Wednesday, July 30, 2014

Video Feedback vs. Feedback Archiving

In my afternoon session at the #ettsummit, we were exploring ways in which technology can enhance and impact the research, writing and feedback process.  One avenue that I discussed and had the group consider was the idea of teacher created video feedback on student writing.  The process is outlined below, and admittedly should not be used on every piece of writing, in every situation.  Further, there are a few technical steps along the way that have the potential to derail the system.


There was thoughtful feedback provided during the session from an elementary school teacher.  She suggested that the technical steps in the process outlined above would likely get in the way of making the process happen for her students and would therefore remove any value generated by the end product.  Another participant ( I don't recall his name ) made a thoughtful suggestion.  When a teacher (during class) is going to provide some feedback for the student in a face to face setting, the teacher can grab the student iPad and record their feedback in video form within Explain Everything.  Will the student hear the feedback in the mini-conference when it is taking place, absolutely.  Can the student potentially benefit from having a video archive of the mini-conference?  My guest is that it is both plausible and probable.  The new process is outlined below. 




#ettsummit X Magiera Keynote

Day 2 of the @edtechteacher #ettsummit continues with a morning keynote by Jenny Magiera (@msmagiera). Along with a quick whit and a few timely jokes, while sketching out her ideas I pulled out a few key thoughts.

  • Technology = Tool = Power = RESPONSIBILITY
  • Dr. Ruben Puentedura gave us all the gift of a tech framework...SAMR.  This framework can act as a blueprint to help us navigate new tools and how to use them in the teaching & learning process.
  • The little pig that built the brick house was an innovator
  • "Flipping" isn't always a great fit (access to wifi, etc...) but the concept can be used in the classroom to not "flip" but instead to "Clone the Teacher"
  • There is some magic script that can be run in a Google Sheet that allows you to push out a specific link or video to a responder based on how they filled out a form...this appears to be some sort of Jenny Google Magic
  • Technology can act as lots of things, one powerful approach is to provide and amplify student voice.
  • Technology ultimately can allow for students to access information based on their questions which can lead to EMPOWERMENT and a hand in the process.
  • Jenny is clever and suggested I could carry another 100lbs


Tuesday, July 29, 2014

#ettsummit X Unleashing Creativity

In one of my favorite sessions of the day, I was able listen to +Shawn McCusker (@shawnmccusker) explore and navigate the concept of creativity in the classroom...my sketchnotes and critical take-aways as well.

  • Creativity > iPads
  • The Paradox of Creativity suggests that there is no formula for creativity that once can follow
  • When evaluating the amount of "creativity" in one's classroom, evaluate the number of days that students are allowed to be creative.
  • Blooms Revised Taxonomy = creativity on top = summit to conquer = overlooking the potential for creativity in small places or the "base camps" along the way.
  • Creativity doesn't have to be an exhausting event (bottom left of sketchnotes)


#ettsummit X Will Richardson's Keynote

At the #ettsummit I decided that I would forgo using any sort of technology during the keynote talks or sessions that I attended.  Instead, I would use a paper notebook to capture the process of decoding the talk and recreating text and visuals into sketchnotes that could be shared later.

My sketchnotes below are from Will Richardson's (@willrich45) opening keynote.  

A few of my critical take-aways from his talk:
  • The abundance of information is impacting what it means to be a modern learner.
  • What role should school play now & do we need school?
  • Traditional Learning - we learn just in case
  • Modern Learning - we learn just in time
  • Modern learners have a "right to learn" that traditional schools are not addressing




Tuesday, June 17, 2014

iPad Hieroglyphics

Over the past few years I have facilitated a number of iPad workshops with teachers from across the country.  One observation that I have made is that when anyone (not just teachers) are new to iPads (or any device), they have a difficult time deciphering the meaning of the icons that appear consistently throughout apps.  While experienced users intuitively recognize the purpose of these icons, newer users often don't realize the messages that these icons are providing when they appear within an app.

In preparing for a recent iPad workshop, I was discussing the idea with Shawn McCusker (@shawnmccusker) and as the end of the day, I noticed that he had drawn these images on the chalk board as a reminder to his participants.

iPad Hieroglyphics from Shawn McCusker's EdTechTeacher iPad workshop in Chicago.

We quickly described the images as iPad Hieroglyphics, easily deciphered by the initiated and difficult to interpret by those new to the platform.  In an effort to make the idea a bit more permanent, I have created a ThingLink below that explains each icon and provides a few examples of how it is used in various applications.  My hope is that the image below can provide a base foundation for newer iPad users to understand how to navigate within and between applications.