Social Media & Digital Tools Inventory

Reaching for a sketchnote topic yesterday, I thought about the different digital tools I use, for what purposes, and how they help to connect me to other educators, their ideas and the conversations that are important to my learning:

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It’s important to think about how each tool does a 1 part of the job. As educators we need a range of tools to help us accomplish our goals and enhance our own learning.

I’m interested to know what other tools teachers are using to enhance and to develop their practice.

 

Creation Versus Curation: Feeling Good about Remixing

This post was started on Febuary 10, 2017. It’s been sitting in my draft posts since then, but in light of recent readings, I’ve gone back to it, and as I’ve started to understand more about digital literacy, I’ve seen these issues I was considering in February with greater context.  Below is the draft from February, and then my thinking this week.


From February:

When I started my Media Maker class, I had visions of students creating audio and video podcasts, listicles, web pages and all manner of media designed for the web. More specifically, I had visions of them going out and taking their own pictures and videos, using their phones to generate and create their own content. I saw them being creators who were just like me.

As a blogger, I try to generate as much of my own content as I can. Primarily, that’s easy, because for the most part I’m creating text-based media and written blogs. When I want to incorporate images, I typically pull out my iphone and take pictures. For me, part of the pleasure in blogging and designing a blog post, even as simple as they are, comes from the awareness that I’m making all that content myself. As a writer, it’s always been important to me to write my life, to come up with my own stuff. Blogging allows me to make things myself.

As a teacher, I believe it’s important for students to write about their own thinking and to learn how to develop their own ideas. Growing up in public schools and public colleges, the idea of using other people’s material was frowned upon and plagiarism was an ever looming threat. Also, we’re convinced as teachers, that when students are given choice and power to make their own decisions about learning, they are naturally motivated. So, if I let them write about their own interests and passions, my job as a teacher becomes easier, in a sense, because I just have to work on conferring with them about what they are creating and to help them develop to be their best. And, if I give them choice, then wouldn’t they want to create their own content.

That’s not really what I’m finding.

In Media Maker, students are interested in writing about their own ideas and interests, but more often, they are interested in repurposing content they already find on the web. Often, their repurposing and curating material in spite of me. What I’m seeing in their choice of topics, their driving interests has made me reconsider my stance that creating is really always better.  

What brought me here? In a recent project, students were given the choice to focus either on informative or evaluative writing, and that the end goal was to either create web-based texts that might look like Wikipedia style articles, Consumer Reports-based web-pages, Buzzfeed style listicles. One specific direction that I give to students is that they have to generate the content of their projects themselves, or that content that needs to be cited and acknowledged is appropriately attributed to the correct sources.

I got some great projects:

Best New Cars for Teen Drivers

10 Vacations Before You Die

5 Best Conspiracy Theory Photographs

Best Albums of 2016

20 Best New Video Games of 2016

Evolution of the Mario Bros. Franchise

5 Best Boxed, Instant Macaroni and Cheeses

The topics of each of these projects was completely student driven. They did research and used sources to drive the writing, and integrated the research into their own topics, the commentary, discussion or evaluation necessary to develop each of these topics, and for most, used pictures, images, gifs they found on the web already. In only one of these projects, the one of the macaroni and cheese, did the the student actually take pictures and incorporate them into her project. She went and bought five different kinds of mac-n-cheese, cooked them and then took pictures of the bowls of pasta and the boxes. In all the other projects, students found images, cited them, or in revision of a draft of their project went about citing them. Students know that I pull projects from their blogs or that projects will not be marked “At Standard” if they are not cited properly. As part of our mentor text study, I had students examine and identify how professionally generated web-texts acknowledge both text-based sources and non-text based sources.

As students developed their projects, I quickly realized that the idea of generating their own media for these projects was absurd. Of course, the student who was looking at conspiracy theory photographs of the JFK assassination wouldn’t be able to take his own pictures. The kid making a best albums of the year wouldn’t be able to take pictures. What would the kids writing video game reviews take pictures of? These kids were making the kinds of texts that I wanted them to create, and the kinds of authentic texts found on the web.

I also found myself learning about such texts. For example, when studying Buzzfeed alongside of my students, I realized that much of their media is taken from other places on the web and acknowledged with URLs, only.

If anything, I started to see that repurposing content from the web to your own ends is a relevant skills.

The student ISTE standard 1, Creativity and Innovation, states that students “Create original works as a means of personal or group expression,” and standard 3 states that students “select information sources and digital tools appropriate to the task.” While I don’t know if my student consciously made decisions about these tools, and perhaps grabbed and nabbed digital images from the web because it was the easiest thing to do, I’d like to think that they used what came naturally.


And, that’s where I ended in February. Some thoughts from this week:

If you’ve been following the first week of my 30 day sketchnote challenge, you’ll see that early last week, I read Doug Belshaw’s “Essential Elements of Digital Literacy,” and made an early attempt at sketchnoting. One of these elements is creativity, but his definition of creativity is that in being creative, we make something new and of value, but that something is not necessarily original. For Belshaw the remixing of media, and re-purposing of media is an important part of becoming digitally literate. Use this link to see Belshaw’s Tedx talk.

After reading this, I thought of this draft, decided to brush off the metaphorical dust and get it out there. Belshaw gave me some support for my lines of thinking, and as I start to go back into planning Media Maker for the fall, I can know that students remixing and doing re-genre work on their writing and in their blog creations are worthwhile.

 

This year we started with our campus-wide adoption of Enterprise Level Schoology. We’ve done a great job at providing our teachers with a wide range of professional development options–both during the school day through department and faculty meetings, as well as after school trainings–to get the basics of how to operate the Schoology platform.

Teachers know how to login, navigate to different pages, create pages, assignments, quizzes, rubrics.

Yet, it feels like in many ways we’re still falling short. Teachers struggle to apply. We hear, “I know how to do it, but I don’t know how to do it in my classroom.” In speaking with my technology-integration colleagues, we know that we have to emphasize how to organize courses.

One of the challenges of using a tool like Schoology is that the approach to use is highly individualized. Users have to consider their teaching styles, a plan for how they’ll use Schoology, their level of technology access (1-to-1, computer-labs and carts, nothing). Working from the answers to these questions, then they can think about how Schoology will best work for them.

Below, I’ve outlined three broad-stroke ways that a teacher might use Schoology, and begin to organize their course content.  After several years of experience, there are three models that I’d suggest for people.

Use the LMS as a replacement for your webpage

Some of the uninitiated into the potentials of learning management systems, such as Schoology, ask “Is this something that I really need to use?” or “How would I make use of this?”

Have you ever had a kid say, ‘I can’t find that assignment?” or ‘Do you have an extra copy of that worksheet?’ Or, have you ever had a parent ask to be kept updated on your course, or ask for copies of materials to be made available? It’s for these reasons that using Schoology makes sense.

In most schools, districts provide platforms for teachers to have a webpage or web-presence. On these pages teachers typically provide copies of files, resources to access, perhaps a calendar of due dates for parents, links to your syllabus. It’s primarily, then, an information driven resource so that the public and those you serve, have materials they need to be successful. Once those materials are put on the web, students and parents have access to them.

In this model, teachers will use Schoology as a home-base for resources. Either by using pages or attaching files, the coursework  is now available to students whenever they have web-access. When students ask for a copy of a misplaced worksheet or parents ask to have access to assignments so that they can help at home, they can be pointed to your Schoology course.

This is a great option for teachers and schools that don’t have 1-to-1 access to technology or some other limited form of technology access. Additionally, teachers who use a lot of direct instruction and maintain a traditional, teacher-centered approach to their classrooms, will still gain a lot of power of the Schoology platform.

Use the LMS to parallel your classes.

For most teachers, this is the way that Schoology will have the most power and value in their instruction.

Let’s say that your classroom looks similar to the following description: You’ve set up routines with your students where they come to class and do some kind of warm-up for the day while you are taking attendance or checking homework, then move into a vocabulary session, and then the lesson for the day.

In this model, use Schoology to follow along with your lesson. Create a warm-up folder that students know to access. Get them in the routine of accessing this folder when they come to class, organize that folder by date or some system. Or, using the tools in Schoology, turn warm-ups on and off as they are needed.

Have a folder for vocabulary or homework check. And then have folders for the units you are teaching. Turn the folder on for access while you are in the unit and off when you’ve finished it.

Use the LMS as a complete blended-learning environment

I don’t work in a 1-to-1 environment, yet. However, I’ve got my units and projects planned so that I know when I’m going to be in need of computers, so I sign-out the computer labs. Each of my projects is broken down into a series of steps. I place these steps as either assignments or pages (a discussion of how and why I do this can happen at another time). All I then have to do with my students is tell them what steps they should be working on during class. I might say, “By Friday, you’ll need to be through step number three,” or “Today you should finish step number 2.” You’ll see from the pictures below, not only am I organizing by step, I’m also explicit in my instructions about what to do and how to proceed through the unit, how they can show completion of the steps.

I have used Schoology’s “Completion Rules” on the folders, and this is a helpful tool to keep track of student progress, as well as keeping students moving through the unit in a way that helps them to consume course content in a manageable and purposeful fashion.

Below, I have an example of the step and its directions. For each step, explicit directions tell students how to complete the step and if any submission is required.

Another example of directions and submission requirements.

You’ll see in the image above, I’ve got each of the steps set as assignments. This way, the assignments show up in the calendar and in the “upcoming” list of to-dos. Also, each assignment acts as a check point or piece of formative assessment.

Regardless of the model you might embrace, here are some standard practices that will make it easier for your students and your parents to navigate your course:

  1. Organize materials into folders, label the folders, and if possible, as it is in Schoology, color-code the folders.
  2. Number the materials inside of the folder.
  3. Meta-teach. Instruct your students on how you’ve organized, and how you want them to use Schoology in your course. The way you do this will change, and that’s not a bad thing, but organic to teaching and learning Schoology. If you change the way that you do it, just tell your students.
  4. Because many of my assignments incorporate choice in both the kinds of products that students can create, as well as the modes of creation–text-based, audio, video, image–I have page of resources that students can access for digital making. Such a page allows students to gain access to tools such as Adobe Spark, Canva, Screencastify as resources for.

I’ll be honest, making the jump to working in Schoology is a commitment. You have to get your stuff there, and then make kids access what you’ve put there. For me, getting to this point has been a multi-year process. Most of what I’ve shared above has come through trial and error, experience, and really listening to my students. 

I full expect that next year, in a 1-to-1 environment, pushing my teaching to further work with blended learning, having students be able to access materials from their Chromebooks all the time, as well as having parents have access will continue to allow my work with Schoology to evolve.

My First 10 Weeks into Edublogs

In my new course Media Maker, using a Pro account, students have each established their own blogs, blog on a weekly basis. These blogs are a combination of responses to class tasks and writing of their own choice. For example, in the last module we completed, students worked on information bases writing projects: they created articles styled after wikipedia entries and Buzzfeed style listicles. So, weekly blogs included reflections on research, summarizing sources and linking reading to the projects they were working to create. Additionally, optional assignment are given to the students where they write product reviews, create photo essays, or conduct and document interviews. All of this writing is put onto the student’s blog.

I’d like to take some time to discuss some of the habits I’ve developed as teacher to manage the use of Edublogs and evaluate some of the strengths and weaknesses I see in Edublogs as a teacher.

Before getting into that, I’ll take a minute to outline my decision to use Edublogs as the primary platform for this class. First, I was looking for something secure and that I had control over as a teacher. Edublogs provides the security to create logins and passwords for those seeking to access these blogs. Thus, it’s easy for parents and peers to be given access, but there’s a layer of difficulty for anyone else. Second, as a teacher with students linked to my class, and the Pro accounts, I have backstage access for control of what students are working on. Here are some examples of where I’ve had to put a degree of influence and control over student work:

  1. Connotation. One student overlooked the directions around blog names provided at the outset, and used the title “How to Make Life Lit.” Because of the connotations around “lit” for students these days, I was able to edit the title, and then send a note to the student on Schoology about my rationale.
  2. Awareness of audience. This second example really brings together a range of blogs and posts from students around the inability of many students to shift language to appropriate contexts. Thus, many students struggle to edit, proofread and shift language so that it’s appropriate to being read by a wide range of audiences on the web. It’s typical for students to write with a lack of using capital letters, to forget apostrophes, to use the lowercase for the first person pronoun.  In some cases, this lack of awareness and ability to apply the rules is so bad, I can just go into the student blog and pull the post. In the best cases, I’ve been able to sit with the student and edit work together to remind and reinforce the rules.
  3. Acceptable and Fair Use. Students are encourage, and really required to use their blogs as a platform for web-based writing. Thus the use of hyperlinks, images, and curated content from the web becomes part of the texts that they must create. However, students often nab photos or other images, but then fail to adequately cite these images. Again, I’m able to get onto a student dashboard, and change the status of posts and pages to draft status until these issues are resolved.

Over the past year, I spent time looking at a variety of other blogging platforms: Medium, Blogger, WordPress. At one point, I considered giving students a choice of platforms, but ultimately decided against such a move. Edublogs gives me something central. And, as I said above, Edublogs provided security that many other platforms cannot give. As part of this, our school internet filters block out WordPress and other blogging sites, often because these platforms contain pornographic content. Because my school has become an Enterprise level Schoology user, I did look at the simplified blog tool that it provides. But, it is highly simplified. For a course where students are blogging as a part of the curriculum, students should have more power and have to grapple with the rich tools that are provided by Edublogs. Still, those looking for an entry platform into student blogging, and who are also using Schoology, would be rewarded by looking into this feature.

Like its parent WordPress, Edublogs has a great deal of control for its users, perhaps too much. And, while I don’t know all nuances, there’s enough that’s super easy to use for teachers and students.

To manage all of this, I’ve developed a few habits. On average, students make a post once a week. It’s easy enough when a post is due, to start to work through the list of students, read their blogs and leave feedback. Blogs are assessed and graded, and I’m able to spot check for student comments, and be on alert for any issues that I discussed above. Students are required to double-post their writing. They post to Edublogs so that their work can be read, but they also post the same assignment to Schoology so that I can mark, edit and comment. This cumbersome for both me and the students.

Edublogs is primarily a blogging tool that has some features that make it useful for a teacher. It’s not a teaching tool and learning management systems that provides high-end blogging features. Trying to manage the blogs for thirty some students is cumbersome and tedious. There’s not a great way to see student blogs. Edublogs could improve its delivery by creating a way to manage individual sections, and within those sections create alphabetical ordering of students. Even better–provide a way to grade those blogs with rubrics and feedback tool that allowed discussion between teacher and student. It would be super nice if there was a level of connectivity between an LMS like Schoology and Edublogs, but what that would look like, I really couldn’t say. At Canandaigua, many in our English department like the way that Schoology and Turnitin connect. Anything to enhance the one-stop-shopping experience.

I’m not going to write about the benefits of blogging with students. There’s a ton of material, resources, groups and others who have written on this topic. One cool thing that’s happen, and actually happened almost immediately when we turned on the blogs was the power it gave to students in the room. Right away, a bunch of my students–mostly gamers–started blogging about games that they were playing, writing reviews of these games, and posting follow-up comments on each other’s blogs. They continue, even now, 10 weeks into the course, to go beyond regular assignments (sometimes in place of them) to keep up these habits. This spoke to me about the power of student blogging to give students a voice and entryway into the discourse communities they want to be part of engaging in conversations with.

Still, there are some places I still need to explore. I realize that in describing the issues that I’ve been working with in this classroom over the past ten weeks, I’ve also stumbled across several issues of the politics of the classroom: Should a teacher be able to exercise control over student blogs and remove content from what they’ve created? What is the value of students creating texts in which they are essentially curating content of the web.

NYSCATE 2016–What I’ll Be Up to…

Going into NYSCATE for the third time, I’m complete primed for an in-depth learning experience where I learn far more than I can ever use. In my first two years, I left my opening sessions with more technology to explore than I knew what to do with.

As much as this is about the technology, I don’t want to lose sight of what it’s really: building that PLN, and finding ways to make what I do with students better. I hopefully with  walk away with more stuff for PBL, collaboration, modification and redefinition in SAMR.

So, I’m super-charging my devices, making sure my mobile hot-spot can get me past some funky, convention center WiFi, and ready to use this time effectively. Here’s some of the sessions I hope to hit.

Sunday:

I’m registered for the hands-on session on Top Tech.

12:30 Sessions:

Blending, Flipping, Mixing

Digcit Certification

Formative Assessment

Participatory Learning

Collaboration Across Districts

Students Videos & Animation

1:00 Google Expedition Open House

1:45 Sessions:

Symbaloo

Guiding Students on Inquiry

3:00 Sessions:

Access to Text

Creativity & Design Thinking

Game-based Learning

Monday

8:00 Sessions:

Breakout Edu

Flip Blended Inquiry with Google Forms

Interactive Inquiries

Paper Extinction and the rise of E-Portfolios

10:45

App Smack Down

Google Classroom Worksheets

3:45

Editing Video on a Chromebook

Blogging 101

Tuesday

8:00

Google Apps Tips & Tricks

App Smackdown

Classroom Makerspace

Additional Features of Drive and Docs

Multi-course classroom

10:30

Breakout Edu

Tools for the Modern Classroom

11:00

Genius Hour PBL

Google Sites with 2 Bald Dudes

 

What We Did? First Full Week

Here’s some of the cool stuff we did in the first full week.

One of my favorite lessons of the year comes when I introduce the writing process to my English 101 students by creating with Playdoh. Here are some pics from the pencil holders they create with the stuff.

I first came across this lesson almost 20 years ago, and I did it for a while. When I started teaching freshman composition to high school upper classmen, I knew that I had to bring it back. In a over-tested culture where students learn to write for examinations, I knew I needed a way to have students engage in the steps to the writing process, and pull in diverse learners while doing it. This is a lesson that works.

Taking a quick tangent here, I have a tentative plan to do a 1/2 day design thinking workshop for all of my students in the fall to teach them the design thinking process over the course of the afternoon and then to build aspects of the process into the course content.

In Media Maker, students have begun to create their blogs and are starting to write about topics that they’ll be following in the first five weeks of the semester. A few students have already started to write beyond the requirements of the class and are starting review of favorite games and systems. Using help from Eric Bateman, the librarian, we took pictures of students and are getting ready to use the pictures to create a school wide bulletin board of our work, and QR codes to link pictures with the work were doing. Tomorrow, we’re learning some photoshop basics to get those pictures ready for publication.

As I’ve written about in the past, IB is going to be focused on satire in the first five weeks. I’ve flipped a satire lesson–around the techniques of satire. This was paired with Margaret Atwood’s short story “Rape Fantasies,” and were starting their own blogs to share developing thinking on the Atwood’s novel A Handmaid’s Tale.

Given that it was the first full week of school, the Friday after a late night at Open House, I was dreading the last two periods of the day. However, with the IB students having blogged before class, and having read each other’s blogs, students came fired-up for discussion.

Moving to online writing with two class, and approximately 30 students, I’ve been challenged to see how to follow student work. Certainly Edublogs is a great platform to use to have students publish writing and media to the web, but it is also a cumbersome tool for use as a teacher in attempting to follow, moderate, comment, and look at what students are producing. When we were analog, it was picking up a notebook and turning to the right page. Now we have to find the content, follow links. I’d love suggestions from fellow educators on work flow management when students are blogging.

 

 

Schoology: The First Two Weeks

I was inspired to write this post after reading Rich Colosi’s blog article, “Six Tips for Starting Your Schoology Course.” For those who are new to using a Learning Management System (LMS), such as Schoology, you’ll find his tips on getting your classes set up and running helpful. Also, people should read Dylan Rodger’s blog, which offers solid ways that units can be organized. You may find it helpful to read these article before continuing into this post.

This is at least my third year starting with an LMS; however, it’s a first for me to be a paid subscriber and to have the full Enterprise version of Schoology with the capability to be used by all students and teachers at Canandaigua Academy. While the set up of my classes wasn’t impacted by this, the results long-term impacts of this integration building wide are, for me,

I’ve found that setting up my classes in Schoology isn’t a whole lot different from the moves that I make when setting up a regular classroom. It takes some planning foresight, logical organization, and a committment to creating working long-term program.

Here are some things that I do:

  1. Build it and they will come. It’s important that when bringing students to an LMS, there has to be content there for them to work with, and there’s purpose for why students are there. Make sure you have either a calendar populated, folders with course content in them, even if it’s as repository system, an assignment to turn in, a quiz to take, a discussion to contribute to.

Without it, where’s the rationale for using the tool. So, it means that the teacher needs to have  some reasons to use Schoology. What I recommend is to pick one way that you can use it, do it, and then add other purposes as the year goes on.

2. Like what Colossi suggests, organize by folders and create a numbering system. Can’t agree more. However, content is organized, work to give students a guide. When I go into Schoology the first time with my students, we open the folder for the first unit, I direct them to the first page in the folder. It’s a unit plan or outline to follow, and each item in the unit is given a task, goal or quest number. See below:

screenshot-2016-09-18-at-7-54-13-am

Each of these items is then linked to the assignment, video, link that they need to accomplish. What I’ve found is that students can independently move through the tasks, I can assist where necessary, as well as give target dates on where they should be in the module, and spend class time in conferences with students. An ordering system like this also makes it easy for kids who weren’t in class to figure out what they need to accomplish.

While I don’t share it here with students, simply to try to keep it streamlined, I have each of these tasks linked to a Common Core standard.

3. No substitutions. One of my fears when starting to use a LMS was that students would have problems with the technology or wouldn’t be able to find materials, or that they just wouldn’t work. When students came to me and said, ” I couldn’t find this,” or “It didn’t work,” I was pretty accommodating and took things in paper, made extra paper copies, and allowed excuses.

As I’ve grown more comfortable, I’ve stopped that enabling. Once it’s made clear that this is the mode by which business will be conducted, these problems disappear. Teachers shouldn’t have to apologize for their planning, how they give resources, or the integration of technology into the classroom. Additionally, at all levels we need to stop rationalizing, privileging and normalizing the idea that “Computers don’t like me.”

4. Model. With the above in mind, I realized that anything I wanted to do in Schoology, I had to teach and model. Once I showed them how to submit an assignment, I knew they could do it, and then there were no excuses. We do this with other things, so why not with this? Link students with the Schoology help menu, which is rich in resources for how to do things. Teaching students to use help menus is a valuable skill in terms of self-reliance in a 21st century world.

5. Reward. In trying to gamify the first module in one of my courses, I reward students with 24 hour extensions for completing groups of tasks, which I call levels. This has been an inexpensive means to reinforce routines, procedures and tools that we’ll be using. Kids want the small tokens I give them and the badges I developed. Schoology let me monitor and keep this system organized.

My strategy in working with cool new tools and strategies has always been to jump in and see what happens. After the class ends, assess the fall-out and then make it better. If you take this approach, and you’re jumping into Schoology, just keep going, building, and making it better for you and your students.

For those who move with more caution, then, consider the above, and then just start, go slow, figure out how it will work for you.

Either way, keep going and making the classroom better for you and your students.