.

I think some of these have had an influence - just not to the extent the original writers thought they would.

#3 -- Social Studies teachers still use film to show some of the history they are teaching.
#5 and #15 - Look a lot like Skype, Video Conference or other other line education options.

I think we may actually be on verge of seeing some of this finally come true.

Although some fear technology taking over education - I still see a hard-working teacher behind any of these.  I don't see the teacher being replaced.  Students still need mentors, guides, and educators.

When I was in college, I worked as part of a crew to film some of our professors giving lectures.  These video tapes would be sent to students that were doing "distance learning".  Maybe they were student teaching away from campus, but needed to finish a history course - they could get these video tapes in the mail, watch them, read their text, take notes, etc as if they were on campus.  Then take the mid-term and final and complete the course.  Some of these tapes were also sent out to high schools to be used in advanced history classes.

I remember when I did my student teaching - some predictions that we made about what education might look like in the future.  Some have already come true.  With where technology is going - we are on the verge of finally being able to do some of the predictions.

Enjoy the read.

Still learnin' and lovin' it.

Best Practices for Using Technology in the Classroom

This morning, I read an article on the University of Pittsburgh site. The article was intended for professors, instructors, and graduate assistants as they plan lessons that involved technology.

 I am going to use their 4 elements, but explain a little differently (maybe more directed towards a high school classroom).

 A reminder... technology should not replace good teaching. Implementing technology into a lesson does not make the lesson a great lesson, but it can make it better. Don't implement technology "for the sake of implementing technology", but rather to enhance your lessons.

 Before we begin, let's look at a definition for Technology (what post would not be complete without something from Wikipedia!!!):

Technology (from Greek τέχνη, techne, "art, skill, cunning of hand"; and -λογία, -logia[1]) is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can also refer to the collection of such tools, including machinery, modifications, arrangements and procedures. 

When using technology for teaching, there are four basic principles to be kept in mind:

 Alignment: "Technology should be used for a purpose."  The driving force for your lesson planning should always be the goals and objectives of your lesson.  As you plan, think about how technology might be implemented.  This could be a Powerpoint (or Prezi), a video (or vodcast), or an interactive website.  This can also be a great excuse to collaborate with other teachers and expand your technology base.  

 Accessibility: There are many uses of technology that I love (for example the Flipped Classroom).  But make sure that your students can access the technology.  If you are expecting students to get to your webpage, lesson, video, etc from home - it might be helpful to take a survey at the beginning of the school year to see how many have access to computer, iPods, internet, etc before making this an integral part of your lessons.  Also having an alternate way for them to access the information is key.  If you are using Google Drive - make sure the permissions are set correctly and that students have accounts (in Salem Keizer School District - students can have a district account making it easier for teachers to share information without sharing it with the "whole world".) If you are planning on taking students to the computer lab (or having them work on this on their own time) make sure you have tested the lesson in the lab using a student account (bring a "guinea pig" with you to the lab - have them log in - and try the activity, site, etc).   Just because you tested from home or your "teacher computer" doesn't mean it will work when you get to the lab.

 Assessment: As with anything else you do in your classroom - make sure that you are clear about expectations.  Let students know what the expectations are before beginning the assignment.  If you have a scoring guide you will use, give this to the students ahead of time.  If you are using vodcast (for Flipped Classroom) or have a Powerpoint - it might be helpful to give students a series of questions they need to answer.  Sometimes it also make sense to give students examples of what you want as well.  For example, when having students create Prezis, show them an exemplar.  It is easier to hit a target when you can see it.  Also, don't assume the students know how to use the technology you are planning on using.  You might need to schedule a period to teach them how to use the technology.

 Reinforcement: Think about the purpose of the technology you want to use in your classroom.  For example, don't create a powerpoint with all of you lecture notes and then just read the information that is on the screen.  Your Powerpoint should enhance (or reinforce) what you are lecturing about.  This might contain images, videos, or additional information about what you are lecturing about.  You might post a video on your website that you want students to watch about lab safety before you begin lab work in your science class.

A great way to find out about ways to integrate technology into your teaching is to work with your PLC or find other teachers that are teaching the same subjects.  This can also cut down on the work you need to do if you begin to share these ideas.  You can also subscribe to blogs (like this one) or follow some twitter accounts that emphasize Educational Technology (see some of my earlier posts).  

I love seeing what others are doing - so feel free to comment to this post (or others) with ideas and thoughts.

Still learning, and loving it....

Using Twitter in the Classroom

I am always looking for new ideas of how technology can be used in the classroom.  Not just to say you have added technology - but to really help the learning process and help students connect and engage.  Just read an article about 50 plus tips on how to use twitter in the classroom.  Great read.  I will share a few of my favorites.

• Assignment coordination: Instead of emailing each other or waiting to meet in class, students can collaborate on projects and keep track of changes by using a Twitter hashtag.
• Silencing blurters: For students who have trouble with disruptive blurting, allow them to instantly tweet their blurts silently instead of out loud.
• Student engagement in large lectures: In large lecture classes where student participation can be intimidating and logistically problematic, Twitter can make it easy for students to engage and discuss during class time.
• Parent communication: Parents can sign up to receive tweets from teachers, learning about activities, tests, projects, and more.
• Twitter pop quiz: Send out quick quizzes on Twitter, and have them count for bonus points in the classroom.
• Following historical figures: There are many Twitter accounts set up that share the lives and personalities of historical figures, and students can follow them for fun and learning.
• Source evaluation: Students can share resources and discuss whether it’s a good or bad source of information, encouraging comments.

Read the full article.  Share your ideas.  Are any of you using Twitter in your classrooms?  Would love to hear ideas.

Still learning... and lovin' it.

Using the Cloud in Schools

Just saw this article - thought I would share.  Will post more about this later:

Every Child Needs a Champion

This post is not exactly about technology - but just watched this video, so I wanted to share. This is a TED talk by Rita Pierson.



This video reminds me as a teacher that our number one focus needs to be on relationship. All the work we do with Standards, Proficiency grading, and any other reforms doesn't matter if we don't build relationships with our students.

I want to share a few stories (thanks in advance for indulging me..)

A big part of the reason that I am a teacher is because of a math teach I had my 9th grade year. Mr. Potampa was my geometry teacher. He is a teacher that is full of energy and loves what he does. He just recently retired after 38 years of teaching. He was the master of colored chalk and wonderful diagrams. He made the geometry come alive on the board. But more importantly, he took the time to get to know his students. He attended our athletic events, school plays, and know what we enjoyed doing outside of school. When I saw him a few years ago, he still remembered details about me from high school. I don't remember much about the lessons he taught in class - but I remember much of what I learned. Not about geometry - but about life.

I don't know where I would be without Mr. Rainforth. He was my health teacher, football coach for part of my high school years, and basketball coach for 7 or 8 years of my basketball career. He used to tell us that he didn't care what we did when we graduated from high school - but he wanted us to be the best we could be at whatever we chose to do. If you are going to haul garbage, be the best garbage hauler you can be. Don't settle for being average. I remember a time that I made some poor choices in high school - Mr. Rainforth pulled me aside and told me how disappointed he was in me and that I better make better decisions from that point forward. I hate to think about where I would be if not for Mr. Rainforth. He cared enough to make sure that I was on the right path. The subjects he taught were important, but not the most important thing.

Years later - I am now the one in front of the class. I had a student several years ago that really pushed my buttons. He didn't want to follow any rules, he wanted to see how far he could push me. I think I sent him to the office more than all the other students I have had all together. We never built a good relationship (I thought) and that was the thing that frustrated me the most. I didn't think he learned much math that year - because he was too busy being disrespectful. Fast forward a few years. I am shopping with my wife - I see him working at the store we are shopping at. My heart sunk - I really didn't want to talk to this student who had been such a pain... he had other plans... he came up and approached me rather excited. He quickly greeted me and then proceeded to apologize for how he acted in my class. Then he thanked me for never giving up on him. (I almost fell to the ground). He then asked what I was shopping for. He then made sure that I got his discount on the items we bought that day. He introduced me to several others at the store. (Wow... I still can't believe that this was the same young man...)

I know many of you have similar stories of someone who was your champion or that you were their champion. It is too easy sometimes to get over-focused on all we have to do as teachers. But never lose focus of being a champion for a kid.

Still learning...  and lovin' it...

A picture is worth 1000 words - How much is a video worth?

Students are so used to seeing everything on a screen.  From their cell phone, to a game console, to their computer monitor, and the TV.  There are many websites to share video, pictures, and even presentations.

Why are visual learning tools useful?

Students should be able to create a meaningful visual display.  This could be to display knowledge of material, ability to communicate, and ability to make an impact on the audience.

The Partnership for 21st Century Skills includes media literacy as an essential skill, demonstrated by the ability to analyze media and create media products.

They state that in order to analyze, students should be able to:

• Understand both how and why media messages are constructed, and for what purposes
• Examine how individuals interpret messages differently, how values and points of view  are included or excluded, and how media can influence beliefs and behaviors
• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media.

To create media products, students should be able to:

• Understand and utilize the most appropriate media creation tools, characteristics and conventions
• Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments.

When do teachers use video and photo tools?

Digital Storytelling:

People have been handing stories down from generation to generation by way of storytelling for generations. Digital Storytelling adds a visual element to this idea.  Students can take, edit, post and include their own photos in their work.  They can share them on a site like Flickr.  Another site to look at is Creative Commons.  Through this site - students can learn how to share their work without allowing companies to use their photos for their own profit.

Video Documentaries

Creating videos has become easier and now students can post them so that others can see them.  By creating a video - students are engaging with the material, working with other students, getting their hands on the information, and increasing the odds that they will learn and remember the material.  Students can then post their videos to a site like YouTube or TeacherTube.  

David Jakes (2005) shares some great success stories in his article Making A Case For Digital Storytelling.

Photo and Video Tools

Here is a list of tools to check out with a brief description of each:

• Jing - allows users to snap a picture or make a quick video of anything on the computer screen and then share it.
• Microsoft's Photosynth - takes a collection of photos of a place or object, analyzes them for similarities, and displays them in a reconstructed 3-D space.
• Photobucket - is a photo and video site that provides free, web-based remix and editing tools.  
• Picasa - is Google's software for organizing and editing digital photos.  You can download the software and edit and store the photos on your computer.
• SlideShare - is a website to share presentations; users can upload, view and share their work, and have it converted to Flash for viewing.
• VoiceThread - is a collaborative, multimedia slide show site that holds images, documents, and videos and allows people to navigate pages and leave comments.
• Windows Movie Maker - is a downloadable video creating and editing tool.  (The link takes you to a version for Window 7 or Vista - If you have XP - you should already have Movie Maker on your computer)

Who is using video and photo tools for teaching and learning?

Family Stories

Dan Erikson, a Language Arts teacher in Billing, Montana, uses VoiceThread.  Students interview family members and prepare a narration to go with 5 or 6 family photos.  Students are writing with an authentic purpose, collaborating with others, and are working on their oral communication skills.  They record these using VoiceThread and share with families.

Engaging Reluctant Writers

Edwina Martin from Kansas City Missouri School District helps reluctant writers by encouraging them to use Toondoo.  They do research, write an outline, create storyboards, and select appropriate vocabulary to convey their opinions about social issues with the idea of influencing others.

Teaching Languages (The written word)

Allyssa Andersen from the Traver School in Lake Geneva, Wisconsin has students take pictures around their community.  They create digital stories entirely in Spanish using VoiceThread and then cartoons using GoAnimate.  

Teaching Languages (The spoken word)

Sue Allen from Hempfield High School in Landisville, Pennsylvania uses avatars created in Voki.  Students post part of a dialogue in the target language and post so other students can peer review.  These can be recorded using a phone.  They post their code in a shared Google spreadsheet.  This also gives them a chance to hear themselves.

Similar ideas can be used in math and science to create tutorials or describe a process.

If you are using some of these ideas (or something similar) - please post your ideas and thoughts as comments.  To get started using one of these tools - either find someone that is already using it to help you get started - or use the sites help and tutorial section.  

Still Learning something new almost every day....