Snorkl

As a former high school English teacher, I always felt pressured to provide useful, personalized feedback quickly.  Digital tools like the Comment feature in Google Docs became popular just as I was leaving the classroom, and certainly shifted the paradigm when it came to giving "just in time" quality feedback.

Now, thanks to artificial intelligence, we are on the precipice of the next generation of digital feedback that can transform teaching.   For some time now, genAI chatbots like ChatGPT already offer an augmented opportunity to comment on student writing -- if you are willing to engineer a prompt for what you are looking for, then copying and pasting each student essay into the tool, then copying and pasting any AI feedback you wished to share back with a student.  (You can even include your rubric in your prompt, so you can get your feedback with a suggested assessment score.)  This is free and helpful, albeit time consuming and clunky.

But now we enter what I am calling the "refurbished" phase of AI.  In these newest AI tools, the programming is more hidden under the hood, while the interface is much more user friendly and less dependent on prompt engineering.  And that leads us to the tool for today's entry: Snorkl.  While its strength in providing feedback for solving math problems seems obvious, its potential for analyzing reflection and metacognition in multiple content areas is also apparent.

How does it work?

You can sign up free with a Google or Microsoft account.  Snorkl will ask you whether you are a teacher or a student -- I'm not sure how easy it is to change this if you answer wrongly, or are wanting to see what the other side is like before trying to return to your standard role, so choose wisely.

Your home page is intuitively organized with several options.  A "Getting Started" box provides light tutorials for how Snorkl works. Some videos to watch are in "Resources."  You can explore premium plans; although a free account gives you unlimited classes and co-teachers, you have "limited" activities -- an actual number is not specified.  Last but not least, you can create a class where you can then make activities for students (a share link for your activities makes it easy to get students jumping in).

Your Home tab.  Note the tabs across the top for Classes and Library (see below).

What does Snorkl feel like for a student? In the pre-made "Try as a student!" section, several prompts are given so you can experience Snorkl for yourself, and reveal its potential for a wide range of content.  For example, there's one for "Trig Ratios," and another that asks you to "Identify the author's feelings about New Orleans in this 4th grade ELA assignment."  I was intrigued by the "Peanut Butter & Jelly Sandwich" activity -- a classic writing prompt I used years ago with students to show the importance of details when describing "how to" instructions -- so that's the one I chose.

When I opened it up, I first encountered the "Response Whiteboard."  

The activity's instructions are in the upper right, which can also be read aloud to the student.

As you can see from the toolbar at the top of the whiteboard, there are several buttons that allow you to insert text, pictures, and formulas for your response; while you can use the mouse/trackpad to draw, it's probably not as natural as using your finger or stylus on a touchscreen device. (This is the same whiteboard interface the teacher uses when creating the activity prompt for students.)  However, "Record Screen + Voice" is where the real magic of Snorkl resides.  While you can write or draw to your heart's delight before hitting this button, you really can't submit your response unless you make a recording.  That's because Snorkl takes what you say and converts it to text for the next step of the process. Of course, like any screencast, you could draw and type as you talk.  (The first time you do this, you'll be prompted to give permission for Snorkl to use your microphone.)

Once you submit your response, Snorkl uses AI to, in effect, analyze your thinking out loud and tell you how well you did.  The first time I responded I didn't doodle and simply talked through how to make a PB&J.  After several seconds, I got back this screen:

The comments on the right are timestamped; click on the time and you can go straight to that part of the recording.

I have to admit, this had me pretty slack-jawed.  You can play back your recording, with a running transcript in the form of captions.  Snorkl provided some simple overall feedback ("Correct," "3/4 Strong") followed by impressively detailed commentary.  Even the tone seemed appropriate -- Snorkl celebrated my strengths ("Great job on giving a detailed explanation...I love how you even included the part about opening the bread bag") while also providing me ways to improve ("Have you tried using the same knife for both the peanut butter and jelly?").

If you like, you can do another response, with either a clean whiteboard or pick up where you left off.  These additional responses become a history that you can revisit and review, to see your growth over time.

The Portfolio tab shows how Snorkl can be a place for artifacts for learning; for example, imagine a student pulling out a response during a student-led conference with their parents. 

Of course, teachers can review and play the videos of these submitted responses.  Once several responses have been submitted, Snorkl's website suggests that a teacher will be able to see some class-level insights, such as "top exemplars" and "common misconceptions," but it is also possible such insights are only fully available as a premium feature. 

Snorkl calls itself "a versatile tool for all subjects, used from elementary through college."  As an additional nod beyond the "try as a student" examples indicated above, the platform also provides some pre-made activities in several content areas and grade levels in its Library.

The library bank already covers many grade levels, with more "coming soon."

Finally, for a video on getting started with Snorkl, watch the following (3:24):

How could you use it?

Students could be assigned a Snorkl task:

• as a more interactive type of "flipped learning" homework
• during class as part of a blended learning station rotation
• at the end of class as a formative assessment exit slip to determine if they understood today's content (and give the teacher data on what misconceptions to address for tomorrow's class)

Downsides?

Snorkl offers some powerful features for free, so it is hard to find faults with the tool itself beyond just how many activities you can create at no cost, or the possible limitation of the drawing features if you don't have a touchscreen device.  From a teacher's perspective, it truly can become a powerful "instructional aide" (not teacher replacer!) in your classroom.  A more likely negative is about the potential for a teacher to overuse the tool, or use it without also checking student work in person.  As always with edtech -- especially with AI -- practice moderation, oversight (it's not always right), and balance.

Have you used Snorkl, or a similar AI tool?  Share your stories in the Comments below!

Summer 2019 PD: IFL, Tech Teach Learn, KET Multimedia

Starting this summer, I made a personal pledge to stretch my professional development horizons and present and/or attend conferences I have never attended before.  Two of the three Kentucky conferences discussed in this entry fit that definition!   I left all three with some great takeaways.

Innovations for Learning

Plenty of Google Chrome Developer Mode #SurpriseAndDelight with @watsonedtech at #IFLLEX this rainy afternoon. pic.twitter.com/QXXPjwJGGl

— Kelli Reno (@FDHSBookJockey) June 7, 2019

I have been attending IFL for several years now.  This free annual PD is organized by Fayette County Public Schools (Lexington) and happens every June.   IFL has some of the best presenters from around the state, and the educators that attend also come from all corners of Kentucky.  For the last few years, Frederick Douglass High School has hosted the event, and walking around the innovative building is almost worth the trip in itself.  I presented "Google Tools: The New, the Overlooked, and the Quirky."

Here are some highlights:

• David Kitchen shared his experiences from the first year of flipping his classroom.  Kitchen's accountability structure is to have students watch a video at home (often with EdPuzzle, which provides tracking and assessment analytics) and do Cornell Notes (powerful reflection, and hard to "cheat").  His process of gradual release sounds very useful to emulate.  Kitchen first models what the flipped work will be like at home by showing a video while doing Cornell Notes in front of the class.   Next, he has students do Cornell Notes on a video while in class, providing feedback.  The last stage is having students do Cornell Notes on a video at home.
• Kelli Reno and Louise Begley shared stories from the libraries and how they are addressing the new AASL standards.  Reno mentioned how FDHS clubs and organizations periodically "sponsor" a shelf in the library and provide book suggestions.  I love the way this gives the school community both ownership and voice!
• Kelly Fischer introduced me to a free edtech tool for student content acquisition and assessment: Deck Toys.  Teachers can create an interactive lesson using an easy drag and drop interface, which creates a game-like "board" with activities and dashed line pathways.  For differentiation and personalization opportunities, you may give students multiple paths to choose from.  One activity can be a slide deck, either independently viewed or synched and controlled by a teacher's pacing (much like Nearpod); other activities include puzzles, crosswords, "Lock" (think mini-Breakouts), match, sequencing, and more.

Tech Teach Learn

Quite a productive first session! #KCDTTL pic.twitter.com/PhKmpe350O

— Hallie Hunt Rock (@HallieHuntRock) June 12, 2019

TTL is hosted by Kentucky Country Day school in Louisville every June.  Anyone can attend for a nominal fee.  Not only was this the first time I have attended and presented at TTL, but it was the first time I have been on the KCD campus.  It's beautiful!  I have to give a shoutout to Sarah Shartzer, a teacher at KCD who is not only a leader of edtech for her own school (and TTL!) but presents far and wide.  This year was the first time that registration for TTL was sold out in advance of the event, and I can easily see that happening again as more people hear of this useful and impactful conference.  I led a workshop titled "From Bland to Blended: Best Practices for a Transformative Classroom."

Here are some highlights:

• Ms. Shartzer shared edtech tools for accommodation and differentiation.  Several were new to me, including a particular standout: Visuwords.  It's a interactive way to not only see a definition of a word and its part of speech, but a webbed relationship to other words and concepts.
• Jerry Broyles taught us about Google's geo-related tools such as My Maps, Google Earth, and Tour Builder.  Tour Builder in particular has a lot of potential for being a different way for students to share and present information that is location- or travel-based.

KET Multimedia

Thanks to all of the #ketmpd19 participants in my digital citizenship workshop today! Please let me know the awesome things YOU are doing in your district or school. pic.twitter.com/0GlF4lKl0O

— Adam Watson (@watsonedtech) July 17, 2019

KET Multimedia PD Day happens annually in July, at the KET studios in Lexington.   Registration requires a small fee.  I have never attended before, and was flattered to be asked to lead a workshop on digital citizenship with the purpose of attendees revising and creating their own school/district DigCit curriculum.  The KET building is a fun, state-of-the-art facility to present and participate in a PD day. Special thanks to Brian Spellman for the invite!

Here are some highlights:

• Emily Northcutt (our newest Shelby County librarian!) talked about the usefulness of KYVL, a valuable repository of tools and databases.  Like most districts in Kentucky, we pay an annual fee for staff and student access both at school and at home.  As a classroom teacher years ago, I was ashamedly ignorant of how helpful KYVL can be, and I need to do better to publicize its wealth of resources with our Shelby staff.
• Vanessa Hutchison (a teacher at Louisville Central High School) shared her website full of resources and lesson plan ideas for students to create film projects on a limited or zero budget. 
• Whitney York and Mechelle Morgan enthusiastically discussed makerspace materials and tools used by teachers and students in Murray Independent Schools.   One new find I'm excited to try out: Sphero Specdrums, which combine music making, programming, and possible accommodative assistance (for example, helping students who struggle with learning colors).

I look forward to applying and sharing some of my new knowledge and edtech, and hope to attend all three of these conferences again in the future!

Full disclosure: KET paid me an honorarium to present at their KET Multimedia PD, which I attended on a non-contract day.

Legends of Learning

Greetings, all!  Sorry for the hiatus, as this fall as been busy.  As I prepare to go to my first regional ECET2 conference in Hebron, Kentucky this weekend, I thought I would take the time to blog.

The focus of this entry,  Legends of Learning, is something I've been excited about since I first heard of it several months ago.  I have talked about it in interviews, and shared it in professional development sessions.  In short, Legends of Learning (hereby shortened to LoL) takes two of my passions in learning -- personalization and games -- and combines them in a unique and compelling way.

While the content is currently limited to middle school science, LoL has stated they will expand their offerings to other contents as well as to elementary and high school levels.

How does it work?  As a teacher,you first need to register with an email and a password, along with your school information.  (Students simply need their teacher's code to join his/her "class," give their first and last name, and create a username.  Conversely, teachers can also create student accounts and rosters/groups when at the "playlist" dashboard.)

Once in as a teacher, you can explore and play any of the games offered.  First, you can browse by three science topics: earth, life, and physical.  You'll then see learning objectives listed (by standards).   Finally, you can look at individual games.  Once you find ones you like, you can begin creating "playlists" by dragging and dropping them onto the playlist bar in the order you like.  (Bonus: an indicator gives you a feel for how long it might take to complete all of the playlist games.)  When you are ready, you can launch the playlist.  With some built-in assessment questions (unfortunately, you cannot customize or add to them), you can get a feel on how well students are comprehending the material as well as how far and fast they are proceeding in the games, all in a real time teacher dashboard in a very easy to follow user interface.

It should be noted that teachers begin with so many free "coins."  Each time one student plays one game, it costs one coin.  While there are ways to get more coins without spending money (see "Downsides?" below), at some point you will likely have to consider a one year license purchase (available for quote request but not listed on the LoL site).

There are several useful, even innovative, features built into Legends of Learning:

Managing Students, Freeplay, and Pause/Stop

The dots representing the students march across the playlist as they complete their games and assessments.  You can click on any of them to see which student they are, and how accurately they are answering multiple choice questions in real time.

If any student dot turns red, that means they have opened up a new tab and are no longer interacting with a game.  This is by far one of my most favorite aspects of Legends of Learning!  What an easy way to manage students to stay on task!

If a student completes all of their assigned games and there is still time remaining, a student can do "freeplay" -- that is, play any of the games available in the assigned science objective.   An instant answer to the student who asks, "What do I do when I'm done?"

Last but not least, you can pause a playlist at any time to do a "catch and release," or stop it entirely.


Quick Comprehension Overviews

As assessment questions are answered by at least one student, the question "opens up" in a growing column on the right side of the dashboard.  With the green and red indicators, you can quickly determine if certain questions are not going well (like the "male peacocks" and"bird mating calls" questions in the above image).  Might be time to pause the playlist and do a catch and release!

Post-play Data Reporting

Once the playlist is over, you can click on the orange "Question Data" button in the bottom right to see how students performed.  You can view this inside the LoL dashboard, but you can also export this data as a CSV file.


One final positive about LoL is the depth of its onsite resources and research information around game based education.  If one is looking for why and how gaming improves learning, or looking for other educational games to use, LoL's site is a solid place to start.

How could you use it?  Since you are not limited in how many playlists you create, you could make them for differentiating to a group of students or even down to personalizing for one student.  It could be a different way of "flipped learning" by delivering content or building schema as games for homework, then use classtime to apply student knowledge.  And what better way to slip in direct instruction of content during project based learning science units at the student's choice of time, place and pace?


Downsides?   You always hope for free tools, so the inevitable cost of students playing the games is a bit of a bummer.   However, you can share a referral code to colleagues which, if it results in a sign up, will get more coins for you!  You can also earn coins by giving critical feedback on the games themselves. However, your opportunity to try it at no charge should give you enough evaluation time to see if it makes a difference for instruction and learning before paying anything.  As already mentioned at the beginning, the current limitation of only middle school science content hinders larger amounts of classrooms being able to use the material, but I believe patience will pay off in expanded offerings in the future.


Have you tried Legends of Learning?  If not, what are some other educational game websites you feel make an impact on student learning?   Respond in the Comments below.

Spiral

Spiral is an online tool that has remained stuck in my head since I first encountered it several months ago.   It seems here to stay and continues to grow and improve.  Spiral is a remarkably robust "classroom learning platform" that is free** (with some premium features coming down the pike soon).   If it did only one of its main apps well,  I'd be impressed.  However, it does several things well in one online location...in a user-friendly way...with the capacity to supercharge learning.  The teacher's dashboard optimizes real-time analysis of student interaction in an uncluttered view.  Last but not least, a student-centered approach is clearly part of Spiral's DNA.

Spiral consists of four apps:

• Quickfire.   You can create "quizzes" in advance or simply do verbal prompts on the fly for students to answer.
• Discuss.  You can import a PowerPoint or Google Slides (or make slides from scratch).  A running chat room allows discourse throughout your presentation while you push out slides, and you can add discussion questions at certain points.   The mechanics are such that students are encouraged to see each other's comments and respond to each other -- a much more student-centered experience than typical direct instruction.  (In some ways this is like Nearpod, but Discuss is much more about creating conversation among students.)
• Team Up.  An opportunity for students to collaborate and create a presentation to share with the rest of the class.  While Google Slides offers a stronger collaborative tool for a more formal presentation, I like how easy this makes it for a teacher to group students together (randomly or intentionally), create roles, and assign activity objectives and/or group sub-objectives.
• Clip.  Take a YouTube video and insert multiple choice, open response, or class discussion questions at certain points in the timeline; the video stops and prompts the student to answer before continuing to play. EDpuzzle and PlayPosit do similar functions with more depth and options, but Clip gives up complexity for a simple, streamlined tool that would likely meet the assessment needs for most teachers.

The teacher's dashboard easily allows you to see student responses in real time.  If you are connected to a projector, you have options of highlighting and sharing responses on the screen (with or without student names).  All of the student answer data generated from each activity is always saved, and found in the teacher interface under "Timeline."   They are visual and easy to review, but the data from each session is also available as an Excel export.

One of the best things about Spiral is the simple but effective nature of its teacher feedback system.   For most of the apps, you either give a student response a checkmark for "correct" or push it back to the student to edit and improve their answer.  Considering that most of Spiral works best in a real-time synchronous environment, this is the most effective method for a teacher truly facilitating the student-centered learning environment. If it's meant to be essays or formal products that need rubrics or more detailed feedback, consider a different tool.

How does it work? Teachers can create a free account via their email or choose to log in with an existing account; currently, the options are Google, Facebook, Twitter, Clever or Edmodo.  (Note that Google Classroom integration is also possible in Spiral.)

You then can create multiple classes, each one with a unique code.  This code is how students will join your particular class.  (Note that launching an activity from a certain class has this same class code; this consistency is similar to Socrative, where your room code is always the same.)

When students first create an account, they are first asked the class code, but then have a choice; they could just put their name and jump into a launched activity immediately, or use the same options as a teacher in order to join with an existing account.   Also worth noting: students will either use the standard Spiral website and click on student login at the top, OR they can go to gospiral.ac to join a launched activity.

The way a teacher can create an activity to launch is quick and intuitive.  Here are some short video overviews of each app:

Quickfire video (3:11)

Discuss video (4:55)

Team Up video (4:11)

Clip video (5:02)

There are several small but significant aspects of Spiral that I appreciate.  I like how in Quickfire, you can choose for students to either answer in text or via a drawing mini-whiteboard.   A timer can be added for Quickfire, Discuss and Team Up activities.  "Shuffle" in Discuss randomly makes a student have to comment on another student's reply, ensuring all are engaged. Last but not least, Spiral seems very mobile friendly if you have BYOD in your classroom.

How could you use it?  Clip would be perfect for flipping instruction with an instructional video.  By asking a few questions, you not only can track participation but get a pre-class assessment on where student comprehension is.   Team Up can give a more structured approach to collaborating and sharing knowledge, especially when you just need an informal end-of-lesson sharing.  I'd love to use Team Up as a digital jigsaw activity.  Discuss would be great for a workshop whole-group direct instruction anchor activity while still keeping engagement high by having discourse. Quickfire is rapid enough for "pulse of the room" assessment and exit tickets, even if you have not prepared in advance and you are using verbal prompts.  Lastly, Quickfire's drawing response feature allows more of a "show your work" approach, especially useful for younger students in math.

Again, the beauty of Spiral is that you can do all of these apps from one location and login, without having students jump around to different sites (for example, from Nearpod to EDpuzzle).

Downsides?   It would be a nice option for teachers to be able to give detailed feedback or reply to student comments in Discuss or Quickfire, but I admire Spiral for keeping it student-centered and choosing rapidity over depth; as a formative tool, it is only meant to basically let students know "you are correct" or "explain more in detail."

Manually creating rosters doesn't seem to work well.  Students aren't able to pick their names off a list and save any time when you create a roster, although this may be a glitch Spiral is fixing; until then, you need to allow students to create their own accounts via an existing Google, Edmodo etc., integrate Spiral with Google Classroom, or simply allow students to enter on the fly by inputing their name for every new assessment (similar to how Kahoot works).  In the free version at least, you cannot see data across various assessments, so it's not a deal breaker if the student login is not consistent, but if you plan on using this often, I recommend a more uniform approach to how students choose to enter the platform.

Spiral Premium features include adding "steps" to QuickFire questions as well as student progress reports.

Do you already use Spiral?  Can you think of other creative ways you could use it in a classroom?  Please Comment below.

**I recently noticed that the Spiral pricing structure has changed.  In particular, the free version of Spiral no longer includes the Discuss, Team Up or Clip tools. (updated 7/24/19)

Garlic Necklace, Not a Silver Bullet

It's now been two months since my attendance at ASCD's Annual Conference in Houston.  Upon reflection, what I learned there is still permeating and percolating in my consciousness, and has already lead to some transformative action.  (To take one example, I incorporated what I learned from Aaron Sams and Jon Bergmann and changed my Flipping and Blending PD.)

One of the perks of ASCD membership is access to a wealth of resources, such as their monthly magazine Education Leadership.  In this month's May 2015 issue, a title of an article jumped out to me: "A Vision for Mobile Learning: More Verbs, Fewer Nouns," by Julie Evans.  As our district is waist-deep in charting our digital conversion course for next year and beyond, Ms. Evans reminded me that our concentration should NOT be on "the features of specific devices, concerns about infrastructure, and debates on policies to support (or limit) usage."  Rather, "educators need to pay much more attention to the learning goals associated with mobile initiatives" if they want to "transform teaching and learning."  As the title suggests, "the primary emphasis in many schools continues to be on the nouns of delivery mechanisms, rather than on the verbs that demonstrate the impact these devices have on learning efficacy and reaching important goals" (author's emphasis).

In my journey this year with our district, I have learned to juggle many nouns. Let's just examine Internet-capable devices I've found in our schools. Nearly every classroom has a Smart Board.  As the beginning of our digital conversion plan (and parallel with the creation of my position last summer),  teachers received either a MacBook Air or a Lenovo Yoga Win8 hybrid touchscreen laptop, a choice based on each individual school's decision.  Beyond that, devices for student use at each school include carts of iPads, laptops, Surfaces....and let's not forget labs full of desktop computers.  Looking ahead, we are currently neck-deep in discussion to determine what the student device of our 1:1 will be.

There is pressure to make the right choice, from within and without.  We want to spend money and time wisely, and make choices that will ultimately improve the learning of our students.  And like so many districts,  we eagerly wish for a silver bullet.  Can we find one clear tool -- for example, a student device -- that meets all of our needs simultaneously?

It then occurred to me, right in the middle of Evans's article, that the solution is not trying to answer that question but to question the question itself; in other words, to question the very premise of the metaphor "silver bullet."  Perhaps such narrow thinking in single-item solutions reveal bigger drawbacks.  We don't need a silver bullet that at best can kill a single werewolf; we need a garlic necklace that can affect multiple vampires, and all at once.  We need to change the paradigm and the metaphorical thinking.

Before you think I've gone looney (see what I did there with the moon reference?), remember I am a former classroom English teacher, and let me unpack my metaphors.

Why is a garlic necklace approach better?

• More cost and time effective.  You just need garlic cloves and some string.  Silver bullets require...well, silver that's pricey, along with the time to smelt and shape the calibre bullet.  Before you pay considerable money on one tool, see if a choice can blend well with your existing materials people are already familiar with and meet your needs in an acceptable period of time.
• Better longevity.  Garlic necklaces may do their job for days if not weeks.  Silver bullet is a "one and done." Will your choice of tools only meet one need and/or just fulfill one short term goal?  Sometimes that's necessary, but tools that can meet multiple needs of your visionary "big rocks" are usually better.
• More user and environmentally friendly.  When it comes to tech, you need things that work well right out of the box with low learning curves whenever possible.  It should also play nice with what you have.  All you have to do with a garlic necklace is put it on and you're thwarting vampires.  Now consider all the ways a silver bullet can go wrong. It's useless without a firearm; if made even slightly wrong it won't fit the chamber; if you have bad aim, you won't have a chance to kill that werewolf.  How well does your edtech work on its own?  How easy is it to learn how to use it?  How well does it work inside your existing infrastructure?
• Opportunity for personalization.  By the nature of what it takes to make a garlic necklace, yours will undoubtedly look a little different than mine, even if we are borrowing from the same bushel of cloves.  (Heck, you might even add a little flair.)   In the same way, even if utilizing the same cornucopia of digital tools or devices, a school or teacher might still customize how those tools will work together to serve unique needs.  On the other hand, from the very start of making a silver bullet, you are forced to consider the delivery system it is going in and make sure it fits.  We as educators often do the same thing with our digital materials: we force a tool to fit a prescribed perspective, without even questioning if the perspective itself is best for the "verbs" our students need.
• Accepting messy reality instead of fruitless quests for purity.  Garlic cloves are less than perfect; they crumble and smell.  Silver bullets tantalize in their purity and tempt us to seek them out.  But be wary. I love Voltaire's saying that "Perfect is the enemy of good."  There may be times that a single tool as is meets all demands in its pure form.  More often than not, we must realize that a tool (or combination of tools) may meet many of our needs but hardly any one tool solves all of them.  Their are LMS's, for example, that do more or less than others and have varying prices. But it's possible you may have to pair a LMS with, say, an adaptive learning system that meet some of your other specific needs.  The key is, don't let the chase for "the" solution make you refrain from choosing any solution, even ones that are less than perfect.  You'll be fine as long as you always keep your objectives in mind.

(Yes, I noticed the irony of using a bulleted list to describe the benefits of a garlic necklace approach!)

It should be noted that there are times when one uniform tool might make sense.  For example, to make it easier on students going class to class, a school might benefit from choosing one LMS instead of using half a dozen.  But like anything, you have to weigh the pros and cons of conformity with the more essential needs for the school or district.

It is this type of open, honest reflection that goes straight to the heart of determining district and school level needs and the specific solutions that address them; for example, choosing a student device to purchase for a 1:1.  At first, it seems to make sense to seek the "silver bullet" -- something that does everything and does it with a twinkling flash.  After all, aren't the students worth a little silver?  But it would be better to determine your needs first, and see what resources you already have.  Maybe the correct answer to the wrongly worded question of "Do students need a tablet or a laptop?" is "Yes."  That's not to suggest that you have to have a budget-busting 2:1 or 3:1 or 5:1 initiative.  When considering a student device, if your main daily needs are accessing formative tools, playing streaming videos, sending emails, etc. and you only occasionally need a high-end video editing software suite or take pictures or run AutoCAD software for the entire student body (as opposed to, say, engineering students), do you have other resources to fulfill those short-term projects?   If you are like Shelby, the answer is absolutely yes -- see the third paragraph of this entry!  Indeed, it solves another hairy issue of what happens to all of your existing tech when you go 1:1.  It is not thrown away or sitting unused; the money spent on them has not been wasted. While your 1:1 device may be one kind of device, you still have access to laptop carts, iPads,  and computer labs (with large desktop hard drives and powerful processors) for specialized work.  And speaking of devices that do specialized work, let's not forget that many students already carry one in their pocket: a smartphone.*

All of this ties back into the article by Evans. Twenty-first century learners need that garlic necklace of options:

Students acknowledge that working with a smartphone or tablet can raise their engagement in class, but the stated reasons they value such machines have more to do with efficacy and the effectiveness of the learning process than with the compelling nature of the devices.  In addition, if we accept that most students' vision for learning places a high premium on social, untethered, digitally rich experiences, their optimum learning environment would have to include access to a wide range of mobile devices with differentiated functions that support many ways of learning and many kinds of final products.  One size does not fit all in students' prescription for effective mobile learning.

We must realize that "one size" -- one silver bullet device or tool, be it analog or digital -- does NOT fit all learners and modes of learning at all times.

As future-ready educators, our job is to not only be the "guide on the side" to facilitate their learning, but to also be the "dean of the screen"** that leverages the power of multiple mobile devices to meet students' needs.  On the way in that journey, we should not get hung up on operating systems or brand names or educational acronym fads. As always, the tools are merely methods to get students to communicate, collaborate, and critically think.  In the wonderful words of wisdom I will openly steal from Ross Vittore (Director of Innovative Learning at CCSD59), "We are not teaching students to Toyota or Honda.  We are teaching them to drive."


* I realized after originally publishing this entry that I had not even mentioned the power of personally owned smartphones or BYOD programs as part of a student's "garlic necklace."  I rectified that with a short mention here.

**After using this term, I Googled and found an obscure reference from the past.  Although used originally as a reference to cinema, I must give a nod of the head to J. Stuart Blackton for originally coining this phrase.

As a side note, the Evans article also has some great data on the results of Speak Up surveys from 2014 that include student voices on how they want to learn.  I was particularly interested in Project Tomorrow's recent white paper findings on "Digital Learning 24/7." The infographic "Ten Things Everyone Should Know about K-12 Students' Digital Learning," gathered from over 400,000 Speak Up participants, is highly recommended.

EDpuzzle

In Shelby County, we are eager to begin a digital conversion of our classrooms. What will our brick-and-mortar schools look like in the future, and in what ways will our students critically interact with media different than the passive modes of the past?

Having just completed reading Michael B. Horn and Heather Staker's excellent book Blended: Using Disruptive Innovation to Improve Schools, I certainly have flipped and blended learning on the brain. In a previous entry, I offered a checklist for things to consider when pursuing a flipped classroom.  Today, I want to offer a specific tool that would help with any blended digital environment: EDpuzzle.  This website allows a teacher to grab an online video (or upload their own) and add assessment questions and text information at chosen time-stamped moments in the video.  The teacher creates a class which has a unique code (you can have multiple classes).  Students use the class code when registering in order to get to their assigned videos.  You can use your email, Google, or Edmodo credentials to create your EDpuzzle account. The students' answers will be viewable in a teacher dashboard and you can give them feedback; a report can also be run of your class's submissions.

As a short introduction to what EDpuzzle is and how it works, please watch the following video:

How could you use it?  Even just doing a multiple choice assessment will never be the same after doing a "EDpuzzle video quiz." Of course, open response questions enable students to actively use critical and high-order thinking skills.  In a flipped experience, you could use content videos and questions to pre-assess where the students are in order to better work with them when they come to class.  Oh, and no worries about whether the students watched the video.  You'll know because they answered the questions, and since they can't fast forward the first time they watch it, you know they had to see it at least once in real time.  (For reinforcement, students can rewatch a video after answering questions as many times as they like.)

Downsides?   Since the playing of EDpuzzle videos necessitate headphones or an individual space away from others, an in-class use of the tool will either require 1:1 devices or possibly a lab station rotation model.

Have you used EDpuzzle in your classroom?  What did you think?  Have you used similar tools?  How can you envision using it in your classroom?  Leave your Comments below.

Post-ASCD Houston Wrapup

With just over 24 hours before our inaugural Edtech Share Fair, I am busy coordinating last minute details. But I wanted to take time to reflect on the ASCD annual conference last weekend. First, a picture:

Downtown Houston, from the second floor balcony of the convention center. #ascd15 pic.twitter.com/HMTo1SHUYS
— Adam Watson (@watsonedtech) March 23, 2015

I went to Houston with our district deputy superintendent Lisa Smith and several of our best and brightest secondary level teacher-leaders: Katrina Boone, Melissa Chesterfield, Adam Hicks, Amanda Hum, Christi Mishio, Elyse Overton, Lindsay Ricke, and James Wampler.  This year's focus was on "Disruptive Innovation," and it certainly gave us plenty to consider.

I participated in so many great sessions that it is nearly impossible to summarize or choose which ones to share without feeling guilty of ones I will omit.  With that in mind, I'll still plunge ahead and share highlights from three of my favorite presentations:

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I was excited to see Jon Bergmann and Aaron Sams in the flesh.  Bergmann and Sams are pioneers in flipped classrooms (I mentioned them in a previous entry, and their Edutopia toolkit on flipped is here).   Some of their excellent points:

• Don't let equity stop you from flipping!  Bergmann and Sams mentioned a recent Pew survey that stated student home Internet access is as high as 95%.   A few years ago, they had started with DVDs and thumb drives to supplement those that didn't have Internet in some form.
• Start teachers with the question, "What is the best use of your in-class face to face time?"  With this in mind, see how flipped can help.  As always, it's not the tool, but how it is integrated.
• "The ideal flipped classroom has choice."  It doesn't have to always be videos; it could be games or something else interactive. Try to differentiate videos or other options for students.  In addition, if you use videos, keep them SHORT.  They recommend 1 to 1 1/2 minutes long per grade level, so an average senior video would be around 15 minutes.
• Don't assume students know how to actively watch videos at home.  Model in class how students should take notes or use whatever reflection tool you desire.
• Consider the four hurdles to flipped and blended learning: thinking (it's a different teaching model and both teachers and students need to process through it), technology (what tools will you use?), training (don't just flip videos and expect mastery; teachers need good models), and time (give time for teachers and student to learn; consider what teachers will do with "extra" in class time).
• Last but not least, don't just stop with flipping videos. Go deeper!  Flipping and blending can be combined with many other pedagogies:

From yesterday: going deeper than simple flipping to new levels of mastery. #ASCD15 @chemicalsams @jonbergmann pic.twitter.com/JEYGvFQIoE
— Adam Watson (@watsonedtech) March 22, 2015

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I had the privilege to see Superintendent of BCPS (Baltimore County, MD) S. Dallas Dance speak about his district's S.T.A.T initiative, which began in 2013-2014.  Dance strives to bring equity and equality to the students of his district.  Two key components of BCPS's Theory of Action are:

1. All students will have equitable access to device....not just for each student, but equality across schools. Students will graduate with a positive digital footprint.
2. All will have opportunity to learn second language, which begins in 4th grade!

Personalized learner-center environments are keys to success in BCPS:


S.T.A.T. – Learner-Centered Environments from Baltimore County Public Schools on Vimeo.

This involves everything from technology to flexible furniture arrangements to even the language teachers use to reflect the students owning the learning.   Technology integration began in elementary pilot schools and over the next several years will work its way up to high school; Dance spoke often of "going slow in order to go fast."  Language acquisition is facilitated by an ELL teacher who spends one day per school (ratio: one teacher per five schools) combined with daily lessons in an online platform.

I want to spend some more time fully exploring the S.T.A.T website and following BCPS's journey.

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The last session I will share was presented by Beth Holland.   She pointed out the difference between technology simply being used, and tech being used (I would say "integrated") effectively.  Holland pointed out the five key questions when evaluating edtech integration effectiveness:

1. Are students engaged?  (Engagement does not equal learning, but without engagement, they cannot learn.)
2. Are students constructing their own understanding?
3. Are students creating artifacts as evidence of their own understanding?
4. Are students reflecting on their learning?
5. Are students sharing their learning? (Not the same as publishing!  Is there true interaction between two or more people?)

 Her presentation was rich with teacher and student examples.   To take one example: Mark Engstrom had students integrate a "collaborate and curate" strategy for taking notes during his lectures.  He creates groups of students to work together in a method that fits their learning style (visual, interpersonal, logical/linear, etc.) making each student have a role in the classroom's "digital learning farm."


Collaborate & Curate from langwitches on Vimeo.

One group Googled facts and sites that supported and added to the lecture information; another found images that corresponded with what was said; a third group did Cornell style notes; a fourth did a TodaysMeet where they posted questions verbally asked during the lecture as well as questions of their own, along with any connections to the material.  (The first three did their collaborative work via Google Docs.)  Halfway through, Engstrom did a check-in with all the digital spaces to see how the groups were doing, correcting and praising as necessary.  At the end of the lecture, each individual student had access to the multiple digital spaces and was responsible for curating their own notes, checked by Engstrom.   And you thought lectures couldn't be powerful learning opportunities!

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We left Houston invigorated and excited not only to apply what we learned, but to share it with others.  So whether you are down the hall or an email away, seek the teachers out and ask them to describe some of their favorite sessions.

Flipping Your Classroom: A Reflective Checklist

Flipping the classroom has been on my mind for a few reasons.  Firstly, I am leading a PD on flipping and blending at East Middle School next week.  Secondly, Heather Bell from Collins High School emailed me today looking for some resources and guidance in flipping her classroom.  As I pondered and put together my response, I realized that sharing some of that information on Edtech Elixirs might be helpful to others.  So thank you Heather for inspiring this entry!

From the perspective of edtech tools, here is a Prezi I made on that very subject.  Along with some general pointers and resources, I discuss how Khan Academy, EDpuzzle, ShowMe, Flipgrid and Youtube can be your technological allies for flipping.

But as I've often said, tools are just that -- tools.  They are only a means to an end.  What you want to be careful about is how and why you are flipping your classroom.  Why change the paradigm?  How will it meet your learning objectives more effectively, especially if following a workshop model?  Additionally, be careful of replicating ineffective teaching practice in new emperor's clothing.  If you lecture in class for 45 minutes in a 102 slide PowerPoint without discussion or interaction or a break, and you decide to flip your classroom by recording and uploading a 45 minute video of yourself just staring into a web camera and talking and talking and talking.....well, it's likely the same students that tune out at school will not stay focused for the experience at home.  (At the very least, go shorter and include visuals!)   The trick as always is to find ways that technology in general and "flipping edtech" specifically can transform your teaching into something different and more impactful on learning.

Tools aside, if you are considering flipping your classroom, here is a reflective checklist for you to use. Ask yourself the following questions:

• "What's the best use of your face-to-face class time?" The quote comes from Jon Bergmann (see note and links below), a pioneer in flipped classroom instruction.  The heart of this question is the "why" of flipping.  Before you worry about edtech tools or the logistics of recording, make a list of what you would hope to do more of between the bells, so you can determine what you might be able to reschedule for outside the brick and mortar of a school.
• What will be the learning content you will flip for home?  For many, this will be some kind of video, either one you make or one already made (Khan Academy, TED, etc.).   There are other options, however.  For example, have students watch a Prezi of yours, perhaps with embedded audio made by you that narrates each movement of the “slides.”  Or the students experience an online science simulation game. The key is some kind of content delivery and/or hook to get them interested in the learning to come. Note: as a rule of thumb, don’t make a video/presentation any longer than what you would expect them to handle in one sitting as a lecture in your class.  (In fact, Bergmann and his partner Aaron Sams recommend the length to be 1 to 1 1/2 minutes per grade level; therefore an average 12th grader video would be about 15 minutes long.)   Without you as an in-person guide, having students watch long videos will probably make them stray and lose focus. Obviously, anything flipped for home that can be made interactive will keep them more involved.
• Be honest to yourself about the time commitment.   When preparing flipped material, it will take longer to plan and prepare instruction -- especially at first.  But there's good news.  Flipped material will be reused in the semesters and school years to come, and you are saving class time delivering content in order to spend more time workshopping with students as they apply and refine their knowledge.
• Where will you put the flipped material?  If you don't have a site that pairs with your finished product (for example, Prezi and ShowMe), you could put it on your own website or LMS (Learning Management System, like Edmodo or Canvas by Instructure).  Just make it easy to access. I should point out that putting your videos on your own YouTube channel (like this) not only makes it easy for students to find and play them (it's in the same place all year long), but gives you other teaching tools, such as making playlists and Liking videos you might share with students.
• How will you make them accountable?  Don’t make it overwhelming, but have them commit to some kind of meaningful action before coming to class. Note the "meaningful" part; as in class, if it feels simply like a compliance tool or a lower order thinking worksheet that can be easily Googled and cheated on, consider other options.  It could be a short reflection tool, inspired by educator Mary Lohr.   Or it could be to answer higher order embedded questions while they watch the video, which you can do with a tool like EDpuzzle.  Be firm in this as you would any other "legitimate" homework (it is assessed, it is collected, it is required, it gets feedback and returned).  If they have issues with Internet access at home, see below.
• How will you address tech equity?   Do all students have some kind of device and Internet access at home?  If they do not, see what arrangements they can make to use the library’s computers before or after school, or stop by your classroom during lunch to use a class iPad while eating.   (For some districts, this is a widespread, pressing and valid issue.  Be aware of your community's reality and adjust your flip plan accordingly.)
• What if they don’t do it?  The whole point of flipping is to save time by doing content delivery for homework and spending classtime DOING and APPLYING.  Have clearly communicated consequences and remedies for those that don’t do your flipped (home)work, while honoring those that did what they were supposed to do.  For example, If you simply end up playing the video for the whole class at the beginning, you will teach students to not waste time doing it at home….and cut into precious workshop time.  Perhaps the handful of students watch the video on personal devices and headphones while the rest of the class workshops; later, you drop a polite note to home, asking if there's anything you can do to help the student successfully complete their important homework.  Point out that by not watching the video, it takes away from one-on-one time in class with you, where you can make the most difference in their learning.

If you have advice on flipping or blending your classroom, or integrate edtech tools that are helpful, please tell us about it in the Comments below.

Note on revisions to entry:
12/17/14: After publishing this article, I found a very enlightening series of flipping/blending articles on Edutopia by Jon Bergmann and Aaron Sams.  One of these discusses how to get ALL participants -- teachers, students, parents, administrators -- on board with flipping and blending.  It's a great read and a wonderful start to their related articles.  You should also check out their website here.

4/27/15:  I inserted a recommended length of flipped videos, a link to Sams and Bergmann's website above, and added Bergmann's quote about the best use of classtime as the first bulleted question.

5/26/20:  Inspired by Mary Lohr's original reflection tool, I created a Google Doc that can be copied or downloaded for student usage.  That Doc is now linked inside the entry above.

FlipGrid

Sara Kajder (@skajder) is an educator and author.  Back in my U of L college days, I was fortunate enough to have Dr. Kajder as one of my education professors.  Web 2.0 was in its infancy, but Sara impressed me with her ability to integrate literacy with (what was then brand new!) edtech.

Recently, Dr. Kajder reached out on Facebook to her teacher Friends and asked them to share how they plan their classes, for the benefit of her pre-teaching students.  The way she did so, however, introduced a new tool to my toolbelt: FlipGrid.

How does it work?  A teacher sets up an account and creates a Grid (think of it as a class, section or period).  For each Grid, you can create Questions to pose to your students.  For each Question, the students record a video Response up to 90 seconds in length, which is uploaded to the site; students can also view the Responses of others.   Each Question has its own sharable unique URL. You can create as many Questions per Grid as you want, and there is no limit to the amount of Responses you can post.

After a Prezi on flipped and blended learning, I created my own FlipGrid and asked teachers to share a tool they planned to try out in the classroom.  (Kara Clark of Southside Elementary was the first to respond to the Question!)

The interface is one of the simplest I've seen.  No student accounts or logins are necessary; just go to the Question's link.  Click on the plus sign, and once you give the site permission to use your webcam and mike, you can be recording in seconds. A timer counts down your 90 seconds as you record, and you keep doing it over until you are happy with the end result.

How could you use it?  As I showed with Dr. Kajder and myself, getting a different kind of feedback for PD, and create sharing across a school or district, could be a new way of  interacting with teachers. This is a fantastic and engaging way to get feedback from your students -- ALL students.  You know the one that won't pick up a pencil?  Or an exceptional child that has difficulty typing? Or an ELL student that is perhaps shy to share out loud in class?  Perhaps a discussion starts on FlipGrid, and continues in the classroom. Or have students watch at least two other responses and uptake what was said by posting on an online forum.  For flipped classrooms, students could watch your content on YouTube or a TED talk and their FlipGrid response is the accountability piece to make sure they did the outside classwork.

Downsides?  On my MacBook Air, I found that FlipGrid worked best with Safari.  (I could not record in Chrome.)  I tried to access a FlipGrid Question with my Android smartphone via a Firefox browser; I could watch Responses but I could not record one. According to their FAQ, there is an iPad app, with iPhone and Android apps in the works for 2015.  Responders will therefore need an iPad or a webcam and mike for desktop computers (any recent laptop will have both built in).  You can get a 21 day free trial to try it out, but afterwards it is $65 a year.  You are limited to 5 Grids during your 21 day trial, and 10 Grids on the K-12 paid account.   The Questions (and therefore, the video Responses) are not truly private, since anyone with the link can access, so I recommend getting permissions from parents, especially from those under 13.

Give FlipGrid a try, and if you do, please share your experience in the comments below.

[Update 5/3/17: Flipgrid now offers a limited free single grid option for teachers, Flipgrid One.  Be sure to visit their site for the latest price structures and options.]