Key Components in 1:1 Classrooms

As we get into the meat of the school year, I started thinking about what are some hallmarks of great 1:1 classrooms.  Whether 1:1 or not, great classrooms may share some characteristics of best educational practice.  However, I have tried to focus on some of the characteristics that are key in 1:1 classrooms.

This statement stands on the premise that a 1:1 environment is inherently different from a traditional paper and pencil classroom.  If you don't agree with that statement then you might disagree with a lot of what I write.  The world continues to change at an accelerated rate and 21st century learning environments are different.  Not only are they different, the continue to change and transform.  So what are some major ways 1:1 classrooms are different from a traditional classroom?

Asynchronous vs. Synchronous

Ironically, although this is probably one of the most poignant changes taking place in the 21st century, it is one that seems to be one of the slowest to be recognized by all stakeholders in the educational process.  Learning is no longer limited to the 8 to 3 school day.  It isn't limited by the classroom location.  Students can learn anywhere at any given time if they have the resources to do so.  In Korea, we are blessed to have tremendously fast internet and wireless access available nearly everywhere.  We also have a plethora of mobile devices that can truly support learning for our students in a variety of modes and mediums.  With trends such as the flipped classroom and blended classrooms, education is just beginning to take advantage of asynchronous tools.  Information on the internet waits for me until I'm ready for it.

Digital Containers

The physical homework tray at the back of the room has given way to the Moodle course, wiki, or website.  Teachers in a 1:1 setting must have a digital container for their class.  This container does much more than collect student work.  It is a hub.  It links to resources.  It facilitates collaboration, dialogue, and communication.  It creates a home base that brings learning together and tracks progress.

Focus on Product

Yes, I know traditional classrooms do this too.  However, 1:1 classrooms dismally fail to achieve the very goals of being 1:1 if they do not get this philosophical pillar in place.  It is not about the laptop being a word processor or just a word processor.  It is about students creating a product so their learning is meaningful to them.  (For more on this, you might want to examine Bloom's Digital Taxonomy.)

Display Student Work

Students desperately want to have an audience.  Students may like their teacher but that isn't really the audience they are looking to please.  They want to share their work with their friends and even family.  Sometimes this is inside the school and sometimes it is outside.  High achieving 1:1 learning environments find ways to celebrate and display student work to a valued audience for the students.  It gives them pride to have their work "published"and inspires them to go above and beyond on their own.

Classroom management and common vocabulary

If a teacher has poor classroom management, it will only get worse in a 1:1 setting.  Give students engaging projects and know when it is time to close the lid and get students off the screen.  The laptop is only one tool available for learning.  It is not the sole avenue of learning.  If this is an area you are working on, I suggest developing common vocabulary across the school such as...lids down, quiet on the set, hands up (no typing), share screens, freeze...just to name some examples.  When teachers set clear expectations that are commonly known in every class, it makes it easier for both the teachers and students.

These are just some of the ideas that stuck out to me.  What is missing from my list?  Are these on the money?  What is your experience?

The Flipped Classroom

Flipping the classroom, or reverse instruction, has been quite trendy lately.  For those new to the topic, it means giving lectures or instruction to students over the internet and using the in class time to actually do work, discuss, or solve problems.  Teachers often accomplish this via podcasting of lectures or screencasting sample problems for students to use as a model. You can see examples of it on many educational blog posts and Youtube is increasely filled with more academic content than just Angry Birds tutorials.  I've been watching this trend and seeing some of our teachers begin engaging in it.





Salman Khan has a great TED talk on what has eventually developed into Khan Academy.  He has some interesting insight and thoughts that are fantastic for reflection.  He has found strategies to gather data to impact what is being presented back to students.  Take some time to watch the video if you haven't.

As I've watched the application of these ideas and concepts to the classroom, some educators have really used this with tremendous benefit to students.  Research has shown the benefits for students to be able to pause, rewind, and carefully take notes on a lecture.  Some teachers have given students a lecture to view at home and then use the in class time for discussion or to practice solving problems.  Aside from increasing the class time available for working with teacher assistance and student to student interaction, sending these lectures home gives students a finite time of homework.

On the other side of the coin, I have seen teachers put a lot of extra time on students because they now put every lecture up on Youtube.    It is important for teachers to retain balance in the work they send home.  I also think the art of the interactive lecture can be lost in this format.  At times, lecture is an appropriate way to deliver instruction (despite what I would call myths that this is never appropriate).  However, interactive lectures engage students and flex the content around the responses and reactions of the participants.  And I do mean participants.  To relinquish a presentation to one way video can leave out the interactive nature of teaching.  It's not all bad but something to consider within a flipped classroom context.

We need to be careful that we don't misapply the flipped classroom methodology so it overburdens students and removes an important element of personal interaction from students that is the learning and dialogue we desire in our classrooms.  As with so many things in life, we need balance.   I have seen some applications that take and mistakenly apply it in ways that just aren't helpful and really don't embody the same type of online education that Khan and others advocate.   I've approached this idea with caution because extremism can be dangerous in any trendy fad.

What do you think?  What do you see as the pros of the flipped classroom and the pitfalls to avoid?

A 21st Century Learning Space

What does that look like and what does it "do"?  I believe our 5th grade students at GSIS benefit from a 21st century learning space.  Although a late add-on to our existing building, it facilitates the learning we desire in students.  We have walls that can open to create more open space and combine the 2 classrooms.  The setup is very flexible for collaboration and interaction between the 5th grade sections.

Within the classroom, students can collaborate, produce, create, present, etc. We have a cart of Macbooks that are accessible to students to create a 1:1 opportunity. We have interactive whiteboards. We have teachers planning and collaborating together.  The physical space facilitates many different learning activities and options for students.

It's exciting to have such an excellent learning space where students are engaged daily.  The space supports the curricular goals and the engages students authentically in an inquiry-based learning experience.  As a whole, I wish we had more spaces like this in our schools...

The Future of the Publishing Industry

I mentioned in my last post how Apple is changing the publishing industry. Dr. Bill Rankin has blogged about the future of the publishing industry and also spoke at the recent Apple Leadership Summit. He compares the current information revolution to the advent of the printing press. If current trends continue, the information on the internet will double every 15 minutes by 2020. It is critical that students be literate on how to filter and find relevant and accurate information when they need it.

Rankin goes on to talk about the future of books on mobile devices. He says that books will be social, customized for the reader, augmented (know where I am with location-based info), and collaborative works that are interactive and media rich. He goes on to describe them as mobile in our pockets and portable between multiple devices that remembers what you have read, even on different devices. It is a transformation of reading and literacy as we know it. Some people disagree or just don’t like it. Many of these things are already in development. I’m not sure it is much of a choice at this point. Ready or not, here it comes.  All that said, I'm not sure it is a zero sum game, meaning that just because reading may transform, the current traditional book will disappear.  I see it more as additive at this point.

I like this video from IDEO on the Future of Books as it describes what could be in the future. What do you think? Is this something that excites you or scares you?




The Future of the Book. from IDEO on Vimeo.
Meet Nelson, Coupland, and Alice — the faces of tomorrow’s book. Watch global design and innovation consultancy IDEO’s vision for the future of the book. What new experiences might be created by linking diverse discussions, what additional value could be created by connected readers to one another, and what innovative ways we might use to tell our favorite stories and build community around books?

Building Momentum

The headline is overly dramatic: "Computers in Schools are a Failure, Says Computer Pioneer Alan Kay."  The article says, "Computers have been in schools for the last 30 years, but with few exceptions, they haven't been used to their full potential."  Hmm...sounds pretty much right on to me.  Yet, how many things fit into that category.  The format and utilization of this resource in our schools has been slow going.  As I read this article, I see Kay saying technology for technology's sake is not very productive.  Where is the depth to the learning?

By Marcin Wichary from San Francisco, U.S.A. (Alan Kay  Uploaded by JoJan) [CC-BY-2.0 (www.creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

Now, is this the first time you have heard this?  Alan Kay's comments seem like what many others have been saying for some time.  Leverage technology to add depth to the learning and inquiry process.  Project Red's recent research says the same thing. Do it right and it impacts student learning significantly.

Some take Kay's comments and those like him as depressing due to the failure of our schools to take advantage of an amazing opportunity.  On the other hand, it gives me hope for the future.  We are gaining momentum in our schools on how to put technology in a school environment and help students inquire, collaborate and give feedback at high levels.  We are recognizing the need to move forward now in ways that have not happened in the last 30 years.  For me, I see hope and anticipation at what is poised to by a dynamic time for students.  And we need to take action.  Our context with technology is different than it has been in the past.  We have to turn "clickable" kids into vibrant, dynamic learners with whatever tools we can put in their hands.

Are you being left behind?  Are you ready to participate?  Some need to be pioneers.  Others need to come along and sustain the momentum.  It starts with one transformed classroom at a time. Where are you?

No More Excuses

It may not be comfortable, but educators have to be savvy enough to quit buying the 2.0 version of the dog ate my homework.

A blog post by Alain Meyer entitled "A New Era of Homework Excuses" caught my attention.  He talks about how students take advantage of teachers and their ignorance when it comes to technology.  Technology becomes the excuse for whatever a student has failed to deliver.  I think he has a point.  We allow students to take advantage of us in our attempts to extend some grace.

CC Aaron Jacobs

I recently sat down at lunch with a student who had failed to give a presentation the previous day for the teacher sitting next to her.  She forgot her laptop that day.  Really?!?  We are 1:1 laptop school.  How do you forget your laptop?  I questioned her further.  I asked her if she really had the presentation done.  Of course, she said, yes.  I questioned her further about what the timestamps on her files might tell me.  She dodged the question and we had a laugh, moving on to other conversation.  I have no doubt that she took advantage of the extra time to work on her presentation to say the least...and probably didn't have it ready to begin with.

While in college, I've worked for hours on a paper and then lost a half day's work.  Did that change the due date?  Nope.  Work faster, stay up later, and make it better the second time around. The other day I was working on a document and lost it (due to my own user error).  That work did not suddenly go away. I had to redo it and still make my deadlines.  It's the real world and although grace is nice, we need to push students away from excuses and toward responsibility.  I suppose having them take responsibility for their own learning is a major goal here.  Life doesn't always wait for the planets to align.  Sometimes we get curveballs at the worst possible times.

As educators, we continue to integrate more technology in the classroom.  We need to hold students accountable.  I'm not advocating losing all understanding and graciousness with students. We just need to use it a little more sparingly and hold ourselves accountable for some learning in this area.  It may not be comfortable, but educators have to be savvy enough to quit buying the 2.0 version of the dog ate my homework.

An Apple & Google Partnership

In our schools, we have implemented both Apple and Google Apps for students and faculty.  I see these two companies offering extremely valuable tools for education.  Apple integrates education-focused software seamlessly together in easy to use ways.  It provides a fantastic platform to demonstrate understanding and learning.   Apple provides a creation tool, which is at the top of Blooms revised taxonomy. It is also built to readily share these creations.

Google adds a component of communication and collaboration.  Although largely text-based in many aspects, the power of collaboration comes out in this suite of applications.  The opportunity to be a learning community and share the learning can have dramatic impacts on a classroom.

In my last post, I talked about being overwhelmed.  Although we have many more tools available at our schools, these two companies provide the core for using technology to enhance learning.  I continue to see huge benefits as both an Apple school and as users of Google Apps.  Teachers can start at this core and develop a foundation for technology integration in their classroom.  So much of what we want students to do can be accomplished with this core software without chasing the ever-changing Web 2.0 apps.  I'm not opposed to Web 2.0 options and their are some great ones out there.  I just advocate going deep and learning the core of what you have at your fingertips to increase the depth of learning taking place.  In technology, it is hard for people to know what they don't  know and as a result, they can often move to new things without accomplishing the full potential of what they already know or have started to learn.  Wherever you focus, do not lose sight of the learning and the student benefits.

GSIS21 Cohort

I have been trying to look for ways to build capacity and expand our knowledge base of "experts" at both our campuses. For GSIS, we have decided to take a small group and go deeper with content than we can with a larger group. In consultation with division leaders, we invited some faculty to participate in a series of PD sessions stretching from September to March 2011. We want to create a cohort of learners that can share a common experience and take their knowledge to the next level. We have so many teachers that are interested and desire this sort of training that is hard to select just a few.

Kathleen Ferenz's 2nd day of PD was spent with this group. We focused on what she called the visual and audio channels. We had a great day of understanding how to construct learning by starting with visuals. We spent a lot of time with iPhoto in the morning. Then we moved to podcasting with GarageBand in the afternoon. Like the previous day, we had fun and learned skills that had immediate applications to classrooms. We also embarked on a larger journey of transforming our perspective to create truly effective 1:1 classrooms. I'm looking forward to continuing our learning together!

Fun PD

GSIS was privileged to have Kathleen Ferenz come in for 2 days of professional development for faculty. She is an Apple Professional Developer that has worked extensively in many areas of technology integration including both the Apple, Google, and Library of Congress worlds. She was a great resource to have and a pleasure to learn from. For me, it was thrilling to see faculty engage in PD that was fun and brought smiles to their faces. Teachers walked out the door with something they could use in their classroom next week and apply to unit development in coming months to transform their classroom. Immediate engagement, short term applications, and long term impacts. I like this model for PD and have sought to implement it with sessions that I lead.

Transformation. It's about taking a classroom and making a vibrant learning environment that embraces the tools available as a 1:1 classroom. 1:1 classrooms are different. It's not just doing some tasks digital instead of on paper. I'm not sure the education community gets this point. I see many people think they are excellent tech integrationists because they do the best paper based tasks on laptops. It's so much more than that...

Thanks, Kathleen, for a great couple days of PD with our faculty!

Grace Amidst Transparency

We live in a transparent world. We know a lot about each other. Not only do the people I hang out with know me, but people that I email, Facebook, Skype, and readers of blog know many things about me. It is not just our interests that are transparent; it is also our emotional ups and downs. Technology is not the only culprit although it is one that definitely increases our openness to each other.

As we look at each other, the title of a popular book comes to mind: Everybody's Normal Till You Get to Know Them. As we see more of each other, it is easy to make judgments and write people off for their shortcomings. In a transparent world, we need more grace. We need to forgive people for being themselves...for being imperfect. That’s all of us. We just see others' imperfections more easily than our own.

I fear that our grace has not grown proportionately to our transparency. We could use a substantial dose of humility. I've come to enjoy and embrace transparency. In the midst of transparency, may we extend more grace in a world that needs more kindness and forgiveness than judgment and critiques.

A Container for your Classroom

What's your container for your classroom? Now, let me first say that I think Jeff Utecht writes articulately about this with examples in his Thinking Stick blog post titled What's your container? That being said, he has probably helped popularize this terminology and idea in the region more recently but the concept and term has been used for some time.

I've been in many conversations here at the beginning of the year with teachers trying to decide what they are going to use as a container for their classroom. The meaning of container is how they are going to contain or hold together the content for their classes. This idea of a container brings coherency to instruction that may point to links all over the web, Google App files, or digital interaction just to name a few. It becomes one place where important materials related to instruction can be located.

CC Sealand Florida by Louis Vest

For some people, I think the term hub is more fitting. A hub is a centerpiece where other things spiral out. For some, all they need is one place to get students and then they point them all over the web to other resources. They need a location to store and organize all their links. They have no "stuff" because everything is on the web somewhere else with various Web 2.0 sites. Containers can act as hubs but in some ways imply more substantial content being posted on them.

To give an example, Moodle could be a container. It can link to whatever you like on the web but it is extremely useful for interaction such as discussion forums, dividing the class into groups, and posting files. Google sites or one of the wiki services can act as a container to hold files and "stuff" in a similar way. At the same time, a wiki can just be a hub with links and embedded code from other sites. A diigo list or a Google doc with hyperlinks might just act as a hub. A blog may act as either one.

So why is it important to distinguish the difference between a hub and a container? It's probably not. It is important is to clearly know your purpose and what you want to accomplish before you select a tool. Doing a blog because "everybody's doing a blog" is hardly a good reason. How will your container enhance, support, and engage students in learning? Think through what you want to do with your container/hub and consider how it can interactively engage students in your content. Then, select the best tool for the job.

Do you have suggestions for a container that you'd like to share? Post them in the comments.

Newness

August brings with it a sense of newness in schools. We like new-ness. It is part of the reason people buy so much stuff. Used stuff just isn't nearly as much fun or enjoyable as something new. The newness of the school year brings excitement and anticipation. As educators, this cycle of newness and growth (both physically, spiritually, and academically) in our students is rewarding to watch.

As we enter the 2010-11 school year, I anticipate an exciting year at both our campuses. For TCIS, the future of the new DTV campus is getting closer as the buildings are beginning to take shape. We continue forward with great momentum in effectively integrating technology into our learning environment, although it will mostly be with our existing equipment this year. At GSIS, the school continues to complete the outfitting of teachers and students in a technology-rich environment that rivals the best in Korea. The growth of technology integration into classrooms is amazing to watch and shows in the digital media constantly being displayed on the web by both staff and students.

As we embrace the newness of the school year, may we also reflect on how we can invoke new strategies to improve learning. No matter how many technology gadgets, bells, or whistles we have, it is the learning in the classroom that is the focus. We have to keep the main thing the main thing. (Don't let the new look of my blog distract you from the journey we are on.)

Plugging Freetech4teachers Blog...and the Google Guide for Educators

I have found the Freetech4teachers Blog to be a bit overwhelming with the amount of content posted there regularly. However, I suppose information glut can be a good thing at times and the key is to skim and read sporadically rather than hitting every post. At least, that is my advice.

Richard Byrne has really done a good job of compiling resources. I particularly like his work to put together a guide to the Google tools available to teachers. With so many schools running Google Apps, this is a great resource for educators around the world.

I encourage you to peruse this blog. Tons of helpful resources are there. For example, Freeology offers printable resources like graphic orgnizers for teachers (see Byrne's blog post for more details). You can find virtual field trip resources and even links to tutorials like Mac for Beginners.

Make sure you are taking some time to explore the many tools available on the web to help students learn and make this type of professional reading part of your regular diet.

Youtube Debut

If you are searching for videos, the first place most people go is Youtube. What will you find if you search for TCIS or GSIS? For Taejon Christian International School, you might find an old dance contest or a cheerleading video posted by some students, maybe even something that has nothing to do with our school. For Gyeonggi Suwon International School, you might find some training videos or some students making a newscast.

We want to promote our schools and make some of our media about our schools readily available so others can see the fantastic work our students are doing and the learning environments our faculty are creating.

We are debuting a TCIS Youtube account for the first time with a slideshow that will be embedded on the new Daejeon Techno Valley (DTV) campus blog. Subscribe to the channel to see future videos.

Thanks to some of my forward-thinking and acting colleagues, GSIS has been posting student work and activities on a Youtube channel for some time. We will continue posting media of student events here and letting people know what we are doing on this channel. We have also created an official GSIS Youtube channel and we hope to add some video content to it soon.

Check out these Youtube channels and see the learning taking place at TCIS and GSIS.

Relevant Learning

School must find ways to engage students in relevant ways. A colleague recently pointed out this website which turns a variety of topics among many core subjects into rap music. It is called Rhythm Rhyme Results. Not only does it take concepts and information and put it to lyrics that can be recalled more easily, but it actually has different versions of songs at different paces and with blanks to allow the learning process and scaffolding to occur. You do have to pay for the service but the website says much of the music is available for download via iTunes or Amazon. I didn't listen to all the music but it seemed like a neat concept and innovative way to engage students. Perhaps it is worth checking out for something you are teaching...

Extending Math with Technology Tools

Math continues to increase its presence on the web, particularly for educational purposes. The advantage of many of these tools allow students to access differentiated skill practice and improve at their own rate. It also allows students to make some of the more abstract manipulations and concepts more real.

One such site I recently ran across was GeoGebra. It has an entire wiki devoted to educational uses. The website claims it seeks to go beyond some of the geometry manipulations and directly link algebra to some geometry concepts. It seems to have an array of options and ways for students to manipulate objects. In just a couple minutes I was able to take a screencast of this example:

Reuters reports on an Oxford professor who has developed a subscription service of video games that engage students in real world problem solving and fun. He calls his site Manga High. I checked out some samples and the site definitely looked pretty good at challenging students in engaging ways.

One of our elementary schools uses Mathletics.

The point is this: tools available if you want to look for them. And the quality and benefit of these tools is increasing. Regardless of subscription services or free tools, accessing some of these resources can be a great asset to students.

Did you know 4.0?

The latest "Did you know 4.0?" was recently published on Youtube. The original was started by Karl Fisch, who maintains a instructional technology blog. Some people love it while others hate it, mostly probably due to its overuse and exposure. Several versions have come out and this is the latest one for 2009. I like things that expose people and raise awareness to the changing digital landscape that impact our students. So here it is. Check it out.

21CHK Quotes & Reflection #2

As I near the end of my journey home from the conference, I am tired yet reflective. It was enjoyable to see colleagues and catch up in person with some people that seem only "virtual" for much of the year. I also like reflecting on our schools and the ideas of the conference. We are in the midst of major efforts to transform our schools into the 21st century models that we talk about. As I return, I want to really look at that guage and apply my reflections and new ideas to our strategic plan to make us more effective in our efforts.

In the second keynote address on Friday morning, Bruce Dixon talked about the 21st century and its impact on education. He said...

What we teach much change

where we teach much change

when we teach much change

how we teach must change

He continued on to discuss the need to transform our classrooms, not just translate the current modus operandi to a digital medium. I think this is something for some continued reflection.

Google Lit Trips

I recently ran across Google Lit Trips. It utilizes Google Earth to enhance a literature lesson. I have not used this specific website and idea, but I really like the theory. It takes one technological tool and applies it to enhance and invigorate another area of study. Although cool in engaging students, the reason I particularly like this concept is that it takes this integration and allows teachers to share templates and lessons with each other. The concept is good and becomes better and more attainable for a wider group to use with students when it is shared and they collaborate.

That is 21st century thinking and implementation.

It takes us beyond our 4 walls of our classroom or the colleagues down the hall. It gives us access across the world to share excellent resources for the good of students. If you are interested in more info, you might check out this article on Edutopia.

When I tried to go to the Google Lit Trips page, it said it was down due to too much traffic. Perhaps I am not the only one that sees this as a good idea...

Learning with video games

I have recently seen more and more educational tools that are integrated within video games. 360Ed is just one of the recent ones I have seen. This 360Ed game focuses on US History. The Economist recently featured an article about Quest to Learn, which is a video game that totally redefines the educational paradigm of students. It integrates subjects into domains that combine math and English, English and social studies, and game design and digital literacy. As education seeks to engage students, the application of video game and multimedia technology to interactively engage students is reaching new heights. While research is still being conducted, the root of hands on learning and engaging students in ways that motivate them to learn for themselves continue to lie at the heart of these initiatives. What are you doing in your class to engage your students in innovative ways? How do you make learning fun and make students want to know more?