Digital Learning with Math

This post is part of a #Peel21st community “blog hop” in which participants share a digital learning experience in math.  After reading this post, be sure to click the links to others’ posts at the bottom of the page, and make your way through all of the contributors.

I am a high school physics teacher and physics naturally has a lot of math in it.  So, I decided I would post about a teaching experience I had a few years back and what it taught me about “21st century students.”


For a long time I have utilized some form of online social networking space in my classes (wikis, blogs, Ning, Elgg, Edmodo, etc.).  I have found that providing an avenue for student voice online has contributed greatly to the sense of community that is built within my classes.  Moreover, I have learned a great deal about my students and about physics from what and how my students share with the class.  I highly recommend it!

Back in 2012, I was using Edmodo because it was easy to use and was one of the few platforms that had a mobile app (something that I think is very important if you want students to use the service).  My students and I regularly shared ideas about physics, and links to YouTube videos that were either useful for learning physics, or demonstrated the amazing applications of physics.  After providing my students with some additional practice questions in class, I logged in to see this:

edmodo post 1

Followed the next day by this:

edmodo post 2

Here is what stuck out most to me:

  1. These posts collectively had 165 replies, and most of the replies were substantial contributions.
  2. The initial posts were not a call for help, but an offer of service.
  3. These students were engaged in discussing mathematical problems on a Monday, Tuesday, and Wednesday evening.

Compare this with my students in years previous, who were likely sitting at home, working alone on problems, and probably getting frustrated and giving up.  These days, even if the teacher does not provide an online space for collaboration, students will often create their own because they know how much better they can learn when the connect with others.

Ultimately, the key take-away for me was that students want to learn together, and that digital learning spaces can really help to facilitate that sharing.  Even when learning a subject that is as abstract as math, online spaces permit students to discuss concepts, share what they are learning, and ask for help.  Blended learning environments are becoming essential for digital learners in the 21st century.


Pick a blog to jump to next.  Happy hopping!

Phil Young

Shivonne Lewis-Young

Jay Wigmore

Don Campbell

Jonathan So

Jason Richea

Tina Zita

Graham Whisen

 

Learning in the 21st Century

This post is part of a #Peel21st community “blog hop” in which participants share their thinking on what learning in the 21st century means to them.  After reading this post, be sure to click the links to others’ posts at the bottom of the page, and make your way through all of the contributors.

Learning in the 21st century has one important focal point for  me:  Learning is (now, more than ever before) a lifelong endeavour.

Alvin Toffler is often quoted as stating, “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”  Although this is technically an adaptation from something that Toffler quoted from Herbert Gerjuoy (noted here), the phrase is nonetheless quite powerful.  Given the rapid rate of change  in our modern world, learning in the 21st century is, then,  the process of learning how to learn, adapt to new paradigms, shift our thinking, and adjust to unforeseen challenges.

Although I feel like there are a thousand more things I want to say to expand and articulate my vision, part of this blog hop challenge was to be brief, so I will leave it there for now.

Image Credit:  ConnectIrmeli

Pick a blog to jump to next!  Happy hopping!

StopMo – #Peel21st Blog Hop

This post is part of a “blog hop” and I am excited about the opportunity to participate.  In this case, a group of educators have decided to post a blog on the same topic at the same time.  This is my first time participating in this type of thing, but I like how it builds a stronger community among bloggers, and I look forward to learning from the other participants.  The focus of this group blogging effort is to explore a educational tech tool.  I have decided to write about an app for creating stop motion videos.  Be sure to link off to the other blog posts at the bottom of this one.

Stop motion has always been something that has captivated me.  I think that my fascination with this form of animation comes from the ability to make impossible motion seem real, because of the careful planning and effort that creators put into their creations, and because it can be just plain fun to watch.

A year ago, a colleague of mine introduced me to the NFB StopMo app, and I immediately saw the value of this tool (and others like it) for education.  As a Science teacher, I am always trying to assess how well my students truly understand some very difficult concepts.  It is one thing for students to be able to recite definitions and equations for certain concepts, but you have to be much more innovative to determine how deep their understanding really goes.  Stop motion is a great way to have students really engage with difficult concepts, and communicate their understanding in a visual way.  Even more than an assessment tool, creating stop motion videos provides a platform for students to work collaboratively and co-construct an understanding of concepts together.  In one of my favourite examples, I worked with a teacher who gave her grade 10 science students a simple task:  produce a stop motion animation of mitosis — use whatever resources you need to understand the process, and whatever materials you want to visualize the process in your animation.  Looking back, I wish I had kept some of the videos, but the results were amazing, and the class was fully engaged for 90 minutes straight.  It was also clear that the students had a thorough understanding of the stages in this important process.

Apps like the NFB StopMo lower the barrier to creative output (something I have blogged about before).  For those of us who lack traditional skills for creative output (fine art, music, drama), these apps provide one avenue for creating content that can actually be very good.  More importantly, with access to an iPad, students and teachers can now create high quality productions that would have been impossible (or extremely expensive) even 10 years ago!

I have used other stop motion apps in the past, but for the purpose of this blog hop, I decided to sit down and tinker with the NFB StopMo app.  I found that the learning curve was incredibly small and the interface was very easy to navigate.  This app costs $2.99, but it is completely worth it!  In only 15 minutes of playing, I was able to produce this masterpiece:

If that video doesn’t inspire you, I don’t know what will!!

 

Check out the other posts in this Blog Hop here:

Code.or by Erica Armstrong

Puppet Pals by Debbie Axiak

Scratch Jr. by James Cash

Educreations by Matthew Oldridge

IFTTT by Jason Richea

Photo Editor by Aviary by Tina Zita

Pocket by Greg Pearson

Notability by Phil Young

Dealing With PD Overwhelm

I had the pleasure today of working with a group of vice principals from around my district.  As a team of Instructional Technology Resource Teachers, we were tasked with showcasing some new apps and tech tools that might be useful in the role of a VP.  We decided to use the format of “speed-geeking” to give the VPs lots of exposure to different tools.  If you’re not already familiar with the concept of speed-geeking, it works just the same as speed-dating, except instead of being introduced to a variety of people, you are introduced to a variety of different tech tools – hopefully one catches your interest for further exploration.

With 5 separate themed stations, and a variety of apps/tools at each station, the VPs were exposed to at least 10 tools that could potentially be useful to them.  Overall the session was a lot of fun, and there was great feedback from the VPs.  However, I could tell that a number of the participants were feeling a little overwhelmed with being introduced to so many new tools in such a short period of time.

I can totally understand their sense of overwhelm – the feeling that this “thing” I’ve shown them is something they should be using, but don’t have the time, or energy, or maybe even interest to learn it thoroughly.  I remember having similar feelings after professional development early in my career.  Though I enjoyed PD, it often gave me a sense of anxiety or urgency about the need to implement something new, as soon as possible.  I could often feel that I was never doing enough.

As I grew as an educator, I came to realize a few things about professional learning:

  1. There is NEVER enough time, energy, and interest to learn and integrate all of the strategies, tools, and systems available.
  2. As a passionate, committed, self-directed learner, I am permitted to make choices about what I give “head-space” to.

To the first point:  Whether it’s literacy, numeracy, differentiation, assessment, classroom community, integration of technology, cooperative learning, inquiry learning, meta-cognition, effective feedback, or a million other avenues for professional growth, there are simply too many areas for any one person to be an expert on all of it.  There is peace in accepting this fact, and by extension, being thoughtful and intentional about the places where you do invest your time, energy, and interest.  Time, energy, and interest are precious resources, and it is a mistake to dilute their potential impact by trying to learn everything.

To the second point:  Professional development is a deeply personal journey.  As such, I now give myself full permission to attend a PD session and walk out saying, “that was amazing and I can definitely see how it will improve student learning … but i’m not going to do anything about it (at least, not now).”  This statement does not come from a place of laziness or apathy; instead it comes from an honest admission that I am on a professional journey which, for the time being, is moving me down a different path.  I know that I am a hard working educator, and that I am continually trying to improve my knowledge and skills.  This gives me the freedom to embrace some things, and ignore other things, even if the things I am choosing to ignore are wonderful.  The fact is, I am simply choosing to do other wonderful things.

The way I now see it, professional learning is always supposed to be enjoyable/invigorating/gratifying — If it’s not, you’re not thinking about it quite right.

 

Photo Credit:  Andrés Þór

 

Are We Visualizing the Same Thing?

Iris_-_left_eye_of_a_girlI recently gave a presentation to the entire staff at my old school.  It was a message about embracing change and the importance of understanding our students better.  The presentation went well, and it was nice to be presenting in a room of “frolleagues” (friend-colleagues).  After the presentation, one of the teachers emailed me to open a dialogue.  He wondered, “if most teachers love technology in their lives, where is the disconnect or lack of teacher initiative for wide-scale use in education?”  It’s an important question, and one that many in the EdTech leadership community would probably have different answers to.

This teacher had an insight that got me thinking about the assumptions I bring when presenting to a group of teachers.  The gist of his insight was that teachers may believe that technology undermines relationships (which most would agree is the heart and soul of teaching and learning).  His thought was that when teachers picture “teaching with technology,” they still see themselves in a computer lab.  Viewed from this lens, the disconnect for teachers between the use of technology in their lives and the use of technology in their classroom, is an issue of visualization – Teachers lack a clear sense of what a 21st century classroom looks like.  And of course, without a clear vision of where you’re heading, it’s hard to make any progress.

My vision of 21st century learning environments doesn’t really involve a computer lab at all.  It was always interesting for me to look over the statistics of the computer lab booking system at my school and compare my use of the lab to others.  Although I was probably one of the teachers at the school who made the most use of technology in my classroom, I was among the lowest users of the computer lab spaces.  Computer labs were, for the most part, a terrible way to integrate technology in my curriculum precisely because it was not embedded.  When my class makes a trip to the computer lab, the use of technology becomes an “event”, rather than part of the necessary background of every day learning.

In terms of relationships, it might very well be the case that teachers see the use of technology as something that is alienating them from their students.  Once again, my experience and the imagery in my mind is the complete opposite.

Reflecting on my own journey as a classroom teacher, I can remember the investments I made into building better relationships with my kids.  What started with “classroom management” turned into “classroom community”, and sent me on a learning journey into cooperative learning, “tribes”, character education, and ultimately shifting my role from a teacher in the traditional sense to that of a mentor or coach.  This became the foundation of my professional practice, and not something that I would ever allow to be compromised through the use of technology.  On the contrary, I believe that my investment in technology has only ever sought to improve my relationships with students – opening conversations that were not possible before, giving me a greater insight into who my students are, giving a platform to help all students find their voice, and opening up new spaces for learning beyond the walls of my classroom.  In my experience, technology considerably improved relationships.

Overall though, I think that teachers are often far too fixated on the image of technology hardware devices in their classrooms, as though that was what defined a 21st century learning environment.  Once again, the use of hardware is only one part (and in my opinion, a small part) of what it means to be a 21st century educator for 21st century students.  The great shift for us is not from “technology-poor” to “technology-rich” environments, but from the “teacher as purveyor of knowledge” to the “teacher as the lead-learner.”  A lead-learner is a mentor and a coach; a lead-learner takes risks and is prepared to fail; a lead-learner is a role-model in the positive use of technology.  Most importantly, a lead-learner does not know all the answers, but is very skilled at asking the right questions, and accessing avenues/resources to answer questions.

In my experience, many teachers might like to think of themselves as a “lead-learner”, but their classroom practice is in fact fairly stagnant and devoid of ongoing progress.  How many teachers do you think take risks on a regular basis (with lesson design, or assignments, or technology, or empowering students, or professional development, etc.)?  How many make new developments on an ongoing basis to push their professional practice to the next level?  Probably not enough.
The implications are important.  How can we ever expect our students to embrace challenge and change (and sometimes failure) if no one is modelling for them what that looks like?  In my opinion, this is what it truly means to be a 21st educator and build 21st century learning environment – teachers need to embrace challenge and change, and they need to learn openly for students to see.

What Stops Some Teachers From Moving Forward?

In my new role as an Instructional Technology Resource Teacher, I have the opportunity to meet many teachers from all across the school board. In only the first two weeks, I have met some amazing educators who are really pushing the envelope of what classroom teaching can look like. Obviously though, not all teachers are moving forward at the same pace.

As I was driving home the other day, I was trying to understand what it is that stops some teachers from moving forward. From my perspective, there are three reasons that teachers may be resisting productive change:

1. They don’t believe the THEORY

In other words, these people have not been sufficiently convinced that moving forward in one direction is the right thing to do. A simple example from assessment and evaluation is one that has been around for at least 10 years (since I started teaching). It is the concept that assigning zeros to a student who has not submitted an assignment is generally bad assessment. Although there is a lot of great research and many case studies to clearly indicate that using zeros is more harmful to learning than it is helpful, many teachers simply reject the notion outright. It is their conviction, regardless of what research shows, that assigning zeros to students is a good motivator.

So, if a teacher doesn’t believe the theory, they will not change.

2. They believe the theory, but they don’t think it will work in PRACTICE

This group of teachers understands the theory and even agrees that it works in a philosophical sense, but believes that the theory does not apply to them in their school. For example, a teacher may feel that assigning zeros is a bad idea in general, but that it is necessary for the type of students he has.

So, if teachers don’t believe the theory will work for them, they will not change.

3. They just don’t WANT to change

This category is simple enough – change is hard work, and sometimes (for any number of reasons, sometimes good ones) people just don’t want to change what they’re doing.

If you have a problem with number 1, then you probably need to do more reading/learning. The research is out there. Assessment, classroom community, literacy, numeracy, technology, instruction, leadership, brain science, and on, and on – these are areas of teaching and learning that are either highly developed, or becoming more refined each year. MORAL: If you resist change because of number 1, you have more work to do.

If you have a problem with number 2, then you probably need to talk to the people who are actually making it work. I have always enjoyed the quote by Elbert Hubbard, “the man who says it can’t be done is generally interrupted by someone doing it.” The reality is that many teachers are having tremendous success in all areas of teaching and learning. MORAL: If you resist change because of number 2, you have more work to do.

It is my fear that most resistance to change is actually because of number 3, though teachers likely convince themselves they don’t change because of numbers 1 and 2. Moving forward in education is as much a personal journey as it is a professional one.

Photo credit: KimManleyOrt

Excitement is Building

The eve of another school year is an exciting time.  As a classroom teacher, and edtech enthusiast, I always have big plans and new ideas for how I am going to develop my teaching strategies and classroom practices.  This year is a bit strange for me because it is the first time in 8 years that I am not returning to the classroom in September.  Instead, I will be starting in my new role as an Instructional Technology Resource Teacher, and will likely spend my first week in meetings and professional development.  Although different school boards use various terms for this type of position, the mandate of the job is simply to work with classroom teachers (and schools in general) to build the capacity of teachers with the use of instructional technology.  In practice, this could mean anything from helping a teacher get acquainted with a particular tool (such as a Smart Board, document camera, etc.) through to helping teachers redevelop their assessments to engage and empower 21st century students.

If you have read my blog before you will likely know that the ITRT position is very well suited to my interests in education, technology, and leadership.  But, what makes this job so exciting for me is that I feel lucky to be transitioning into this leadership role at an amazing time.  There is an enthusiasm building in my school board, and teachers are embracing the concepts of 21st century classrooms now more than ever before.

Last week, I was a conference put on by the Peel Board called Teaching and Learning in a Digital World (#TLDWpeel).  The amazing thing was that the organizers were planning for 350 attendees, and over 600 teachers came!  I have been to many edtech-y conferences over the years, but this one had a different energy in the air, and there was an enthusiasm that many people commented on.  I believe that energy came from the fact that the attendees were not “edtech enthusiasts”, but were teachers who have slowly been recognizing that an evolution is taking place, and they want to be a part of that change.

The conference reminded me of the Technology Adoption Cycle shown here from Wikipedia:

While it may still be too early to tell, I believe we are at the beginning to see the wave of the “early majority” rising up.  And for me, in my new role, that is very exciting!

Thinking about this blog post, I went online to watch this fun video from a few years back:

Watching the video I was reminded about the risk-taking involved in being an innovator/leader, and the important role of the early adopters who give credibility to the leader’s vision.  But, what really stuck out to me this time was seeing the enthusiasm of the early majority as they run into the scene to be part of the action.

Now, if we can only get a room full of teachers to dance around like this … that would be something!

Image credit Jim Renaud

Renewal

A lot of wonderful things have changed in my life in the past few years, both personally and professionally.  Most notably, I now have a little baby girl with whom I can’t seem to get enough of.  Consequently, I have had far less time available to continue writing this blog.  Although life is as busy as ever, I’ve been thinking it was about time to take another run at blogging.  For those who are still subscribed, thank you for your patience!

As part of my renewed commitment to blogging, I have changed the theme.  You may not even notice the difference as it’s not a major change, but it’s something, and I like it!

I really look forward to sharing my thoughts and experience and I continue to learn and grow in this amazing profession.

Books are a Pain

Recently I realized something about myself.  I don’t like to read books – at least not as much as I used to, and definitely not in the ways that I used to.

When I was growing up, I really enjoyed reading books.  As a young boy I usually read for at least an hour before bed each night.  Nowadays, I find it hard to get through many non-fiction books and I find myself wishing that the book would “get to the point.”

So, what changed?  The Internet.

I often feel privileged to have been born when I was.  I feel like I had a good foundation in the pre-internet era, but I was still young enough to be heavily influenced when the internet really started to bloom.  In my house, we didn’t get the internet until I was in grade 10 (1996) and by then I was really starting to feel left out.  I can recall a time in grade 9 when a classmate of mine was bragging about how fast it was to surf the web with a 28.8 kbps modem; “that he could never go back to 14.4!”

Back then, there was no question that books were better for reading.  You could carry them around, you could write on them, you could easily share them, and you could admire them on your shelf.  By contrast, reading on a computer screen was the opposite in every way.  But a lot has changed since then.  Now I find that my hand cramps up holding a book between my fingers; I find that the reading light by my bed casts an annoying shadow on the pages of a book; I find that the text in a book is smaller than I would like it to be.  Books are more annoying to me than using a computing device.

The reality is that I probably read more now than I ever have in my life – I’m just not reading books.  Instead, I’m reading tweets, blogs, and websites that are filled with an abundance of ideas to stimulate my brain.  And, I know I’m not alone.

High speed internet and web 2.0 have promoted an ideas explosion.  If you’re hungry for ideas (and I am), the web often pulls you in far better than a book.  The web provides ideas instant gratification.  It’s no wonder I want books to “get to the point.”

At first blush, ideas instant gratification may sound like a bad thing – like drive-through fast food – but I don’t think it is.  These ideas have transformed my teaching and, in many ways, my life.  For example, these TED talks alone have had a huge impact on my classroom:

Sir Ken Robinson, Dan MeyerDaniel PinkCharles LeadbeaterSir Ken again, Clay Shirky, Sugata Mitra, Chris Anderson, Tom Wujec, Diana Laufenberg, and many, many others.

In the 3 hours it would take me to watch all of the videos listed above, I might be able to finish one short book.

Now, I recognize many people might say that ideas instant gratification can have a down side.  They might suggest that I’m losing my attention span, or that I am missing the opportunity to explore the depth and nuance of a topic.  But I don’t think so.  I think the internet has just raised my level of expectation for a books because we are surrounded by an abundance of compelling ideas.  If an author wants me to use 5-10 hours of my life reading their book, the ideas need to be intriguing, the text needs to be well written, and the argument needs to be very thoughtfully crafted – otherwise I have to move on.

Final thought:  My students have never known a world without the internet.  What do they think when they see a book?

Image credit:  pasukaru76

High Scores

When I log into my school board email system I am presented with a news feed that is received by all the teachers in the district.  Usually there are short stories about the accomplishments of different students/teachers in the board.  A few weeks ago I saw a “news release” that told about two students in our board who graduated high school this year with an average of 100% (based on their best 6 grade 12 courses).

100%?!?!

What kind of assessments are these students exposed to such that they are able to score 100% on EVERYTHING?!

I can see how it may be possible for a student to demonstrate all of the knowledge requirements in a course, but as teachers we are responsible for far more than knowledge-based assessments.  I can only assume that if a student can finish with 100% in all her courses, then there has definitely been an over-emphasis on traditional tests and projects.  This is disappointing to me.

As teachers in the 21st century we need to create engaging learning environments where students are challenged to be critical and creative thinkers.  We need to develop assignments that encourage students to be resourceful and self-directed.  We need to provide opportunity for students to have meaningful collaboration and teamwork.  And we need to be aware that we are preparing our students for a world where the problems that need to be solved don’t fit on an 8.5 x 11 sheet of paper, nor will they be solved with “test taking skills.”

Over the past few years, I have been trying to make the following changes to my classroom:

  1. Students learn from each other as much as possible.  Nurturing a classroom community is very important.
  2. Developing assignments that absolutely cannot be completed by copy/paste, memorization or “cramming.”
  3. Creating some projects that are broad in scope to allow students to “make it their own” in meaningful ways.

Personally, I think that the tradition of publishing the names of the students who have achieved the highest overall average in the board is an obsolete practice.  It comes from an era in which marks were emphasized above all else and the marks were based on old-school assessment practices like traditional tests, quizzes and homework checks.

In today’s fast-paced, hyper-connected world, achieving high marks in high school will only be one predictor of future success – and not the best one by far!  Instead, look for students who are intrinsically motivated, who are creative thinkers, who are self-directed learners, and who are able to build and maintain personal learning networks.  These are now (and have always been) better indicators of future success than a student’s graduating average.

Image Credit:  clspeace