Tag Archive for edcamppdx

edCampPDX Sat Feb 4 at Catlin Gabel

We are hosting the third iteration of edCampPDX, an unconference-style gathering of educators from public, private, and parochial schools to discuss all manner of forward-thinking education topics. Participants propose and choose the sessions.

free professional development | focus on teaching and learning| forward-thinking discussions |educators from all types of schools, grade levels, and subjects | highly participatory | wide range of topics

Info and registration: http://edcamppdx.wikispaces.com/HOME

edCampPDX #2

Check out the thoughtful topics discussed at today's edCampPDX (detailed descriptions online). Free professional development, facilitated by participants!

Got Books? Using Technology to promote reading and Children's/YA Literature
Writing Across the Curriculum in the Digital Age
Interactive YouTube videos: Created for the world by kids
Writing and Science and Formative Assessment
Tools for Building Classroom Community
Crank up the Critical Thinking using VoiceThread
Throwing Out the Lesson Plan: A Writing Teacher Goes Rogue
Dream School Commons: A Community-Based Effort to Re-Imagine Education
Teachers Controlling Students: Why autonomy support is better and how to tell the difference
Dream School Realized: Extremes in Child-Centered Pedagogy
Selection Bias v. Self-Selection Bias
How do the connected devices get organized around the campfire?
"Know Thyself" – Valuing Reflection
Meet Common Core State Standards with Visual Thinking and Learning
Online learning roundtable discussion
How does attention blindness affect your teaching and learning?
Instant Formative Assessments: How do we know what they know?

New Student Newspapers Online

By coincidence, sister schools Catlin Gabel and Maru-a-Pula just launched their inaugural online issues just a week apart. It’s great to see both schools embracing an online format.

CatlinSpeak: speak.catlin.edu

MAP Voices: mapvoices.org

I worked a bit with the CatlinSpeak staff, and a few thought-provoking questions came up.

What is an “issue” in an online format?

The staff plans to publish four paper issues and some additional number of online issues. To simulate an “issue” on the website, the initially planned to schedule all of the posts to publish on a specific date. In reality, it was too difficult to troubleshoot design and layout without publishing the first batch of articles immediately.

The online format forces some shifts in thinking. When breaking news happens, why not publish it to the site immediately? Major news websites no longer publish issues but rather post articles continuously as they are written. Can a school newspaper generate enough traffic without announcing new issues? Can students devote focused attention to writing and editing amongst their other school commitments?

How can we get students to read more serious articles?

CatlinSpeak had a terrific launch day as measured by site traffic, nearly 2,000 hits in a single day. However, look how steeply traffic dropped off after the home page.

Serious articles about global travel, the presidential election, etc. only received low double-digit hits. How many of those read the articles all the way through?

How much technical website expertise should a journalism class develop?

The CatlinSpeak staff had high standards for layout and design but was not able to take on the CSS customization required to make the necessary changes. Given that the design is likely to stay relatively static now that the site is launched, how important is it for the staff to develop CSS skills, compared to spending time on journalism and publicity skills? Is it okay for adults to do most of the CSS work at the start of this project, to help the staff achieve a good launch?

What collaboration is possible between Maru-a-Pula and Catlin Gabel students?

We have two student newspaper staffs writing serious articles about their schools and communities. How should they collaborate together in ways that will be worth the effort required? What could students learn from the similarities and differences in their journalistic priorities and methods?

What is the role of social media in these online papers?

The Catlin Gabel staff chose Twitter for a very practical reason: the ease of posting links to external news articles and Catlin Gabel sports scores. They are not really using it for networking, but it is effective for presenting updates quickly and concisely.

Journalism and 21st Century Skills

This year, CatlinSpeak changed from a club to a half-credit lunch class. This promotion underscores the legitimacy of a journalism class within a classic academic program. That said, why not fully integrate the class within the English department’s elective or required course of study? Communication, presentation, and global citizenship are key 21st century skills. Why not five them full status in the school curriculum?

Co-curricular Innovation Council

We have launched a “Co-curricular Innovation Council” so that co-curricular program leaders can more easily consult with each other, work together on common projects, and build stronger partnerships with classroom teachers. The committee includes directors of the global education, urban studies, outdoor education, teaching and learning, athletics, robotics, community service, Knight Scholars, and instructional technology programs. These program directors have historically directed their programs mostly by themselves or in partnership with one or two other people. This committee creates a systematic way for program leaders to request feedback from each other and launch projects together.

As co-curricular programs have evolved from mere “activities” to fully-fledged experiential learning environments, it has become more important to coordinate these programs and build stronger connections between co-curricular programs and classroom teaching. Students often refer to outdoor trips, robotics projects, or urban planning presentations as their most memorable learning experiences. Why should they experience dramatically different teaching styles between classrooms with and without four walls?

Organizing program directors together allows us to strengthen what we have in common: a focus on 21st century content domains (global citizenship, environmental stewardship, technology, etc.) and skills (communication, collaboration, creativity, etc.). Facilitating ways from program directors to work more closely with classroom teachers creates potential for more experiential learning opportunities within classroom instruction. Our classroom teachers have been creating terrific experiential learning opportunities for years. Now they get more potential partners and conceptual support for their project work.

Director of Technology and Learning Innovation

I have changed my title to “director of technology and learning innovation.” Tech staff members are sometimes seen as just working with computers. My new title is intended to make it apparent to the school community that I also work on projects that involve technology tangentially or not at all. These have included leading global trips, revising curriculum mapping standards, and modeling collaboration fourth and fifth grade, among others.

What is in a title? An accurate job title helps clarify one’s role in the institution, especially to new employees, parents, and people outside of the school. While I generally abhor long titles, I felt that I had expanded sufficiently beyond a traditional technology director role to warrant the change.

I particularly want to emphasize learning innovation when presenting myself in order to strengthen partnerships with my many colleagues at school who are currently working hard to investigate and adopt new models of teaching and learning. I hope that this will lead to greater collaboration with colleagues on learning innovation projects throughout the school.

Visual Website Design

Our admission, website, and communication teams have worked together to reorganize the admission section of the school’s website. Not only did we want to simplify and clarify navigation, but we also wanted to present information in visual ways.

Our website is very text-heavy, much of it written eight years ago and only edited since then. In much of the site, we present all of the important content as text and then add some photos for aesthetic or emotional effect. In today’s media-rich culture, people have a lot of practice consuming information visually. We can actually communicate content, not just feelings, through photographic badges. This also forces us to distill the “landing page” message to three key ideas.

In recent years, affordability has become increasingly important to families. Our website statistics show a rise in page views in the tuition, financial aid, and scholarship pages. We respond by both providing easy access to the information people are seeking and by promoting the response that we wish to convey.

Before


After

iPads at Lewis Elementary

At EdCampPDX today, Lewis Elementary fourth grade team Paul Colvin and Matt Marchyok took us through how they used 13 new iPads in the classroom this year. I took the following notes and screen captures. Thank you for helping us get a head start with our small iPad pilot this year!

I left the session with a better understanding of what iPad tools could facilitate the transition to a digital classroom. Less clear is whether this represents a digital version of time-honored paper activities or a new form of learning. Toward the end, we laid out some preliminary ideas for uses of iPads in an inquiry-based classroom.

Sharing documents
– DropDAV, WebDAV through DropBox
– iCloud a likely replacement
– Shared passcode between student partners
– DropBox good for sharing but not security
– Google Docs good for security but not for sharing and writing

Class Activities
– Assign an entry task each day, also
– BrainPop of the day available on iPad for free
– BrainPop also available through Google Apps & student accounts
– Reading AtoZ to get a bank of leveled books, fileshare those PDFs to reading groups
– Keyboarding problematic: some students preferred to use a regular keyboard
– Better to type in landscape mode

Writing
– Pages
– WritePad
– Dragon Dictation

Math
– Khan Academy
– IXL
– various apps
– http://easycbm.com (progress monitoring)
– Khan Academy uses Google Apps logins, for tracking student progress
– RocketMath, Fraction Factory, PizzaMath

Reading: RAZ Kids
– Leveled books  http://www.raz-kids.com
– Share PDFs
– Seeking a reader that supports annotation really well (goal for this year), save annotations into iBooks
– Secret Garden, in place of class set of books, public domain book

Social Studies
– Google Earth and Maps
– Oregon Trail
– This Day in History

Art
– Brushes for freehand painting, Brushes Player for playing back brushstrokes on a Mac

BrainPOP: very relevant to daily events
– featured movie easy to access on iPad
– also available online + other free content but not as easy to access

Computers vs. iPads
–  you could argue for diversity of platforms
– iPads may better fit kid hands

EdModo — social network for the classroom

IdeaFlight: broadcast teacher iPad to student iPads in the classroom

Going paperless
– fewer stacks of paper
– writing submitted online
– quick prompts

I am beginning to think that nearly everyone can read successfully on a screen if they practice enough. An iPad may offer an easier transition to reading on the screen, because you can hold it in your lap, where a book traditionally goes. We do not read books directly in front of us like a computer screen!

“Not one time did I have a tech issue” — Matt on iPad ease of use

iPads in an inquiry-based classroom
– interview notes
– photos and video
– publishing
– writing

EdCampPDX next week!

Calling all teachers, instructional technologists, IT Directors, Principals, Admins and Teacher Librarians who live in the NW.

Join us at La Salle Catholic College Preparatory on Thursday, August 18th from 8:30-3:30 pm for our first edcampPDX.

What is edcampPDX?
An edcamp is a unconference-style day of professional development organized and given by the local participants. Sign up to attend here! Twitter updates about #edcampPDX

What are the goals of edcampPDX?
Networking: Connect educators in the Portland / Oregon area
Instructional Practices: Learn new curriculum ideas, best practices, and/or tech integration ideas from other educators
Personalized: You customize your own PD by suggesting, facilitating and attending sessions about topics that interest you!
What does it cost?
The day is FREE — unless you want to pre-order a $5.00 lunch

Sessions proposed so far
Project-Based Learning
Diigo for Writer’s Workshop
The Importance of Sharing
Conversations about Science
Content Based Literacy Tools
Reflective Thinking
Design Thinking
Blended Learning
Google Apps for Education
[your session goes here]

More Information and signup
http://edcamppdx.wikispaces.com/