Google Earth for Web

The earth expanding right hand and left hand,

The picture alive, every part in its best light,

The music falling in where it is wanted, and stopping where it is not wanted,

The cheerful voice of the public road, the gay fresh sentiment of the road.

                                  -- Walt Whitman, "Song of the Open Road" 

We are in a season that in pre-pandemic times usually meant unfettered and uncompromised traveling and geographic relocation.   In the midst of COVID, doing such movement and visiting of others safely is challenging, which leaves me a bit gloomy.  It is likely that such a melancholic mindset has inspired me to think of Walt Whitman (a balm to the overcast soul if there ever was one!), as well as digital tools that allow at least a virtual facsimile of travel.

Google has a long history of such geographic, useful digital tools.   Of course, Google Maps has long been a mainstay of their Suite, with upgrades along the way like Street View.  Google Earth started as an impressive downloadable program, but originally took a sizable hard drive footprint and considerable computer processing power.  Yet both of these began as consumer, and not creator, tools.  That changed with Tour Builder, which allows you to utilize the Google Map data and create narrative presentational "stories" you could share with others. Unfortunately, Google recently announced that Tour Builder will be shuttered in July 2021.   The good news?  Google Earth for Web -- a browser-based version of Google Earth that works without a download, which means you can use it on a Chromebook! -- now has similar creator tools.

How does it work?

Google Earth for Web (hereafter "GEfW" for short) allows you to make a guided map journey that you can present to, or share with,  others.  In some ways, it is like an interactive geographic timeline, in that you can take any place on Google Earth as one of your "stops" and add contextual text, videos and pictures.  A key advantage that GEfW has over Tour Builder is that it is now seamlessly integrated into your personal Google Drive. Your projects save inside a "Google Earth" folder (created the first time you save a GEfW project), which makes finding and sharing them very easy.  Note that your Chrome browser must have hardware acceleration on for Google Earth to work; this is under "Advanced" in your Chrome's settings.  (Hardware acceleration is sometimes disabled by your district's Google admin.)

In this tutorial video (2:06), you learn how to start a Google Earth project and a quick overview of its tools:

This video (2:59) goes more into depth about the creation tools of GEfW:

When you decide to present a finished project, the navigation feels very similar to Google Slides.  In fact, inserting a slide is a media option for GEfW, allowing you to have an introduction and conclusion, as well as possible transition slides throughout.   

Speaking of a similar feel to other Google products, you will find the sharing tool of Google Earth for Web just like any other Google Doc.  You can simply create and share a link for "view only" rights, but you can also invite contributors to collaborate with you on editing the project.

How could you use it?

A Google Earth for Web presentation would certainly be more dynamic than a typical direct instruction "click through the slides" experience.  But the ability to empower students to tell their stories in new ways is really where GEfW can elevate learning.  This video (2:12) gives some great examples of how your students could integrate GEfW into their next passion project or PBL:

Downsides?

When opening up a previous project, or even just opening up Google Earth for Web, be prepared for a little lagginess as the media loads in your browser.   Your mileage may vary depending on your Internet connection and the performance ability of your device.  Considering how graphic-intensive the application is, this is not a surprise.  When presenting or editing a GEfW project, I highly recommend shutting down unused programs and minimizing your open browser tabs.

Enjoy creating unique stories utilizing the vast Google Earth data!  And if the current holiday season and the pandemic is making you as melancholic as it is me, remember Whitman's wise words:

The earth never tires,

The earth is rude, silent, incomprehensible at first, Nature is rude and incomprehensible at first,

Be not discouraged, keep on, there are divine things well envelop’d,

I swear to you there are divine things more beautiful than words can tell.

Concurrent and NTI Classrooms: Tips and Resources

 Like nearly all districts in the world right now, our instructional classroom model has to remain, to put it mildly, flexible.  We began the school year with non-traditional instruction (NTI) with students at home. We then gave students the option of "@Home" or "@School." In some schools, the numbers of these two categories allowed a teacher to teach only virtual students while another teacher taught only the students in person.  However, the reality is that the proportionality of student numbers often made such binary choices impossible, combined with the fact that a temporary quarantining of an entire classroom or athletic team made such numbers at best a moving target.  More often than not, our staff have had to adapt to a new concurrent model of blended learning, teaching a roster of both @Home and @School students synchronously and asynchronously.  And as of this posting, our state governor has mandated NTI to begin for all secondary Kentucky schools next week and will last until at least the end of the year (and elementary schools until at least December 7).

As educators, we are all leaning on each other to thrive and progress forward in such challenging times.

School leaders have been generous to share their thoughts, advice and expertise about teaching during a pandemic in nearly real time.  The humble purpose of this entry is to throw my own hat into that ring, and to share some of our district resources as well.

Firstly, here are my top 5 tips to consider when planning for edtech in concurrent and NTI classrooms:

1. Reflect on your "learning hub" (Google Classroom, Bitmoji Classroom, learning management system [Edmodo, Schoology, Empower, etc.], website page) through the lens of your student and your parents.  Get feedback from a non-educator spouse, relative, friend.  Is it:

• easy to find?
• consistently used?
• simple to navigate?

2. When using a digital tool, evaluate it through an appropriate lens.  For example:

• Consider your mission, vision, core values.  How does the digital tool integrate with what you believe is important for student learning? For example, we have recently drafted SCPS CBE Core Design Principles, and our district page with highlighted/recommended edtech now makes concrete linkage to how these tools connect to such principles.
• Where does its usage fall in the SAMR framework?
• Think of the tool via functions of engagement, a phrase I learned from the very useful and recently published The Digital Learning Playbook (Fisher, Frey, and Hattie, pages 104-111).  For example, does the tool involve finding, using, creating or sharing information? Will it enable opportunities for self-directed inquiry or for robust peer-to-peer discussions?

3. Avoid digital tool fatigue not only for yourself, but especially your students and parents.

• Always remember your academic objective. If a student must spend more time learning how to navigate and use the tool rather than learning and applying content, reconsider your choice.
• Start simple and slow.  Better to use three tools deeply all year long than three dozen superficially in a month.
• Vet every tool beforehand as much as possible from a student's perspective before implementing it in a lesson plan.  A third grader may use it differently (or have different challenges) than a sophomore in high school.   From the hardware perspective, will it work on the student's device? Is the site unblocked on the district's network?

4.  Always make a backup plan.   At some point, things will inevitably not work for some, if not all, of your students.  How will they ask for help?  What should they do instead if there is an issue or delay?

5.  Concurrent doesn't always have to be digital work.  Analog work is not only okay, but recommended occasionally for a change of pace.  If you can plan a weekly system for students and parents to pick up physical math manipulatives, photocopied work kits, etc. at your school location, do so and communicate accordingly.

Secondly, with the generous help of our Staff Developer Tracy Huelsman, our Instructional Coaches, our technicians, and our teacher leaders, we have created a Shelby County Public Schools "Concurrent Classroom and @Home Dashboard Doc."  This is not only a curation of various outside resources but a collection of internal ones as well, including videos/screencasts made by our staff that highlight their innovation and solutions to make concurrent classrooms effective.   (Note that while most of the hyperlinked resources are open and helpful to all, some doc access may be limited to our SCPS domain or specifically apply to SCPS needs.)

Here is a video I made to briefly highlight the Dashboard Doc (7:05):

Last but not least, here are some other resources I've created.

This is a screencast video about the opportunity for students to take Virtual Field Trips that I made during last spring's NTI (38:16):

Here are some blog entries from the past year that may help:

"Nearpod, SAMR, and Transitional Pedagogy" (9/3/19; may be helpful to put NTI and Concurrent Classrooms in the context of transformational teaching and deeper learning edtech integration)

"NTI Resources, Virtual Field Trips, and a Deep Breath" (3/26/20)

"New Vodcast Series for Educator Reflection During NTI" (5/4/20)

"Google Tips and Tricks: Greatest Hits Collection" (9/8/20)

"Mote and ClassroomQ for Feedback, Discourse, and Classroom Management" (10/12/20)

Keep your heads up, show each other grace, and pace yourself as you persevere through this transformative, innovative work!

Mote and ClassroomQ for Feedback, Discourse, and Classroom Management

 In today's challenging blended learning environment (which may consist of students learning from home, students learning in person, or a concurrent hybrid of the two), you want to maintain the basic building blocks of an effective classroom.  Such a learning space should have opportunities for varied feedback, structured discussions, and scaffolded classroom management.   Mote and ClassroomQ can help with one or more of these aspects!

How do they work?  

Mote is primarily a feedback tool that allows users to make a voice recording up to 30 seconds long inside of a Google Docs Comment.  (Mote also works inside the Comments of Slides, Sheets, and even Google Classroom.) It requires installation of a Chrome Extension to make a Mote, and accounts can be created via a Google sign-in, although neither the extension nor an account is required to listen to a Mote.  In the free version, you can both create and listen to an unlimited amount of Motes.  For more on Mote, please see the following Google Slide presentation I have created, along with an example Mote on Slide 3.

ClassroomQ is essentially a "hand raising" digital web-based tool; students who request help are queued up in the order they hit the button.   Teachers create a free account via Google or email.  When a teacher logs in, a session is begun, and a "class code" is given.  (Tip: this class code is unique to the teacher account and stays the same code for every session you begin, in case you want to permanently post it.)

Students who want to join a session do not need to create an account.  By choosing "student" when they visit the site, they will be prompted to type their name and enter the session's class code.  Once they have joined the session, they can hit their button when necessary along with the option of adding a comment in a text box; a student will be told their place in line, and can also cancel their request.  (From their session perspective, students cannot see which other students have requested help or what comments they may have made.)   

Teachers will see up to 5 student names queued up in the order they hit their buttons, along with any comments.  (Note the teacher interface allows you to toggle off student comments so they are not visible, if you only want names to appear.) When a teacher has resolved a student's question, the student can be removed from the queue.  

One of the advantages of ClassroomQ is its extremely easy interface -- there is no way to get lost, and in fact, a teacher could easily manage a session from a small screen device like a phone.

A screen capture to demonstrate what ClassroomQ looks like from the perspective of a teacher on a phone.  Note that the class code is marked out in the image, and if you turned the phone horizontally, the student name and commentary would perhaps format better.

How could you use them?  Mote provides an alternative feedback method for students that appreciate a kind of commentary beyond just text (and hearing their own teacher's voice feels more personal!). Students that struggle to understand "tone" linguistically will have auditory support.  If your students are challenged by reading (pre-literate, EL, and/or ECE) they will also appreciate a voice recording that you can play and pause and repeat as needed.   Students that have their own Mote accounts could make voice commentary that would enhance peer-to-peer feedback as well as potentially create a "voice discourse" without the possible distractions and anxiety associated with a video commenting tool like Flipgrid.  (Although in fairness to the wonderful video-centric Flipgrid, they recently have added the ability to make text comment responses to videos.)

As the video below discusses, ClassroomQ can be more than a way to digitally raise hands for help (whether your students are in person or at home, or a mixture of both); for example, the video mentions using it as a game buzzer to answer review questions.  You could also gather instant feedback for how your lesson facilitation is going, determine the order of when volunteers will present, or initiate classroom discussion managed by the teacher if students utilize its comment feature.  (This last idea may especially come in handy if you have blocked chat and muted student mics in a virtual meeting.)

You can also imagine some interesting possibilities for app smashing.  Perhaps a student lets you know via ClassroomQ when they are ready for you to read over the opening paragraph on a Google Doc, so you then can make a Mote voice comment for next steps.  With ClassroomQ, you may also selectively choose to share your screen in a teleconference meeting and let all students see student comments, as another way of facilitating discussion.

Downsides?  While both tools have a free initial tier, you have to pay for upgraded features: 

• Mote pricing for premium features start at $19/year for an "Essential" individual plan which extends your Mote time from 30 to 90 seconds; the $39/year "Unlimited" individual plan allows for voice-to-text transcriptions of your voice comments, in-app translation of those transcripts to one of multiple language options (a potentially powerful ELL feature!), and more.
• ClassroomQ pricing for premium features start at $19.99/year for individuals (school or district licensing also available) to lift the limit from 5 students in queue to an unlimited number, the ability to see who joined your session, and exportable session data.

However, the free versions of both tools offer significant usefulness and may be more than enough for your classroom needs.  If nothing else, the free versions give you an opportunity for a robust try-out of the tools before you shell out dinero.  Most importantly, cost is only at the teacher level -- ClassroomQ doesn't require a student to ever make an account, much less pay, and Mote voice notes can be played by students without them ever creating an account (although they need to make at least a free account to create a Mote).

Are you using Mote or ClassroomQ?  How do you integrate them into your classroom? Leave Comments below!

  

Google Tips and Tricks: Greatest Hits Collection

As our district has returned to school under non-traditional instruction (NTI), I have been visiting the teachers who are in our buildings -- planning, assessing, synchronously teaching, meeting online with students in small groups and one-on-one -- as the students are unfortunately at home.  As always, I am impressed with not only the teachers' innovation but their positive attitude in less than ideal circumstances.  The current growth and transformation in their teaching will have long reaching effects.  As our new superintendent Dr. Sugg often quotes, we are creating a foundation for "better than normal" learning when students are once again in our buildings.

Often in my classroom visits, I end up sharing an aspect of Google.  I realize that I have amassed, in various one-sheets and blog entries, several helpful tips and tricks....enough to put together this blog entry as a "greatest hits" collection.   Some of these are not well known, others could be considered hacks, but the common theme is that all of them are pragmatic and could be easily applied tomorrow in a digital classroom.

• Calling OUT by phone in Google Meet.  Helpful when your student needs to participate or be contacted but does not have Internet. (Note: this may end for the "free" educational version of Google Meet on September 30.)
• Translate captions and chat in Meet.  A potential game changer for EL students.  All of the Google Translate languages can potentially be used!
• Creating and organizing personal bookmarks in Chrome.  Bonus: I also share some information on creating "Teacher Pages" in Clever.
• Google Classroom and Guardian Emails.  Parents can receive a weekly email "report" on what is going on in your Classroom, although it takes a few steps of setting up.
• "Google Jamboard."  A relatively new Google app that will soon be integrated into Google Meet.  Think of it as a collaborative "digital corkboard" for brainstorming, an entrance/exit slip to assess student thinking, or a place to capture opinions.
• "Google Keep."  An underutilized and underappreciated part of the Google Suite, especially if you couple it with its mobile app!  Make short notes, create artifacts, track and document your conferring.
• Inserting audio in Google Slides.  While the insertion of audio is simple, this Doc details ideas for how to create the audio in the first place, pedagogical examples why audio in Slides could help, and options for formatting the audio's appearance/playability.
• Making manipulatives and digital annotation in Google Slides.  This combines together a few ideas which can allow students to annotate text as well as imitate the "Infinite Cloning" feature of SMART Notebook software.
• Sign your name in Google Docs.  "Document signing" software is hardly ever free, so this gives you the next best thing at no cost.
• "Student Journals, Personalized Learning Plans and More: The Power of HyperDocs."  In this blog entry, I describe a work flow to make Google Docs into something deeper.
• Take a picture inside your Doc (or Slides, Sheets, Drawing).  Did you know that you can Insert>Image and directly utilize your webcam?  This Doc shows how, but also gives pedagogical examples of when this could be helpful.

And here are some of my favorite Chrome Extensions:

• Mote (audio comments on Google Docs and in Classroom)
• Read Aloud: Text to Speech
• Screencastify (free version allows you to record 5 minute screencasts saved straight to your Drive)

Do you have a favorite Google hack, tip, trick or Extension?  Share in the Comments below!

Book Spotlight: Power Up Blended Learning

Digital learning coaching has been weighing heavily on my mind.   I don't think it is controversial to say that last spring has taught all educators the importance of blended learning, so whether it's help in integrating the tools or the actual best practice pedagogy, digital learning coaches are more important than ever for schools and districts.  Kentucky's Digital Learning Coaches had their first official conference last month (virtual of course).  Thanks to Laura Raganas's organization, last school year was the launch of a new cohort opportunity for us to meet and learn, both in person and via our hashtag #KYDLC.   Under the generous sponsorship of KET Education, conference attendees received a fantastic package:

Got my goodie box for the upcoming #KYDLC virtual conference! Special thanks to @EducationKET. P.S. @brian_spellman, appreciate the "Seven" movie reference. #KyGoDigital pic.twitter.com/3LiSVaq57y

— Adam Watson (@watsonedtech) June 10, 2020

One of the books in the box, and the first I grabbed to read cover to cover, was Catlin R. Tucker's Power Up Blended Learning: A Professional Learning Infrastructure to Support Sustainable Change.   (Tucker also provided a virtual keynote address for our KYDLC conference.) The "sustainable change" part of the subtitle was something that particularly struck me, because that is the hardest part to achieve.  Even if you prioritize the budget to get 1:1 student devices, the act of transforming teaching with technology is a legacy mindset that cannot be accomplished in a "one and done" summer PD.  In a bigger sense, the book is an excellent guide for a person still needing to grow in the role of a  digital learning coach (or in the parlance of Tucker, a "blended learning coach"), and I include myself in that category!

Here are some of my personal key takeaways and highlights from Tucker's book:

• Start with the Why.  Tucker actually refers to Simon Sinek and his "Golden Circle" here, but her connection to integrating tech for lasting change is important: "If leaders are clear about their why, teachers are more likely to buy in and take risks" (3, author's italics). The why should then drive your how (how do you accomplish your why?) and ultimately your what (what do you produce?).   I have been guilty teaching tech from the opposite direction in the past: I started with the what a tool did, then how to use it, and if I was lucky, glossed over why using the tool mattered in the first place.  This might work for a perfunctory one day PD, but it is not effective for lasting, sustainable tech integration that should parallel your school or district's pedagogical beliefs.  To paraphrase Sinek, if the digital tool does not meet "an organization's purpose," one should reconsider using it.  Why does your district or school's beliefs need blended learning in the first place?  Answer that, and the right tools and digital platforms should naturally follow.
• Explain It, See It, Discuss It, Try It.  While Tucker details this as a "simple approach to professional learning" (36), I would argue that what seems simple and obvious is not always what is followed by PD facilitators.  "Explaining it" starts, unsurprisingly, with why a teacher would want to use a specific strategy or tool in the first place. Next, you need to model its usage in order to make the abstract into the concrete.  Teachers (like all learners) then must talk about it in order to reflect how the tool or strategy can apply to their own classrooms, changing their pre-lesson/PD schema by making meaningful, relevant connections.  Lastly, knowledge without application is an empty exercise: teachers need to try the tool/strategy out on their own.  This might occur live at the end of the PD (for example, making their own Screencastify video after learning about the tool), but ideally, it would be later with actual students in an actual lesson when a coach or colleagues could observe and/or analyze data, then give feedback.
• Effective coaching for blended learning must be individualized, intensive, sustained, context-specific, and focused.  Tucker goes into excellent detail on each of these points (45-47), but in particular, I want to highlight how she acknowledges that a "kickoff" PD in a whole-group setting is pragmatically a likely beginning of the coaching process.  It is what happens after the kickoff that makes the difference: "The blended learning coach must take the spark created in the whole group training or all-staff professional development day and keep it alive with individualized, intensive, context-specific, and focused professional learning" (47, my italics).  You need a spark to light a campfire, but you need constant kindling and tending to the flame to keep it going.  No matter how charismatic or inspiring the summer PD facilitator might be, it takes a "boots on the ground" approach with coaching staff over the months and years to make the professional learning meaningful and long-lasting.
• Coaching must be a partnership.  Tucker highlights Jim Knight's "seven partnership principles":   equality, choice, voice, reflection, dialogue, praxis (application), and reciprocity (coaches must be willing to learn too!) (68-69).   I have to say that I have likely underestimated some of the dialogue necessary for good coaching relationships, especially at the beginning of coaching cycles.  Tucker does a great job of detailing the "power of dialogic interviews" and even provides a useful download template for the process (58-59).
• When a coach is showcasing a blended learning model, consider your learning purpose.  A blended learning coach may be asked, for the sake of a whole group or on a one-on-one basis, to create a lesson that highlights a blended learning model (station rotation, flipped, etc.).   However, Tucker offers some simple but very illuminating questions that coaches should ask themselves (111):
• Can I highlight a slightly different approach that will push teachers to expand their approach?
• Can I use technology to foster collaboration and get kids working together?
• Do my activities feel like work or play? (This might be my favorite!)
• Will kids be excited to engage with the concepts and with each other?
• Virtual coaching will work differently than in-person coaching.  While this may seem obvious, I welcome that Tucker offers her entire Chapter 11 to address this issue.  Considering the uncertainty that awaits us in the upcoming school year, this chapter alone makes the book invaluable!

As I close out my entry on powering up blended learning professional development, I should mention that Monica Wainscott (Beechwood Independent), Stella Pollard (Franklin County) and myself shared some perspective and resources about what student choice and personalization can look like in a post-NTI world at a recent virtual KyGoDigital conference.  (At Shelby and in many districts across the state, we are emphasizing that thanks to planning and reflection time, the fall's blended learning opportunities for students should look different than the "emergency" distance learning educators had to manage last spring.)  As Digital Learning Coaches/Coordinators, we were happy to showcase our roles in helping our districts in the educational frontier ahead of us.  Our half hour session is just after the Day 2 keynote (about 1 hour 6 minutes in), and our Slides are available here:

For Breonna (Equitable Outrage for Change)

I.

On Friday, June 5, 2020, Breonna Taylor would have turned 27.

She shouldn't be a hashtag, or a news story.  Breonna should be celebrating today in our shared hometown of Louisville, Kentucky, laughing with friends and family, opening presents.  Instead, three months ago in March, she was killed by Louisville Metro police officers who obtained a dubious no-knock warrant, decided not to wear body cameras, and shot without warning into her house.  As of today, the officers involved still have their jobs and have not been charged with a crime.

If anyone was still naive enough to think Ms. Taylor was an isolated incident -- do we really need to remind people of the long history of police brutality and injustice against African-Americans that goes back decades before her death? -- the recent murder of George Floyd should have destroyed the ability to keep your eyes closed.   We, who have enjoyed an unfair proportion of power for four centuries, need to do better loving, listening, and acting.  Transformation toward equity must occur now -- in our workplaces, in our schools, in our neighborhoods, and in our homes.


II. 

Some are offended at the phrase "black lives matter."  We say "black lives matter" because the mattering of the lives of the status quo (Caucasian, Christian, male, heterosexual) has always been a given, and "all lives matter" is often used as a literal whitewashing of that fact.   The notion that we should consider those of a different race, ethnicity, religion, gender, sexual orientation and so on as not just created but treated as equal is, in historical context, a very recent phenomenon in America.    However, of all of those groups, only one -- black Americans -- came to this country in chains as slaves.  It should therefore not be a controversial statement to declare that the four hundred years of violence and oppression against African-Americans is particularly wide, deep, and still pervasive.   (Of course, no amount of suffering is just, nor should suffering be treated as a contest that pits the pain of one American group against the agony of another.  To take just one example, Native Americans also endured egregious amounts of government-sponsored prejudice and genocidal treatment, and still face prejudice.  But to dismissively take a purely relativist position that "everyone is discriminated against" is almost always an attempt to not uplift all the oppressed but to excuse the oppressor.)

To be clear: I believe in non-violent protest.  I am thankful for the courage of selfless people who carry a badge, who are willing to sacrifice even their own lives in order to protect and serve us.  (Our belief that the police should be our protectors and our servants is particularly poignant, especially in the current context.)  But I also believe in equitable outrage. Note the term is equitable, not equal.  One should have outrage that is placed in its proper proportion, given the legacy and context of the history and situation at hand.  I completely support and agree with a person's outrage over a broken window or a brick thrown at a police officer, so long as they are more outraged over a police officer grinding his knee into a black man's neck as he screamed he could not breathe.  For more than eight minutes.  In broad daylight.  With three other officers helping.  Until that man was dead.  If you are willing to judge a protest movement that has tens of thousands of activists on the unlawful behavior of a small percentage of "rioters" and "looters," then how shall we judge America's police force, with its percentage of unpunished officers that have a long history of murdering blacks with disturbing disproportionality?  Which of the two groups -- the police or the citizens -- are entrusted to not just follow the law but to uphold it, to be the ideal and exemplary model of ethics and justice for others to emulate?  Which group has been given the automatic assumption of innocence and legal superiority for more than a hundred years, before film cameras, camcorders and cell phones finally punctuated that myth of infallibility?  Should the relationship between these two groups be built on respect, or out of fear?

Do we fault the students of the classroom if the teacher is not practicing what the teacher teaches?

The classroom of America has asked the teacher a question.  What is our answer?


III.

In a world still reeling in the face of a pandemic, hope to change systems of racism in America that goes back centuries is beyond daunting.  Hope is a scarce commodity.

But hope is not just something you can find.  It can be something you make. Hope and change starts with us.  By "us" I mean those of us with privilege and power that is both seen and subtle.   We need to learn how to be more effective allies, to be willing to get uncomfortable as we explore our biases.  We need to better love, listen and act.  But the greatest of all of these, to paraphrase a social activist from a few thousand years ago, is to act.  We can love from the safety of our homes, yet not change anything.  Even Jesus got angry enough to justifiably overturn some tables here and there.  (I am glad we didn't judge his disciples too harshly for his riotous behavior.)

For the last few weeks, my family has watched YouTube, Twitter, and the news with an almost paralyzed sense of sadness and anger.  I may have been tweeting and posting on Facebook and immersing myself in documentaries about the black experience, but that is not enough to qualify as real action.   Passivity is complacency, and complacency becomes complicity.  And I have a vocational duty to do better. I became an educator to empower our young people, so they can make the world more just than our generation left it.

So my wife April and I did some research and listened to those we trusted.  We picked five charities who could use donations, and made a slideshow highlighting each one.  We grabbed some fake money from a board game, my two daughters (age 8 and 15) and my laptop, then headed to the living room.

Everyone got an equal amount of fake money, then I Chromecasted my slides to our television. Slide by slide on the TV, side by side on the couch, I briefly talked about the motivation, purpose and the recipient of each charity.  There was necessary dialogue, sometimes painful and awkward.  Next, we used our fake dollars to decide how much money each of us would pledge to each group.  Two things emerged. First, we each felt a sense of agency we hadn't had in days; we created some hope.  Even my eight year old was glowing, knowing that by "voting" via her fake dollar bills, she would actually positively impact the lives of others.  Secondly, when a certain group got more of a donation from one family member, it would organically be balanced by the generosity of another family member toward another group.   So while there was no "rule" that every group had to get a donation, they all did in the end.  Fake game board money in hand, I went online to transform our pledges into payments.

It was a first act and a small one.  Our modest collective family dollars spread among five recipients may seem almost negligible. Of course, simply giving a donation is not enough, and there is more work to be done.

But it's the best we felt in what seemed an eternity.

While I encourage you to research these groups for yourself before deciding to give a donation, as well as exploring other deserving recipients, here are the five our family chose:

Justice for Breonna Taylor

Official George Floyd Memorial Fund

Louisville Community Bail Fund

Know Your Rights Camp**

Black Lives Matter**

**These are 501(c) charities. 


IV.

This is an educational technology blog, not a political platform.  I will turn Edtech Elixirs back to educational technology soon enough.  But there are times when we must make it clear, regardless of profession or our day to day station in life, what side of history we are on.  It is a question of humanity, not politics.  Over the last few weeks, I have watched with dismay how some so-called '"edu-celebs" have blithely autoposted their tips and tools on the hour every hour on social media without a single word about our current crisis.  If there was ever a time for them to use their influence on their thousands of followers for the greater good, now would be it.   My reach pales to theirs, but here I am with a blog entry, taking a stand.  Compared to the actual tragedy and suffering of others, not to mention those marching in the street, it is the very least I can do -- to share my feelings, and make a public promise to continually contribute to the work of "a more perfect Union" both in my educational and personal spheres of life.

Friday, June 5 is Breonna Taylor's birthday. She is black, and her life matters.

Honor her life with a gift of yourself.  Make the world today better than the world she was forced to leave.

New Vodcast Series for Educator Reflection During NTI

First, we must honor the date of this entry!  Not only is today Star Wars Day, but it is the start of Teacher Appreciation Week.  Has there ever been a school year where all teachers have not easily earned the rank of Jedi Knight?  I can't imagine one.  Thanks to all of the compassionate teachers out there who strive to innovate in these challenging non-traditional instructional (NTI) times...and that includes a nod toward the parents and guardians who are co-teaching these lessons at home.

It was an awareness of our Shelby educators who are innovating during NTI that inspired Lora Shields, our district Staff Developer.   Knowing that some hard-won professional learning was happening out there, she proposed a vodcast that could both capture this moment in time as well as share the learning with others.   As we teamed together to make this happen, we shaped the focus of the vodcast series to be guided by two questions:  what new tool or strategy are you currently learning to use during NTI, and in what ways will that transform your teaching when you return to the brick and mortar of your school buildings in the future?

Thus, the vodcast series "Shelby Speaks: Looking Forward" was launched, sharing our facilitated interviews with the creative educators of our district.  As of today, over half of our recorded episodes have been published (see the playlist on SCPS's YouTube channel), and we have already earned acclaim from other education leaders and even local television news:

Love these! “There’s a difference between a project and PBL...” Well-done, @shelbycountysch team! @loratshields @watsonedtech @DugleSusan @rltmartin @JamesNeihof https://t.co/QeXN3zsBfb

— Jonathan Vander Els (@jvanderels) April 26, 2020

Loving these Shelby Speaks series led by @watsonedtech ... this one is on how PBL & exhibitions are still happening for 8th grade, just digital now! Nice work Casey, LaPorsha, & Sarah!! Awesome creativity and innovation with digital tools. Well done. #KyEdNext https://t.co/AWgmjvCLqx

— Dr. Justin Bathon (@justinbathon) April 28, 2020

Teachers @shelbycountysch share how online learning lessons will transform their classrooms: https://t.co/iKki6dsMKf | @SaraSideryWDRB pic.twitter.com/pEwGw1ne0H

— WDRB News (@WDRBNews) April 24, 2020

In particular, I'd like to highlight three episodes that address a few of my favorite educational topics: project based learning and libraries.

In Episode 3, Martha Layne Collins art teacher Lukas Allison talks about how important cross-content PBL and design thinking is to his lesson planning (9:43):

In Episode 5, West Middle School teachers Casey Robinson, Sarah Buchanan, and LaPorsha Jackson talk about the process of moving PBL exhibitions to an online space (12:26):

Lastly, in Episode 10, Julie Webb (Shelby County High School) and Emily Northcutt (Marnel C. Moorman, our K-8 school) discuss how librarians and libraries play an essential role in NTI (18:20):

Thanks to all of the educators worldwide who are attempting the Herculean task of continuing student learning at home, even when our students face substantial inequities of Internet access, food insecurities, and understandable anxieties about our unprecedented present.