Educational Technology Leadership

Two weeks ago, on April 20th, Brock launched its first Educational Technology Leadership program in an elementary school. As a member of the educational technology program, I was thrilled to participate over a two week time frame to educate fellow teachers as well as students on how to successfully incorporate various technological innovations in the classroom to advance learning. During this time, I was subjected to several new and valuable learning experiences. It is in the best interest of the University to encourage its students to participate in this highly specialized program which will benefit school staff and students. 

April 20th, 2015:

Launch day! The program stipulates that student teachers must attend two periods of class with our previous class in block 2(A). As a result, I participated as a student teacher in my class helping the assistant teacher. In the afternoon, the educational technology leadership team met with our supervisors Dr.Camille Rutherford and Ingrid Goertz. Based on a survey that teachers had completed, our team formed a Master Teacher Availability spreadsheet. Only teachers who completed the survey requesting technology assistance were incorporated into the schedule. Following the construction of the master list, our team divided the teachers into groups of four and five and one team member was assigned per group. As a result, each team member formed a schedule for our two weeks of block. The goal of the day was to develop and share during our personal schedule as well as the Lunch and Learn schedule. In addition, the objective was to greet assigned teachers and request additional information regarding questions they may have, strengths, and needs. Unfortunately, because we had spent the first day of block planning and preparing our schedule, teachers were not fully in the loop and did not prepare questions or put aside specific time to share. As a result, it was difficult to ascertain information from the teachers. However, we were given flexibility in our schedules to meet each teachers needs! 

April 21, 2015:

Day two and feeling excited! Today is supposed to be an observation day. We were recommended to observe the material students are studying and record the technology that the teacher uses in class. I was able to circulate the classroom as well as discuss with teachers the material students are working on across different subjects. Teachers were also encouraged to share if they have any specific interests, needs or questions related to technology. I made sure to ask the teachers, how often they currently are using technology as a learning resource in their classroom? What technology is readily available in the classroom? What technology do you prefer to use in the classroom? If technology was more available, would it be used often? I found that teachers were very open in their responses. I gathered from our conversations that a big concern is comfort level with technology, availability of technology, and not knowing where to begin when incorporating the technology into the class. 

Mrs. P had arranged for me to come visit her during her prep time. I was not able to work with Mrs. P and her classroom but her preference was for me to show her applications that will help with small group work in reading and writing as well as social studies. Another concern for Mrs. P was fixing her Mimio which has malfunctioned. The meeting went well and I assured Mrs. P that I will find her applications to help engage students and replace the use of white-boards. I have not used Mimio before but I have been trained in Notebook. Although I felt capable in handling the Mimio, certain concerns such as this one would be nice to know more in advance so I can explore the program prior! 

I met with Mr. S and his class in the computer lab. Mr. S explained that he is open to learning about new Apps that will help his students in the learning process. Mr. S also seemed interested in Apps that will be used as tools for the teacher. This seemed like a very open process so I confronted the challenge by finding apps to reveal to Mr. S in our next session. 

Mrs. W expressed a strong interest in learning iMovie. We were able to book iPads for our next session. We discussed that the best approach is to slowly introduce students to the different features that iMovie offers. Mrs. W had a concrete idea of what she would like and this gave me a precise scope to work with.  

With several teachers, I had to clarify what my role would be over the next two weeks. Teachers were not sure how often I would visit or if I was there to teach them or the class or both. Overall, myself and the teachers seemed very excited to expand their knowledge and understanding of different technology programs and how to be realistic when incorporating technology into the classroom. 


April 22, 2015 

Today I introduced Mrs. P to a variety of apps that she can use in her language and social studies lessons. The goal was to introduce apps that will get rid of students using white boards but allow students to track their work and observe how they are improving. The apps are also small group or independent focused. The apps that I introduced to Mrs. P are ShowMe, Thinglink, and Ibrainstorm. I demonstrated for Mrs. P how each app works and we discussed how to meld the app with what the students are currently studying. For example, using Ibrainstorm to demonstrate point of view. Mrs. P, who has acknowledged in the past that she is not a tech-person, found the app easy to use and applicable for her classroom. A focus for Mrs. P centred on fixing the Mimio software. Unfortunately, and with the assistance of a co-worker, this could not be accomplished on this day. The session went very well but again, unfortunately the students were not in the classroom and Mrs. P did not put aside class time to use the technology with the students. Therefore, we could not practice the new applications with the students. 

Before I attended Mrs. W's class, I made sure to give her a 10 minute tutorial on the iMovie features I will introduce to her class today. In the afternoon, I introduced Mrs. W's students to iMovie and its features including, videoing, adding music, adjusting volume, and changing picture colour. Using the theme: Earth Day, students prepared short videos. This session went very well. Students and the teacher were excited to be using the technology and were successful in application. I was also able to coach Mrs. W and answer any questions that may arise during this time period. As a result, she was able to develop her iMovie skills as well. The lesson I prepared in advance went well and students responded very well to it. The only drawback to the entire lesson was that there was no Apple Tv or VGA converter to allow me to project the iPad onto the screen. However, I did prepare a Google SlideShow in advance to resolve this problem. 

April 23, 2015

I attended Mrs. B's classroom today. Mrs. B does not have very much technology in her classroom. She was very excited and enthusiastic to have a student help her with incorporating technology into the classroom and learning how to operate certain programs. Mrs. B had expressed a specific interest in learning more about Google Docs (teacher directed) as well as different Apps that student can use in math. Mrs. B explained that she is not afraid of learning about new technology programs but she requires guidance. Mrs. B did not have very much time to learn about Google Docs as her students were presenting their work. We reviewed and prioritized what she would like over the next two weeks. I left the class with a new direction: teaching Mrs. B how to use Google Drive as well as introducing the application ShowMe and Interactive Manipulatives for Mrs. B to use in her math class. I was pleased with the progress during this session. However, Mrs. B and I arranged separate periods, during prep, for me to teach her how to operate Google Drive. 

Mr. S and I sat down and I presented different apps and websites that he may like. Some of the applications Mr. S had already had on his iPad such as Interactive Manipulatives and Socrative. However, I was able to introduce Rubistar to help Mr. S with developing rubrics. He was very pleased with this website. I noted that Mr. S was concerned about learning new programs would also help work be more efficient. I showed and explained the benefit of each app. Some of the apps that I introduced Mr. S to included, Thinglink, Story Creator, Earth Viewer, Voice Thread, and Animoto. Some of the apps Mr. S thought would work very well in his class and some not. I asked Mr. S if he uses videos often in his class? I explained to Mr. S that I would like to teach him how to use the application Zaption which merges video and learning. Mr. S seemed very interested in this proposition! I would like to establish a direction for Mr. S such as Zaption as well as introducing him to other applications. 

April 24, 2015

Zaption lunch and learn is today! I was very excited to deliver a short seminar explaining to teachers how to use and incorporate Zaption into their classroom as well as its benefits in the learning environment. The Lunch and Learn have been wonderful. Several teachers have been attending each day and are sincerely interested in learning about new programs. This is a significant forum that allows myself and fellow co-workers to reach a vast audience over a short period of time. 

Mrs. W and I met to discuss iMovie next steps. I explained to Mrs. W that I will introduce the iMovie voice over feature as well as how to edit and cut video content. Students in Mrs. W's class are currently studying Pioneers. We felt it was best to have students exercise their knowledge of Pioneers as well as point of view for their next video. I introduced Mrs. W to the app Animoto, an alternative video tool to iMovie, but she was resistant as iMovie is her central focus. I also introduced Mrs. W to Apple TV and mirroring. She was very excited about the concept of mirroring and its advantages. I am thrilled to bring to light new methods of teaching. However, I will have to locate an Apple TV in the school in order to further display the program. 

Benefits and Challenges of EdTech

The introduction of a new method or approach will always present benefits as well as challenges. The concept of technology in the classroom generates several opinions both positive and negative. There are several barriers surrounding technology in the classroom that can obstruct teaching as well as learning. Teachers may lack proper training and support for the technology they are given. In addition, teachers may be unaware of appropriate uses of technology in the classroom, in other words, how to incorporate the technology into classroom instruction and learning. As a result, technology may be used for PowerPoint presentations and not include interactivity. Teachers must learn how to integrate technology into the classroom to support collaboration and learning. This will ultimately help reduce scepticism. An additional concern that is evident concerns personalized learning and how to differentiate instruction using technology. As a result, technology in the classroom may be used for playing games instead of encouraging inquiry based learning. As a supporter of technology in the classroom and a member of the Education Technology class, I am able to identify that the benefits of EdTech are abundant. Learning about the different technology (Smart Board, Scribe Pen) and how to incorporate this technology into the classroom was essential and beneficial. Technology helps to create an active learning environment that supports inquiry based learning. Technology helps to enhance instruction and creates meaningful learning experiences. With technology there is more interaction and technologies such as the scribe pen or podcast help teachers to differentiate by creating opportunities to go at their own pace. Technology in the classroom creates a student centred learning environment. This engaging experience helps students to establish deeper connections (learning extends beyond the classroom walls) as well as helps with retention. There will always be concerns about using technology in the classroom. For example, technology takes away from socialization. However, technology can also help shy students develop a voice through a new form of socialization - blogging. By learning how to use the technology and properly incorporate it into the lessons, students can successfully develop self-direction and critical thinking skills. 

The 21st Century Teacher

Former associate editor of Fortune magazine Alvin Toffler affirmed, "the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." While Toffler's statement may be interpreted in various ways, I find this sentiment applicable to elements of 21st century classroom. Ultimately, a 21st century classroom demands a 21st century teacher to appropriately shape the environment. Requisites of a 21st century teacher include being informed and adaptive. The 21st century teacher is able to exercise flexibility and growth in order revamp and refashion according to new ways of teaching. This teacher understands and communicates the necessary skills that students require to adapt in a world that is constantly in flux and changing. The environment should be one that is collaborative, facilitating both discussion among students as well as an enriching exchange of ideas. I believe this teacher is a visionary and is able to analyze potential in new technologies. As a result, this teacher strives to stay current! This teacher is also able to apply this technology in a way that will support student learning. The 21st century teacher does not have to be tech savvy, but must be open to learning, adapting, and incorporating technology into the classroom to create a valuable learning experience for students and to help students master the abilities required of them in the 21st century. The focus of the classroom educational experience is on inquiry based learning; a question-driven student centered approach that is nurtured by a facilitating teacher. Problem solving and hands-on learning are the prime objectives of this experience. Rather than narrowly focusing on communicating time-sensitive knowledge, the classroom of the 21st century provides students with a skillset that allows them to adapt to the exerchanging environment that they will encounter beyond the classroom setting. 

Supporting Student Learning with Technology

Incorporating technology into classroom learning is beneficial for the student as well as the teacher. Several students in my class this term are English Language Learners. As a result, part of my differentiation was to incorporate images for the students to observe. I regularly used Google Slides to incorporate images and video during our science lessons. Students were able to have a better idea and relate to the topic we were discussing. Interaction is essential at any level. In my grade two classroom, students enjoyed coming to the Smartboard to participate in activities. This created an engaging experience where students were able to focus. As a result, I would use the Smartboard for language lessons and have students underline grammatical errors or for math lessons by having students change the temperature on the Smartboard virtual thermometer. Active participation was evident among the students. Students were able to apply their knowledge about Air and Water when creating their own comic strip. Bitstrip is a quick and easy comic creator that the students used. This application is a fun way for students to demonstrate conversation skills. It also allows students to demonstrate their level of understanding in a unique and non conventional format. This is a great way to encourage participation, especially for students who have language difficulties as it does not require tremendous amounts of writing. Students may also log in from home and work on their Bitstrips at home. An additional way that I incorporated technology to support student learning was by using Zaption. My students loved watching videos. However, they would often passively watch the video but not learn from the video. As a result, I utilized a feature within Zaption that allows the teacher to upload open response, multiple choice, or checkmark questions into the video. This modification required the students to actively think about what they are viewing and apply their knowledge by submitting an answer in the response box displayed on the screen. Technology can be utilized to focus on the strengths of students in the learning process. It provides innovative options that transform students from passive learners into active participants in their education. 

Below you will find an image of some of the comics that my students created using Bitstrip! 

iMovie Coaching Session

There are many different technological applications that may be used in the classroom. Identifying the most valuable resources can be challenging. Mrs. W had expressed an interest in using iMovie in her classroom. However, Mrs. W conveyed to me that she was apprehensive to use iMovie because learning how to use the app seemed like a daunting and confusing venture. I explained to Mrs. W that when being introduced to a new tool, it is best to slowly integrate the technology into the classroom. As a result, we began our session looking at general concepts in iMovie such as, where to locate the film icon, how to add music and change the volume or colour of the picture. In addition, I introduced Mrs. W to voice over recording as well as trimming a video. iMovie is very user friendly and Mrs. W did not have trouble learning how to navigate the application after being given direction. It was evident that Mrs. W was excited to learn how to use iMovie! It was important to guide Mrs. W on how to incorporate iMovie into her grade 3 classroom. We decided to incorporate iMovie into the classroom using the same procedure that Mrs. W followed in my instruction. As a result, students were able to film and add music during their first experience with iMovie. The students' second experience with iMovie incorporated voice overs, additional scenes as well as using the cutting tool. There are limitless possibilities when incorporating this app into the classroom. Mrs. W's classroom is studying Pioneers as well as point of view in writing. iMovie provides students the ability to combine these two lessons and act out different points of view during the Pioneer time period. Therefore, this is a wonderful way to incorporate cross curricular material. Mrs. W may also use iMovie to introduce meaningful content and deliver it to students. During the session, I provided Mrs. W with a link to several ways to include iMovie in the classroom. In teaching Mrs. W about technology, I utilized inquiry based learning, allowing Mrs. W the space to explore the technology throughout the learning process. Mrs. W now feels confident to guide students who will be creating iMovie projects in her classroom. She now recognizes iMovie's benefits of fostering an interactive learning environment and communicating a responsibility to create one's own footage and editing. Using iMovie in the classroom allows students to practice their skills in communication, collaboration, critical thinking, and creativity. Mrs. W now feels confident and is going to practice using iMovie in her classroom! 
Below you will find an image from the session! 

Ed Tech Showcase

I had the wonderful opportunity to participate in the Ed Tech Professional Workshop at Brock University. Alongside my fellow colleague, Laurence, we presented on the new interactive video learning tool, Zaption. Showing videos is common place in Canadian classrooms. Following an in class video, teachers will often disseminate work-sheets for students to record responses to the video content. This method of practice is becoming outdated and obsolete as a result of recent technological innovations in education, including Zaption. Zaption helps turn passive viewing into an active learning experience. Teachers may use the web application to upload videos from YouTube, Vimeo, PBS, National Geographic, or private libraries. Multiple choice, open response and checkmark responses can automatically be added into the video in any particular spot. The video will automatically pause as the question appears on the screen. Students may then submit their response. Teachers may also trim the video down to size. 

The overarching goal of the presentation was to discuss how to incorporate Zaption into the 21st century classroom and its potential benefits. It has become clear that just watching a video is not an effective means of learning. However, teachers would still like to play videos showing science experiments or learning about another country and its topography. Zaption will help produce more meaningful and deeper learning experiences with video. Teachers may use Zaption for video quizzes as well as building video learning tours! Creating video lessons that are more engaging is not the sole benefit of this platform. Zaption also helps fill the gap in the split classroom. We can use different videos and form different questions for each student to respond to; allowing a unique way to differentiate within the classroom. In addition, Zaption provides a forum for the flipped classroom. Students may view videos and answer questions at home, leaving more time to discuss in the classroom. Teachers may track student responses and viewing habits using the Zaption analytics. With a heavy reliance on videos in education, Zaption helps to turn viewing from a passive activity into an active experience. 

The workshop introduced this information as well as how to create a unique Zaption viewing experience. There was a positive response from the attendees. The audience was pleased to learn of the innovative ways to effectively incoporate movies into the classroom learning experience, namely, that questions can be added to the video and teachers will have access to student answers in analytics. Teachers main concern included how to assess the students when using Zaption. I believe several teachers could relate to viewing a video as a passive experience and were pleased to discover how beneficial Zaption can be (especially in the split classroom).

Displayed below are pictures from the special day! 

Laughable!