Tag Archives: 1:1 laptop

What the World Should Know About________? Project

I teach a high school Social Studies class that emphasizes in developing English language development. We have started this project on creating info graphics that inform. Below is the nature of the unit and the general outline of the assignment.

 

The Technocratic Revolution: Science/Technology/Communications.

With the exception of communications-often coupled with transportation-this category of issues receives little attention in the earlier sources examined.  However, virtually all historical sources emphasize the role that science, technology, and communications have played in the lives of all humans.  The study of science and technology provides an ideal vehicle for social studies, as well as math and science learning.  Students will discuss both the pluses and minuses of the impact of science and technology on peoples’ lives (now and in the past) worldwide.

The communication cluster includes innovations, networking, freedom of use, the information revolution (access to, balanced flow, and censorship) and increasing speed coupled with decreasing costs.

While this unit is specifically directed at how science and technology are shaping the world, the significant study of past historical ideas and innovations can show us how change occurs in the past.


Background:

The history of human development is closely tied to ideas, technology, and the search for truth. This unit is an depth focus on the nature of those ideas and innovations that have contributed to transforming the global landscape as well as redefining human relationships. With technology and science as major agents of change, students will be asked to reflect on specific periods of scientific development in order to establish a broad perspective across regions and time.

Objectives

· Students will identify key contributions to scientific thought

· Students will explain human achievements to science & technology.

· Students will differentiate between what is positive and/or negative about science & technology

· Students will analyze a period of scientific growth in depth by forming an essential question and building a document based product that supports the question.

 Task 2:  Infographic on Innovation - 

  • Choose one of the following:  glass, textiles, paper/money, energy, communication and construct an infographic with a target audience that is global. The title of the infographic is “What the world should know about___________________” (or a better title if your the creative type).
  • Read Five Things To Know About Technology and consider how changes and developments over time have been agents of change. (energy for example, with steam powering the Industrial Revolution, demographics changes accelerated.)
  • Consider how visuals may be integrated to form new ideas.
  • Use the Coffee infographic as an exemplar.
  • Weave history, statistics, and anecdotal research into the infographic; pique interest of the audience
  • Consider the power of continuity and color contrast/combinations when designing the infographic.

See examples of infographics; Tools for making infographics; Consider organization (timeline, subject, theme)

Rubric

Copyright © 2012 Matthew Inman. Please don't steal.

T.I. is all about the process

I think I blogged about this during the first course because at the time it was the relevant question on my mind as I began the course. I actually created a workshop called Mashing the Past that emphasized ways to integrate technology into a curriculum.  Teachers should have a sound fluency of the curriculum’s they are teaching in order to identify when technology can upgrade units. I think Heidi Hayes Jacobs, a leader of Curriculum 21, makes an excellent point that assessment is a logical place to start with upgrading units.

I have also found it useful to produce unit plans in google docs that incorporate specific tasks with web based resources. The tasks all utilize written reflection, exploration, construction, and collaboration. The technology is appropriate and students are encouraged to pursue their own interest in connection to the essential question of the unit. Below is an example of a unit plan from my General Psychology class.

 

I tend to bank on creativity, backwards design, and a large treasure chest of tools to shape my lessons. The technology more or less enhances traditional assignments, yet can seriously transform learning when the process is heavy in meta-cognition. As you can see from the unit plan above, the process takes a significant amount of energy and focus.

 

 

1:1…Productivity, Audibles, and an Open Message to Intl’ Schools

I piloted my first 1:1 classroom in 2007 at the Walworth Barbour American International School in Israel. I had a basic laptop kit of Lenovo PC’s that, maybe, had 80 GB hard drives. It was a social studies class for English language learners and so the course was very literacy based. It was the perfect storm for 1:1 lap top integration.

Image from Gary Stein courtesy of Time Magazine

I have spent an enormous amount of thought and time in developing successful ways to run a 1:1 classroom. And I’m still experimenting.  I have been extremely fortunate to have attended the right professional development opportunities and stay connected with the mavens of technology integration in education. The most important consideration in turning your classroom into a 1:1 environment is that you are not adding a new academic tool (like an overhead projector), you are actually changing the context and philosophy of learning.

I thoroughly enjoy having laptops in a classroom; however, to say I have never been frustrated by their use would not be true. Expecting problems, glitches, and technical issues would be most pragmatic. The benefit here is that individual experience in troubleshooting increases enhances the skills necessary addressing issues as they arise. The philosophical shift is now the teacher as the learner. Unfortunately, some teachers are uncomfortable with embracing this important 21st century ideal. My advice: swallow your pride, admit your human side into the learning process, and have some fun.

Here are some important reflections on learning in a laptop environment. The aim here is to share what I have found to be some basic approaches that support two key areas for teachers: productivity and pedagogy.

Productivity

Proper laptop use starts with a clear understanding of how the technology will be used in the class and the specific protocols for maximizing its potential.  I think an understanding based on productivity is crucial. We will use the machine to produce and at the same time, to be an active learner. Getting a container would be the initial way for teachers to model productivity. It can be a web site, wiki, or blog…..or Edmodo!! I love Edmodo because it allows me to be extremely productive in a variety of ways. It functions as a very sophisticated communication tool that carries a library feature that allows for organization of resources.  I use Edmodo in conjunction with Google Apps to power a productive classroom. Every student shares a Google document (only one) with me so I may check their progress in assignments or have them respond to prompts.  It’s primarily a paperless environment with the ability to constantly monitor progress.

Productivity should be a top priority for implementing 1:1 protocols and showing students what and how to make their systems more useful. Here is a shortlist of important productivity tools/concepts to use for managing a laptop:

  • Social bookmarking – I use Diigo.
  • Dropbox – cloud based with sharing capability of files.
  • Chrome extensions – Evernote, Screenshots, Diigo, Twitter,  etc.
  • Folder management
  • Google Doc management and collections
  • RSS Reader
  • Kwiki Cloak anti-procrastination tool
  • Instapaper for Twitter – to bookmark links to read later when the Twitter feed is too heavy
  • Picasa or Flickr – to build collections and for practicing visual literacy.
  • Teach Tagging…it’s a big deal
  • Create a Youtube Channel

screenshot

 Pedagogy

With the outstanding tools available for teachers and students, it is easy to get consumed and overwhelmed by the new blogging platforms and integrative resources.   I feel that here is great opportunity to communicate my thoughts on calling audibles in the school year. An audible is quick change in the course of an activity or initiative. Effective teachers are like QB’s in football….they can call audibles when the situation calls for it. I try and stick to big initiatives and carry them through the school year, while tucking away new tools for implementation next year. I plan to see what I can do with Google+ next year so for now I am sticking with what I’m using now. Smaller tools  and apps can, through backwards design, be implicated into a unit of study (sometimes easily, sometimes it’s a stretch).  Effective teaching strategies and clear communication of expectation will slowly, but surely, transform a classroom into a much more interactive and problem based classroom.

Here is a short list of what I have found useful as a 1:1 teacher.

  1. Join the Diigo Groups 1:1 and Classroom 2.0
  2. Put your unit plans on google docs…second smartest thing I have done with technology.
  3. If you use Edmodo, create a Teachers Lounge and add resources through feeds; then once a week remove/tag the resources (by subject area and section). By Christmas you will have a treasure chest of awesome.
  4. Create a Livebinder and start your own textbook. Share it!
  5. Build a Personal Learning Network. Smartest thing I have ever done as an educator. If you don’t have a PLN….then forget everything here.  The number one reason people leave positions is over the lack of Professional Development. A Personal Learning Network has been the single most important discovery of my career. You should know what people are doing in their classrooms, tech or no tech.
  6. Create a “Tools of Mind” list for giving students a chance to create their own learning opportunities.
  7. Have students blog and encourage their writing to address multiple formats with an emphasis on voice.
  8. Engage in visual literacy activities, critical thinking problems, and creative fun.
  9. Rubrics are everywhere so borrow them and adapt them. Even better, use generic rubrics that target key areas.
  10. Use the class time for active strategies involving verbal fluency, conversation, and individualized de-briefing.
  11. Social Media — encourage students to find relevant articles on thee material
  12. I do use a basic folder to have students cover up their screens on certain occasions. I expanded the use of the folder into a search reference tool, formative assessment tool, place to score blog entries, and relevant strategies for thinking analytically.

Screenshot from my Website

Will students check emails and skype chat in your class? Maybe – but they won’t if they are busy and focused. What we are really educating with a laptop is self-regulation. Can a toddler-teenager-adult have the discipline to ignore the underlying distractions of the web? Ask your students and empathize with them because the teacher is just as likely in the same boat.

One last note about the 1:1 classroom

Being an international teacher with some degree of control over where I wish to teach, I can say, with the utmost conviction, I will not work at a school that isn’t 1:1.