In case you were not aware, today was #DigitalLearningDay. As far as I’m concerned, just about every day in my classroom is a digital learning day, but I am not one to pass up an opportunity to show off my EdTech prowess and design something extra special for the occasion.
For the past week, I worked with one of my favorite teacher besties who is also my across the hall classroom neighbor to build out an Escape Room activity. It was pretty rockin’ if I do say so myself. Even our admin team thought that it was a great learning experience for our kiddos.
“We do not learn from experience… we learn from reflecting on experience.”
Sitting in a session about the effect of teacher education on teacher attrition and retention, I heard this quote from John Dewey, and it struck me deeply. I have been sadly lacking in this reflection since I completed my masters this past August. Of course, I knew this would happen. Many of my reflections in this blog centered around my masters coursework; in fact, the original creation of this blog was an assignment. However, having earned my degree certainly does not mean I am done learning or done reflecting.
As an educator and a student of educational technology, I’m always on the lookout for new tools that increase student learning and student engagement. I strive to authentically teach my curriculum in ways that students have fun at least some of the time and that students will remember after they leave my classroom. It’s not always an easy task to accomplish, but I like to think I work hard at it.
A couple of months ago, I stumbled on a tweet from Alice Keeler that linked to her blog, Teacher Tech with Alice Keeler, specifically a post about a new Google Slides add-on that purports to increase student engagement and give every single student a voice. A common theme in this blog, and in my teaching, is making lessons more student-centered and engaging all students in learning. So, I was understandably intrigued. I spent an afternoon exploring the add-on, which led me to the full resource, called Pear Deck.
I am now 100% a Pear Deck supporter for the following reasons:
It projects onto the student’s devices.
Every student answers every question.
The dashboard shows me all responses and gives me control from anywhere.
After spending the two weeks of winter break mostly on the couch with a nasty cold (that still hasn’t let up!), I’ve realized that I never completed my Fall 2017 reflection series, and Spring 2018 is creeping up on me!
My third, and final, class of Fall 2017 was called Educational Uses of Digital Storytelling, in which I learned about what is (and is not) a digital story, and I created a couple of my own. Continue reading →
I can now officially say that I have finally submitted all of the assignments for all of my classes, and boy was that a huge sigh of relief. I will also say that in that three days since I submitted my last assignment, I created instructions for the math and English teachers on my campus to access their universal screener data and enter into Eduphoria (the system we use to manage data), wrote lesson plans, entered quiz grades from Schoology (my LMS BFF) into the gradebook, entered my own screener data and a coworker’s, put together an amazing lesson using Pear Deck to go over a test that my students bombed, acted as the middle man between a Pear Deck representative and my principal to get Pear Deck for my campus, and my Sim family just had triplet girls. So, in summary, being finished with my classes in no way means that I’m not busy anymore. I am very ready for winter break.
Well hello there, friends and followers. It’s nice to see you all again.
This semester has been a challenge, to say the least. Between starting a new job with very different hours and taking three graduate classes, I’ve been a bit stressed out and just a smidge busy. I am looking forward to reviving my ailing social life and adding some material to this blog. However, it has also been one of the most rewarding semesters. I’ve learned and accomplished a lot and I am grateful for the lessons I’ve learned. I have a lot I want to post regarding the new job and my current classroom shenanigans, but before I do that, I want to reflect on my graduate classes.
Like I said, I took three classes this semester for the first time: a Learning, Design, and Technology Seminar, a Professional Seminar, and a class on Educational Uses of Digital Storytelling. Today’s post will focus on the LDT seminar. Continue reading →
Guys, I just hosted my first twitter chat and I am pumped.
Ok, so it was an assignment for one of my graduate classes and my classmates were required to participate and my professor helped me rewrite the questions, but it was still exhilarating. I definitely want to do it again. Continue reading →
Tuesday marked the official last day of classes in my first masters graduate semester. Only three more semesters (one year!) to go until I will graduate with an M.Ed in Curriculum and Instruction: Learning, Design, and Technology from the University of Houston.
Who actually needs a teacher to deliver instruction when you’ve got the internet? All of this technology could surely replace teachers. We’re really just babysitters anyway, right?
(Seriously, Betsy DeVos, if you’re reading this. No. Teachers are the backbone of education. Get it together.)
One textbook or article or video from this semester mentioned a phrase that I haven’t been able to get out of my head. Should teachers be the “Sage at the Stage” or the “Guide by the Side”?
Sage at the Stage
The generally accepted method of delivering instruction is that the teacher has all of the knowledge and it is their job to dump all of the information into the children’s heads. I’ve seen plenty of cartoons, both political and otherwise, depicting this idea through numerous metaphors. Now, don’t get me wrong, there are many instances where this is the case. However, I think it’s safe to say that the overall feeling of education is shifting toward…
Guide at the Side
When my grandma was trying to text on her new phone, she kept saying “Don’t do it for me! Show me how so I’ll know!” Now she also asked “So when I want to put a space, I push the spacebar?” but that’s beside the point. My grandma is a smart woman. Students, from preschool to social security, generally need to DO in order to LEARN. This is why patience is such an important quality in a teacher. How often have you heard “Oh, never mind, I’ll just do it myself!” or “If you want it done right, do it yourself!”? Teachers need the patience to watch students make mistakes and figure them out for themselves.
As a part of my Masters program, I am taking a class in Instructional Design that is gamified. About two weeks into the class, I realized that I am 100% the target audience for gamification. I’m a very competitive person, and this Masters program has made me realize how much of a perfectionist I am as well. When I saw my avatar in first place on the leaderboard, I grinned for days. I texted my mom, my friends, even my department head to tell them that I was in first place.
Gamification is one of those edtech buzzwords that has been floating around in the peripheral of my educational experience. I’ve heard of it, but I hadn’t really seen it done.