Trading Places: Classwork and Homework

Last summer at NECC I heard Allan November speak on the importance of students “owning” their education, and how teachers can structure writing experiences and lessons to make school more “purposeful” for students. One suggestion he had was that school work and homework should be switched. Traditionally, students receive instruction at school, and complete practice on the topic at home. Several problems are inherent with this model. First, if the student misses something from the classroom instruction, or needs clarification, there are no resources. Second, during the practice time, the student is on his own, and receives no feedback on his work. Finally, there is such a lag time between completion of the practice and subsequent feedback, that the payback is minimal.

This concept made sense to me, and with today’s technology, screen casts, IWB software and content management systems could make this a reality.

When I returned to school in August, I was excited to share this “concept” with colleagues. My counterpart at our sister school informed me of an initiative where a handful of math and science teachers were going to use Vodcasting to create lessons for viewing at home, and the practice or “homework” would be done at school. Talk about stealing my thunder! They had taken the “new” concept I had learned and were going to put it into practice.

Here’s how it works. Using a tablet PC ,SMART software, a microphone, and Camtasia video editing software, a math teacher records a mini lesson of direct instruction on a topic. He can go back and edit, rerecord, include a screen capture of a calculator, and talk through the topic while writing directly on to the “board” via his tablet pc. When the “Vodcast” is complete, he can download it to our content management system (we use Blackboard) which creates a SCORM file that automatically generates a short assessment on the topic that students complete after viewing the podcast at home. When they return to school the next day, they spend time “practicing” what they learned the night before in cooperative groups with the teacher right there to assist.

Several advantages become apparent. First, students can replay difficult segments of the direct instruction (Didn’t you ever wish you had a remote with a replay button when you were in a class?). Second, the feedback from the SCORM test is immediate. The student knows right away what needs to be improved in class the next day. When students complete the practice in class, they are able to discuss and teach each other subtleties in the lesson, and if stumped, the teacher can assist right away.

One question pops up: “what if students do not view the Vodcast?” For the most part, compliance has been outstanding since the students see the homework as purposeful: they need to complete it in order to succeed in class the next day. However, in the event of an absence or an, “oops,” the student may view the short lesson in class on the classroom computer, and then return to his group.

The teacher has noticed how this has changed his practice as well. He becomes more of a “facilitator” and remarked that on days like this (no, this is not done EVERY day, students are actually spending fifty minutes, reading, writing, and talking math.

Try doing that at home.

I'm Back Again.

So I have been a slacker for a few months. Actually I have posts...I just have neglected to put them here. So what I will do is post one a day until I get caught back up. Then I will keep myself honest by posting at least once everytwo weeks..."fortnightly" for the hoi poloi.

The last few months have been quite busy. Aside from getting my younger daughter ready for college next fall, I had the Fall circuit of conferences (IETC in Springfileld, IL, Tech Forum in New York) then the holidays, now I just finished (almost) the winter circuit...Educon in Philly, METC in St. Louis, and just finished the local ICE conference right here in my back yard. Next week I am fortunate to attend a GTA in San Antonio...really looking forward to that.

Also since then I have upgraded my DST webpage to include a section called: "Digital Storytelling, Not Digital Spectacle," in response to people more concerned with fluff than substance in DST. I presented that at ICE along with "Are your Students Really Collaborating" and "Transform Student Writing. AND performed my first PechaKucha. I will blog about this later. Let me know what you think of it.

OK so i am back.

"The Role of Technology" PLEASE HELP!

This goes out to my PLN:

Tomorrow I have the opportunity to teach a group of HS seniors enrolled in an Introduction to Teaching class. The topic: "The role technology plays (and will play) in education." My main focus with them is that the technology must me inherent, transparent, and ubiquitous, and that LEARNING must come first, and that HOW we allow kids to learn must change.

I will also focus on the importance of collaboration.

That's where you come in.

I am looking for your responses on this topic. Feel free to expound here, back on twitter, post links, pick a specific topic and roll...whatever.

What I am looking for is quality (Which will be a no brainer with all of you!) and quantity; I want to really wow them with the volume that can be created in a working, breathing PLN.

THANK YOU!

Internet Safety: Compliance or Education?

Clearly, one of the most significant issues facing educators today is internet safety for our children. States, through the federal government, are now requiring that cybersafety be taught to all children from grades 3-12. As a result, districts throughout the country are scrambling to devise a cybersafety curriculum. Software programs and sites, both open source and fee-based are popping up on the web like mushrooms, and some forward-thinking districts, like Collinsville in Illinois, who already had a robust system in place are constantly barraged by the rest of us who need to catch up. Doing a Youtube on “cybersafety” can produce more instructional videos on the topic than you could ever use in a lifetime. Some are quite powerful. State governments are producing teen tip sheets, agreement “contracts” and a multitude of text to help protect our children.

The role of developing a curriculum for my district is, in part, my responsibility. I have attended conferences, read countless articles, talked to many experts, and reviewed many, many, software applications. In my research I am encouraged with the depth of information on the topic. However, I am concerned that three elements seem to be missing, or at best, an afterthought in the process.

1. Student-centered activities I have seen many ”lists” of do’s and don’ts, video presentations ranging from cute, to creepy, to downright disturbing, depending on the intended audience, Powerpoints, handouts, and brochures. I even saw one program that billed itself as a content “delivery” system (“delivery”? is this mail?). While these are good starting points, My question is this: What are kids doing? Activities need to be designed that require students to make, create, discuss, write, or speak about something. One idea we had is for older students to make the powerful PSA’s instead of merely watching them.

2. PARENTS Much of the curriculum in these programs is geared toward students. While this is essential, parent education needs to be as important, if not more important than the teaching of children. During school hours, the majority of internet time for students is supervised, many social networking sites are blocked in schools, (for better or worse), and for the most part, teachers possess an awareness of potentially dangerous situations. When students go home, however, the same is not always true. Perhaps the parents work while kids are home, or are not savvy enough to know what to look for. While a tip sheet for parents is helpful, it is not enough. At parent night last month, my role was to speak with parents on cybersafety, and to encourage them to come back in late October. During parent-teacher conferences, we are offering personal cybersafety conferences. Parents can sign up for them just as they would with a teacher. While this is not comprehensive, I believe we are on the right path.

3. How NOT to be the “bad guy” Much of the emphasis on cybersafety seems to be on protection from potentially dangerous situations including predators and cyberbullying. The problem is, we are not addressing the predators or bullies; they come from somewhere, right? Instead, emphasis needs to be placed on teaching students ethical, considerate behavior, in other words “Make sure YOU are not the ‘bad guy.’” I am reminded of what Roger Johnson (As in “Cooperative Learning” Roger Johnson) said about trust: “In order to build trust, you must be first be trustworthy.”

I guess what it all comes down to is what your learning target is. If your goal is to stay in compliance with state and federal mandates, feel free to have an “Internet Safety Day,” (Shouldn’t EVERY day be internet safety day?), hand out the pamphlets, and watch the videos. If your target is to keep your kids safe, do all of the above, plus have kids make something, include the parents, and teach them to be responsible, ethical users of technology.

"Why Technology?" A True Story

The other day I received a request from my Linkedin account from Scott Bolzan, a college football teammate of mine back in the early 80’s at Northern Illinois University. Scott was a friend, a fellow offensive lineman who, I heard, had an accident which resulted in a brain injury that stripped him of all his memories. All 46 years worth. Here was a man, captain of our Conference and California Bowl Championship team, NFL player, pilot, and, most importantly, husband and father, stripped of his past.

I hadn’t talked to Scott in 25 years.

In his contact with me, he had described his situation and hoped that I could help him by sharing some stories about our days playing at NIU. I also found out that it was his wife, Joan had requested that he begin reaching out to former teammates. My heart sank as I thought about what she was going through, too. I remembered when she and Scott met, dated, and then were wed.

Quickly, I began rewinding the years and jotted down snippets from the past…how we got nicknames, memories from other players, games, triumphs and toil, that is college football. He then sent me to his website that includes his tragic story, television interviews, pictures of Scott and Joan and their biographies—all serving as a means to get the word out about this rare unfortunate situation. I noticed that on his site he is also a Twitter user, and immediately logged on and followed @scottbolzan, and then immediately tweeted to my PLN about his story. Then I remembered a wiki I started last year for our team on the 25th anniversary of our championship season called “Cal Bowl ’83.” , which I sent to him as well. He emailed me back saying how much he enjoyed looking at the pictures, then and now, of his teammates.

So why am I writing about this in an educational blog?

Many educators, including myself feverishly write and speak about the digital disconnect between school and home. Kids are connected to all levels of technology outside of class, but are often denied it in school. For those skeptics, who resist the available technologies, I invite them to study the role of technology played Scott’s dilemma. He found me again through Linkedin, we emailed, I sent him digital images from the past from a wiki we made about our bowl appearance, visited his website, (PLEASE visit) and originally heard about his situation from a site called Mallorymen, a social networking site for former players of our coach, Bill Mallory from Miami, Colorado, NIU, and Indiana.

I don’t know if Scott will ever regain his memory. My impression is that instead trying to “remember” he is on a quest to “relearn” through his family and friends. So where does technology fit into this? These sites and tools serve as a conduit for his regaining at least some of his past. Social networking sites, blogs, wikis, twitter, and email all bring us a little closer. They have enabled Scott to reach out for help, and for us to reach back.

Try doing that with paper and pen.

I Hope

As a parent, it is a mixed blessing being a teacher. It’s like the chef who goes to a restaurant; sometimes knowing the workings of the restaurant can inhibit the enjoyment of the meal. So, as a parent of three…and a teacher, I sometimes know “too much” as I am often reminded from time to time by each of my children.

As this school year starts, my youngest begins his high school career. His first day was inauspicious, very “freshman.” He could not open his locker, got lost in the massive building a couple times, and, somehow, lost his lunch. And that’s not a euphemism, he literally, could not find his lunch. As heartbreaking as that may be, I know those things will work out with developing his routine. What concerns me more is the hope I have for the learning experiences he has in front of him. I would like to share those hopes:

I hope his teachers provide clear expectations and constant feedback.

I hope his teachers use grades to measure progress, not to sort, reward, or punish.

I hope his teachers provide opportunities for him to work collaboratively on problems that matter.

I hope he is able to write for authentic, real audiences other than the teacher.

I hope he is encouraged to read a wide variety of literature, and be able to select some of his own readings.

I hope he is permitted to redo and rework projects.

I hope that he is asked to “do” more than he is asked to “listen.”

I hope he is asked to create and express himself in many different modes.

I hope he is asked to develop a position, and then defend it.

I hope he smiles and laughs often.

I hope he is asked to regularly reflect on his work and the work of others.

I hope he is asked to think deeply instead of respond quickly.

I hope he is asked to tell and listen to stories often.

I hope he has opportunities to create, discuss, and solve issues with students across town or across the country.

I hope he is able to teach, and learn from his peers.

I hope his teachers NEVER offer extra credit for behaviors that have nothing to do with his learning.

I hope his teachers use technology to extend learning .

I hope that his homework is purposeful.

I hope he is allowed to make lots and lots of mistakes; that’s how he’ll learn.

I hope he takes responsibility for his own learning.

I hope he values learning over point-gathering.

I hope his teachers spend less time on test prep, more time on life prep.

I hope he never says “school is boring.”

These hopes may seem idealistic to some. That may be. But I am a teacher. Optimism and idealism are givens. As you begin this school year, always remember that every pair of eyes and ears out there belong to someone.

Someone who hopes.

Have a great year.

Digital Storytelling and Animoto are Mutually Exclusive.

I have commented here and there about my opinions of Animoto. It is time that I post an official statement on here. This is a response to a blog I recently wrote. I welcome your comments.

While Animoto is a very slick, flashy tool that creates eye-popping results, it really isn't a suitable tool for Digital Storytelling, in my opinion. I guess the first thing is to define "Digital Storytelling." For many, it has morphed into virtually any movie making, visual and sound project. However, ther term coined by Joe Lambert and the late Dana Atchley refers to a personal sharing experience rooted in narrative. What animoto creates is what Lambert refers to as "Digital Spectacle." The emphasis in animoto is visual effects...not story.

The second thing I question is exactly what kids learn by dumping pictures and music into animoto? Even the intro says, "No two movies WE make are the same." Wouldn't we be better off having kids do the creation?

Here's the thing: I guess it has to do with expectations. If the teacher's goal is to create dazzling visual spectacle, then, yes, animoto is a great choice. However, if the focus is on developing a story with a point, dramatic question, containing emotional content through the fusion of story, carefully-chosen images, voice, and soundtrack, then perhaps another platform might serve better. I use Photostory 3, I have seen great stories done in iMovie, Movie maker, Adobe Premier, Pinnacle Studio, and even Voice thread. The difference is the control of the student.