Teaching with Technology

Using educational technology to enhance the learning environment and increase student engagement!

New Updates to Google Classroom – August 2017

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I love opening Google Classroom to find that Google has added MORE fabulous features to one of my favorite programs! 

 

This post from the Google Classroom blog lists a number of new features that launched today. However, my FAVORITE features are the ability to …

  • view a list of individual student work. By simply selecting a student’s name, teachers can not only see a list of the work that was assigned and the status of that work. Teachers can also email students and their parents/guardians directly from this page! 
  • enlarge the class code to display. This will prevent me from having to enlarge my Chrome browser to 200% or constantly repeat the class code while my students are joining their Classroom section!
  • to reorder class cards on the Classroom homepage. This is a welcome addition to Classroom, especially if you’re like me and you like to have your classes displayed in the order you see the students during the day!

Teachers can also transfer ownership of Classroom sections and award partial points for student assignments!

I LOVE opening Google Classroom and noticing new features! It’s like Christmas morning, Google Classroom edition!

On another note, I’m hard at work on my new book, Using IT. My goal is to be finished writing before school begins … in about 3 weeks … and for it to be published early next year!

Be sure to join this mailing list to receive updates from my book!

Thanks for reading 🙂

Stages of Writing an EdTech Book

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Well, friends – I hope you’re enjoying your “teacher’s summer!” We all know the truth behind the myth of teachers having “summers off” … good one, right?! That’s not to say we don’t unwind a bit over the summer – and this is a well-deserved relaxation! My family and I had a wonderful vacation on the beach in South Carolina, and I thoroughly enjoyed drinking my Starbucks on the beach 🙂 This summer, I’m also having a blast teaching an online Technology for Teachers course and WRITING A BOOK! I am SO EXCITED to be writing an EdTech book that will be published by EdTechTeam! Can you sense my excitement? 🙂

I thought it would be fun to share my stages of writing an EdTech book and ask a favor of you, as well!

Stage 1: I think I want to write a book
I’ve been blogging about educational technology for a little more than three years now and will be starting my 10th year in the classroom in August. I feel like I have some great ideas and valuable experience that I can share with teachers who are in all stages of EdTech-dom. I want to share a simple, but an important message with teachers around the world who are in the trenches with me during this awesome time in education – there are many FANTASTIC EdTech tools available (which can be slightly overwhelming!), but it’s NOT about the technology you have, it’s about how you use it to enhance the learning environment for your students. There is no magic tool that will in and of itself transform your classroom into an amazing learning space. You are the teacher and technology will never replace amazing teachers. Technology can enhance and elevate your classroom!

Stage 2: My book is going to be PUBLISHED!
When I read the email from EdTechTeam that they were interested in publishing my book … I SQUEALED. Out loud. In my classroom. Fortunately, this was during my planning period, so no one was around to see me jumping up and down and prancing around my room chanting, “EdTechTeam is going to publish my book!” I am SO EXCITED that this amazing group is going to help me share my message with teachers all over the world!!

Stage 3: Wait, I still need to write the book … 
I LOVE writing, especially about how I use EdTech in my classroom. However, writing a book is a tad different than writing 600 words on my blog. I can honestly say though that I am having a BLAST writing this book! You can expect it to read like a narrative – like my blog – and have practical examples of how you can use fabulous EdTech tools to engage your students in exploring, creating, collaborating, communicating, reflecting, and thinking critically, as well as how you as the teacher can design lessons, assess, and motivate your students with technology! As you can see, I have SO MUCH to share with you!

Stage 4: What the heck do I title this thing?
Here’s where I need your help, friends. What do I title this book? I’m torn between two titles, and I need your feedback! Do you like … “It’s NOT About the Tech! It’s How You USE It! Tips and Strategies to ENHANCE your Classroom with EdTech Tools” OR … “Make Your Classroom AWESOME! Tips and Strategies to ENHANCE your Classroom with EdTech Tools”  I can’t wait to hear what you have to say! Please click here to cast your vote! I’ll be sure to update you on the results on Twitter and Facebook!

Be sure to join this mailing list for information and updates about my new book … whatever the title may be!

As always, thanks for reading 🙂

Passion Projects, HyperDocs, and the Flipped Classroom

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I’m still coming down from the awesomeness that was edcampSEMO on Saturday … other than the Pineapple Chart concept, another big takeaway was the use of Passion Projects in the classroom. The idea of implementing a Passion Project in my classroom has simultaneously intrigued and terrifies me! I think it’s the concept of totally relinquishing control over something in my classroom … my use of HyperDocs and the flipped classroom strategy has helped me with my control issues 🙂

My students are still working on their first unit HyperDoc, and I’m starting to gather some feedback, all of which has been POSITIVE! (More on this later!!) One issue I’m having, and I knew this would happen, is what do the students do when they finish WAY before everyone else? I’ve added extend activities … check out my HyperDoc here … and these students have decided to work more at their own pace, which is faster than their classmates. Of course, the activity that we’re doing to hit the apply and analyze sections of Bloom’s will be a whole class activity, so they can’t work on that. They’ve even completed the activity for the “create” level … to my specifications!

I know this is one of the perks (and scary parts) of moving toward a flipped mastery classroom, with more of a student-centered focus. I know this is something I need to get used to. I know. I know!

Here’s where the Passion Project idea comes into play.

Next year, I’m planning to create ALL of my units as HyperDocs for my students. At the beginning of the year, I’ll also introduce a year-long **optional** Passion Project to my students. When students complete their HyperDocs for the unit, they can use remaining class time (until the class is finished and ready to move on) to work on their Passion Project. I’ll also grant time after assessments and will designate other days throughout the year specifically for their projects. Each quarter,  students will show me the progress made on their Passino Projects and will earn 25 bonus points.

I introduced this idea to some of my classes today, and the response really got me excited! I heard things like, “what could I do for my Passion Project?” to “I can really do something that I just like, not that’s part of the class?!”

When I told my students their Passion Project would be over what they are passionate about, eyes lit up all over my classroom.
“Really? That’s so cool!”

I even gave them an example of my personal Passion Project – this blog!

I really think this is going to be great next year … and I’m thinking about launching a mini Passion Project toward the end of this school year.

Let me know about your experiences with Passion Projects!

Thanks for reading 🙂

HyperDocs are AWESOME!

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Over the summer, I purchased the HyperDoc Handbook with the intention of reading and digesting it before the beginning of this school year.

Am I the only one that sets huge goals for summer and then accomplishes little to none of it?! That, my friends, was the case with the HyperDoc Handbook.

Last semester, I finally had time to actually read the HyperDoc Handbook, and IT WAS AWESOME!

A HyperDoc is so much more than just an electronic worksheet. HyperDocs allow teachers to design lessons that promote more of a student-centered approach. There are MANY templates that teachers can follow when creating HyperDocs such as, “Explore, Explain, Apply,” “5 E’s,” and the “Basic HyperDoc Lesson.” Part of the beauty of HyperDocs is that teachers are free to use one of these templates, a variation or combination of templates, or create their own!

Just like with BreakoutEDU, when I learned about HyperDocs, I immediately began formulating game plans for using them in my classroom. It was almost an obsession because HyperDocs are actually FUN to create!

Teachers can use a variety of tools when creating HyperDocs, and many of these tools are probably already familiar to you and your students – YouTube, ThingLink, Google Docs, Google Drive, Google Sites, etc. HyperDocs allow teachers to package content in such a way that allows their students to explore content material and apply their knowledge while working in a more individualized setting.

The first HyperDoc I made was for my American Government class dealing with the Bill to Law process. I was working on my laptop while I was creating this activity for my students and pulled up my copy of the HyperDoc Handbook on my iPad. (The HyperDoc Handbook provides fabulous information AND examples/templates for teachers to use in their classrooms! It’s spectacular!)

The “Engage” step of my HyperDoc takes students to a podcast called, “60 Second Civics,” in which they were to listen to 5 podcasts about the Bill to Law process. As they were listening to the information, they were to type their thoughts in the corresponding box.

The “Explore” step directed students to three websites, all concerning an aspect of the legislative process – Vetoes, Pocket Vetoes, Overridden Vetoes, Bills Presented to Congress, and an article about the repeal of Obamacare. I wanted students to view “real life” applications of the content they were learning in this section.

The “Explain” step required students to actively view an instructional video I had created about the Bill to Law process via EDpuzzle. They were also required to take notes on this video on their unit note-taking document.

The “Apply” step requirement was two-fold: students needed to create a Quizlet deck that detailed the Bill to Law process and then submit an idea via Google Form for bills they wanted to see passed in our school (more on our Bill to Law simulation later!).

Finally, the “Extend” step provided students with games and other extension activities (for lack of a better phrase!) to allow them to further their knowledge of the legislative process … or have fun with trivia 🙂

Overall, the HyperDoc activity was FANTASTIC! My time was freed up — I was able to interact with students and help them understand the legislative process instead of constantly reminding them of instructions, redirecting them to the correct sources, etc. HyperDocs ROCK!

If you’re interested in checking out my HyperDocs, please click here or access the HyperDocs for Social Studies page on my blog.

If you haven’t already, DEFINITELY put the HyperDoc Handbook on your reading list! Click here to purchase from Amazon (affiliate).

More will be added soon!

Thanks for reading 🙂

This post contains affiliate links, which means if you click on one of the links and make a purchase, I may earn a small commission. Thanks in advance!

 

Getting Started with Nearpod

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Nearpod is one of my absolute FAVORITE tools to use in my 1:1 classroom. In my dual credit social studies classes, I run more of a blended than flipped classroom in that I lecture 2-3 days per week and allow the remaining class time to be used for completing work. I try to mimic a college schedule as much as I can, and since I see my students every day, this plan works pretty well.

One of the many reasons I love Nearpod is that it helps me create an engaging, interactive environment for my students. No longer are my presentations simply projected on the white board while my students frantically copy down information. Now, my Nearpod lesson is displayed on their individual Chromebook which allows them to not only view the information without peering over the heads of their classmates, but also allows them to interact with the various images, virtual tours, and activities within the presentation making it much more FUN!

If you’re looking to get started with Nearpod, here’s a quick how-to guide 🙂

Create an account
Nearpod offers various account levels, each providing different perks. The “silver account” allows you to create lessons and include formative assessments in those lessons. However, it does not allow teachers to add websites, YouTube videos, games, etc into Nearpod lessons. One of my favorite features, the virtual tours, is also unavailable through the silver account. My suggestion? Spring for the “gold account!” This allows you to utilize the fabulous features of Nearpod that promote student engagement – virtual tours of awesome places ranging from Pyramids to Mars and everywhere in between, awesome 3D images and more! The gold account starts at $10 per month per teacher and is definitely worth it. Read more about pricing here.

Explore lessons
Are you looking for an engaging lesson for your students and don’t have time to reinvent the wheel? Check out the awesome lessons library! Search through the lesson library, set filters that relate to your content, and add free (or inexpensive) lessons to your account! It’s fantastic! Do you use Common Sense Education curriculum at your school? Be sure to access the lessons for each unit!

Create your own 
When you’re ready to create your own Nearpod, you have a few different options. Teachers can create Nearpod presentations through the “Create” feature on the dashboard page. This allows you to upload a file from your computer, in a PNG, PDF, or PPT file to create a presentation or individual slides. OR … you can use my personal favorite, the Nearpodize extension! Most of my presentations are created using Google Slides. To quickly create a Nearpod lesson from your Google Slides presentation, simply open your presentation, select the Nearpodize extension, and watch the magic happen! It’s fabulous!

Now, you’re ready to get started with Nearpod! Check out this post for more of my favorite Nearpod features!

If you or your school district would like more information about how to use Nearpod in the classroom? Please let me know! I would love to help you learn about and love using this fabulous tool!!

Thanks for reading 🙂

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