Wednesday, November 30, 2011

Talking It Through

There is a Chinese proverb that is often mentioned in education that goes along the lines of "Tell me and I'll forget; show me and I may remember; involve me and I'll understand."  My quest to find a good inking and screen casting combination has really been about trying to get students to be involved in the process of doing math and demonstrating to others that they have a deeper understanding then what I can see by looking at a test or a homework assignment.

Our first foray into having students put together a podcast demonstrating their understanding of equation solving was interesting for a number of reasons:

First of all, it took longer than I expected (although this has been somewhat of a constant this year) as students not only needed to think about the math, but they also needed to learn how to use a new piece of software as well as get familiar with their Bamboo pads.  

Secondly, while students worked, they had the challenge of needing to talk about the equation solving process while they worked out their particular problem.  Afterwards, many students commented that this was the hardest part as it forced them to really know what they were doing.

Thirdly, students did many more takes than I thought they would.  Naturally, some of this was due to the awkwardness of sitting in a hallway seemingly talking about math concepts such as the "property of equality", "coefficients", and the "distributive property" to one's self.  However, there were a number of students who really wanted to get it "just right", and I was proud of them for that.

Finally, after it was all done, I asked kids what they thought of the process.  While some of them talked about the challenges of new software etc., many students immediately looked to suggest ways that we could incorporate this type of learning into our class more often.  One student even commented that he felt that he really understood the material better because he had to know "why" he was doing certain math steps as opposed to just going through the motions on a piece of paper. 

If you are interested in seeing a couple of examples, feel free to check out the videos below





Friday, November 4, 2011

Ink Stains

WARNING: This post will be more on the "techie" and "geeky" side.  Read at your own risk.

One of the problems that I knew I was going to have moving away from Lenovo tablets to MacBook Pros was going to be the loss of the tablet and inking features.  This is a particularly useful tool in mathematics as it is often cumbersome to type completely worked out solutions to math problems.  As a result, I embarked on a quest to find a user-friendly, flexible, yet cost-effective solution.  I also wanted the ability to perform a screen capture of what was being inked so that students could begin making their own video tutorials explaining math concepts.  There are two parts to this quest.  The first was to make a hardware decision while the second was related to software.  Here is a summary of my quest.

Hardware:

The hardware choice came down to either an iPad or a Wacom Bamboo tablet.  While the iPad is a little easier to ink on as you ink directly on the screen, it is also about five times the cost and requires additional software management.  The Bamboo tablet on the other hand takes a little time to get used to as you "write" on a tablet and the "ink" appears on the screen.  However, the entry-level Bamboo is much less expensive than an iPad.
A Wacom Bamboo tablet

Software:

For the iPad, I tried four different inking apps that also allowed for screen capture.  These were "Follow Me", "Screen Chomp", "ReplayNote", and "Explain Everything".  "Follow Me" and "Screen Chomp" did not work as they only allow users to export videos to their website which did not appeal to me.  "ReplayNote" allowed for users to send directly to YouTube, but that was once again the only choice.  "Explain Everything" is my favorite here as it allows users to import Keynote slides as a starting point and has a lot of useful export options such as YouTube, Camer Roll (which allows editing in iMovie), and Dropbox which then allows users to edited and share using software of the MacBook.

A screenshot of Explain Everything on an iPad
For the MacBook, I have mostly used "Ink2Go" and "ActivInspire".  I started using "Ink2Go", as it is the simpler of the two, but it has a couple of features (such as a drop down ink color palette) that require post screen capture editing to make a nice final product.  ActivInspire (which is the Promethean Board software) is a little more complicated, but is more powerful as it allows the user to bring in math specific tools and pre-build some pages on a "flipchart".  The main drawback to this software is that it creates huge files.  A five minute screen capture can be 150 Mb.

Verdict:

My class now has a class set of Wacom Bamboo tablets and ActivInspire loaded on all machines.  The cost benefit of the Bamboos plus the ability to use them for other software applications (such as the "scratch pad" on Khan Academy) makes them more versatile for what I am doing with my students.  I imagine that at some point, I will show students how to use Explain Everything on the iPad as many more students have iPads at home as opposed to Bamboo tablets.

Thursday, November 3, 2011

Mac Mini Pilot: A Short-Lived but Valuable Experiment


Mike Pelleteir asked me to pilot the use of a Mac Mini in my classroom.

A brief description of a Mac Mini: Apple's innovative Mac mini desktop is a great choice for home computing tasks and creating a digital media hub. It fits everything that makes a Mac a Mac inside an elegant 2-inch-tall, 6.5-inch square--just add your own keyboard, mouse, and display. The Mac mini also includes excellent video processing power from the integrated NVIDIA GeForce 9400M graphics chip, an ultra-fast FireWire 800 port, and dual video outputs--a Mini DisplayPort and a Mini-DVI port.

The idea was to have the Mac Mini at my desk as a central hub, and for connecting to my projector to, thus freeing up my lap top for me to use around the room to record students participation, show them how to access material, take pictures/video of them at work, etc. After two weeks of using this set-up, Mike and I debriefed. The following were our take-aways:

1) The Mac Mini takes computing back to a fixed teacher work station -- a.k.a. a desk. This is what we have recently moved away from by switching to IBM Tablets and MacBook Pros.

2) MacBook Pros can do everything that the Mac Mini can do, but this doesn't work in reverse.

3) This is not a cost effective model going forward. Any upside, does not justify the expense of having two teacher dedicated computers in a classroom.

4) Some teachers will find a keyboard with a number pad and a mouse/track pad useful tools to bundle with a laptop. When inputting grades, a number pad allows for much quicker data entry. A mouse/track pad allows the user to work more efficiently when the laptop is being used at the teacher's desk.

We agreed to end the experiment, but also agreed that we were able to learn a lot quickly by doing this on a micro (single classroom) scale. This model seems an efficient, cost effective way to test new ideas, technological and otherwise.

Today, "my" MacMini was removed and will have a new lease on life as part of a conference room work station. I felt a pang of regret when I saw it leave, but know we made the right decision.

Wednesday, October 12, 2011

Homework... What Homework?

In my "Learning To Let Go" post, I described my attempts to "flip" my classroom.  I am by no means an expert on this and am still trying to find a flow that works best for me and my students.  Fortunately, I feel as though I have had some success with this in some classes for some lessons, while other times this "flipped" approach has not worked as well.  As a result, I sat down to try and figure out what might be getting in the way, and the concept of homework surfaced.  More specifically, I think that some students need to be trained to think about homework in a different way.

In math, traditional homework usually takes the form of students going home to practice whatever skill they learned in class that day.  Typically, this means answering questions from a textbook or a worksheet.  This is what students expect for math homework as it is the type of homework they have been receiving for years.  It is a structure with which they are familiar and comfortable.

The homework I assign my class often looks different, some recent examples include:

  • Watch a specific "Brainpop" video, take the quiz and email me the results.
  • Demonstrate proficiency on a specific Khan Academy concept.
  • Watch a video that I have posted on YouTube and complete a companion note-taker.
Some students do a great job of following through on these tasks and I truly believe that they are benefitting from this in a number of different ways.  However, there is also a larger number of students, when compared to previous years, that are not completing these homework assignments.  The thing is that when I talk to these students, most of them agree that they would rather do this type of homework than traditional homework (by the way...we do this traditional work during class time where I can provide more assistance), but at the same time they comment that they thought it was optional.  

Optional??? That word doesn't really exist in my classroom when it comes to homework, but here it is that students are thinking that their homework assignment is optional.  I believe that the main reason for this is that students are not familiar with these types of assignments being considered important and need to be retrained in order to recognize that watching a video etc. also count as valuable homework.

Friday, October 7, 2011

Steve Jobs

I know this isn't a current event blog, but I thought this was very interesting. I only knew bits and pieces of this...

R. Hamilton's Facebook post...
With the passing of Steve Jobs, it’s easy to think that Jobs’ career began and ended with Apple. It did, but the fastest way from A to B is rarely a straight line. In Jobs’ 2005 Stanford Commencement Speech, he talks about ‘connecting the dots’, saying “You can't connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future.”

Here’s thirteen dots that for me defined the story of Steve:

DOT ONE: When Steve Jobs launched Apple with Steve Wozniak in 1976, they decided to name the company after the fruit that according to legend spurred Isaac Newton’s theories on gravity. Jobs then spent most of his life defying gravity, and defying the odds.

DOT TWO: Starting with the premise that the best ideas are already out there, Jobs negotiated with Xerox to grant Apple engineers access to the Xerox PARC facilities in return for selling them one million dollars in pre-IPO Apple stock. It was from this visit that Jobs collected the ideas behind the fundamentals of today’s PC – the graphic user interface, mouse and pointer.

DOT THREE: How did Jobs go from start-up to listed company in four years? By getting his mentors to work for him. Jobs brought on a local VC, Mike Markkula, who bought shares in the company and subsequently became CEO. He brought in Regis McKenna, the best public relations man in Silicon Valley, to market the Apple II. Markkula was responsible for the early financing of the company, and for taking Apple public in 1980.

DOT FOUR: Despite becoming worth $217 million when Apple listed, Jobs kept relying purely on his intuition. Apple’s head of marketing, Mike Murray, commented, “Steve did his market research by looking into the mirror every morning.” Sales stalled, Jobs’ management style was seen by his board as a liability and, in 1985, he was thrown out of the company he had started nine years earlier.

DOT FIVE: That might have been the end of another entrepreneur story, was it not for Jobs’ perseverance. Having left Apple, he launched NeXT, to provide PCs to the education market. Apple sued Jobs for launching in competition, prompting him to say, “It’s hard to think that a $2 billion company with 4,300 plus people couldn’t compete with six people in blue jeans.” Jobs sold all but one of his Apple shares, and Apple continued to languish, falling from 20% market share to under 5% by 1996. Jobs, in the meantime, struggled with NeXT, burning through $250 million of investors’ money as he tried to market his new computers.

DOT SIX: In the same year that Jobs founded NeXT, George Lucas was looking to sell a small computer animation group he owned. Disney rejected an offer to buy 50% for $15 million, and a deal to sell to Ross Perot and Phillips for $30 million fell through. Jobs ended up negotiating Lucas to under $10 million for the business, thinking he could market the high-end animation computers that the group had designed.

DOT SEVEN: Renamed ‘Pixar’, Jobs’ new company began marketing the Pixar Image Computer to the medical market – with little success. By 1989, with Pixar losing over $1 million each month, and NeXT faring little better, Jobs found himself left with less than 20% of the $150 million he had received when he sold his Apple stock. At the rate he was going, within two years he would be back to zero.

DOT EIGHT: Taking drastic measures, Jobs sold the hardware side of Pixar for several million, taking a massive loss. By luck, an animated short movie the Pixar team produced in their spare time, “Tin Toy”, received an Oscar, and in 1993, Disney approved a full feature joint venture with Pixar called “Toy Story”.

DOT NINE: The victory was short lived with Disney shutting production of Toy Story down later in the year after losing confidence in the script. Then in 1994, Disney lost four executives in a helicopter crash, including Chief Operating Officer Frank Wells. Jobs was left attempting to get Toy Story back on track while also having to close the NeXT manufacturing facility and sales operation. Most of the NeXT team left. The investors, having put in another $100 million, saw that money disappear too. Toy Story, now back on Disney’s agenda, it would need to earn at least $100 million for Pixar to make any money from it at all; more than any other Disney film had made at the time.

DOT TEN: Even so, an audacious Jobs, down to his last dollar, decided to bet that not only would Toy Story be a success, it would enable him to publicly list Pixar and raise further funds. In November 1995, Toy Story opened to enormous acclaim, becoming the highest grossing release of the year, generating over $450 million in sales. One week later, Pixar had its IPO. Less than twelve months after his worst year financially, Steve Jobs was a billionaire.

DOT ELEVEN: Then, in 1996, Gil Emilio (the new CEO of Apple) went hunting for a new operating system and finally found it… in NeXT. Approaching Jobs for his system, Jobs was only interested in selling the entire company. Apple bought it for $377.5 million in cash and $1.5 million in Apple shares. In one fell swoop, Jobs could pay off all his investors and was involved with Apple again – after over ten years.

DOT TWELVE: In 1997 Apple sales were $7 billion and losses were over $1 billion. Jobs took to the challenge of revitalizing Apple. By 1998, Jobs launched the iMac, followed with the iPod, iPhone and iPad. The rise of Apple to become the most valuable company in the world are well documented, but less is known of the trials that shaped Jobs in his darker times.

DOT THIRTEEN: In January 2006, Disney (having rejected the chance to buy 50% of Pixar for $15 million ten years earlier) bought a transformed Pixar from Jobs for $7.4 billion in stock, making Jobs Disney’s largest individual shareholder and a billionaire for the third time.

To become a billionaire is already rare. To become a billionaire from scratch (or from $1 billion in losses) in three entirely different industries is unprecedented.

Jobs died today with a net worth of over $8 billion after having worked for $1 a year for the last 14 years.

Many people have heard his quote “Being the richest man in the cemetery doesn't matter to me... Going to bed at night saying we've done something wonderful... that's what matters to me.”

What most don’t know was that this was from a quote in the Wall Street Journal in Summer 1993 – Not when he was sitting on a billion dollars, but in his darkest days, outcast from Apple and the Tech community, struggling with both NeXT and an aimless Pixar, and about to run out of money.

That was Steve.

Thursday, October 6, 2011

Efficiency to a fault? A world of freelancers.


I think the following article is a fascinating read, and exactly why we need to forge ahead along this path undaunted, machetes swinging. It is exciting to see how technology is enabling tech savvy individuals to market their ideas and skills globally. However, it scares me to think that my kids may find themselves trying to survive by freelancing; competing online with people, robots, and software in order to make a living. It may be a great efficiency, but when you look at the bids, you get the idea that the real winners once again are the big cats who own/run the companies. They can purchase the latest and greatest ideas and skills for a few dollars and not have to pay for office space, health insurance, and other overhead. With our population spiraling upward, and less of us needed to do everything from farming to producing the evening news, I wonder how everyone will be supporting themselves in a few years. Is that a silver lining I see through the treetops? Come on blog faithful, help me out on this one!

NYT October 1, 2011

How Did the Robot End Up With My Job?

I’VE done a lot of television book interviews lately, and I continue to be struck at what a difference there is in the technology in just a few years’ time.
Here is a typical evening at a major cable TV network: arrive at Washington studio and be asked to sign in by a contract security guard. Be met by either a young employee who appears to still be in college or an older person who seems to have hung on with tenure. Have your nose powdered by that person. Have your microphone attached by that person. Be positioned in the studio chair by that person, and then look directly into a robotic camera being manipulated by someone in a control room in New York and speak to whoever the host is wherever he or she is. That’s it: one employee, a robot and you.
Think of how many jobs — makeup artist, receptionist, camera person, producer-director — have been collapsed into one. I raise this point because there is no doubt that the main reason for our 9.1 percent unemployment rate is the steep drop in aggregate demand in the Great Recession. But it is not the only reason. “The Great Recession” is also coinciding with — and driving — “The Great Inflection.”
In the last decade, we have gone from a connected world (thanks to the end of the cold war, globalization and the Internet) to a hyperconnected world (thanks to those same forces expanding even faster). And it matters. The connected world was a challenge to blue-collar workers in the industrialized West. They had to compete with a bigger pool of cheap labor. The hyperconnected world is now a challenge to white-collar workers. They have to compete with a bigger pool of cheap geniuses — some of whom are people and some are now robots, microchips and software-guided machines.
I wrote about the connected world in 2004, arguing that the world had gotten “flat.” When I made that argument, though, Facebook barely existed — and Twitter, cloud computing, iPhones, LinkedIn, iPads, the “applications” industry and Skype had either not been invented or were in their infancy. Now they are exploding, taking us from connected to hyperconnected. It is a huge inflection point masked by the Great Recession.
It is also both a huge challenge and opportunity. It has never been harder to find a job and never been easier — for those prepared for this world — to invent a job or find a customer. Anyone with the spark of an idea can start a company overnight, using a credit card, while accessing brains, brawn and customers anywhere. It is why Pascal Lamy, chief of the World Trade Organization, argues that terms like “made in America” or “made in China” are phasing out. The proper term, says Lamy, is “made in the world.” More products are designed everywhere, made everywhere and sold everywhere.
The term “outsourcing” is also out of date. There is no more “out” anymore. Firms can and will seek the best leaders and talent to achieve their goals anywhere in the world. Dov Seidman, is the C.E.O. of LRN, a firm that helps businesses develop principled corporate cultures, and the author of “How: Why How We Do Anything Means Everything.” He describes the mind-set of many C.E.O.’s he works with: “I run a global company with a global mission and one set of shared values in pursuit of global objectives. My employees are all over the world — more than half outside the U.S. — and more than half of my revenues and my plans for growth are out there, too. So you tell me: What is out and what is in anymore?”
Matt Barrie, is the founder of freelancer.com, which today lists 2.8 million freelancers offering every service you can imagine. “The whole world is connecting up now at an incredibly rapid pace,” says Barrie, and many of these people are coming to freelancer.com to offer their talents. Barrie says he describes this rising global army of freelancers the way he describes his own team: “They all have Ph.D.’s. They are poor, hungry and driven: P.H.D.”
Barrie offered me a few examples on his site right now: Someone is looking for a designer to design “a fully functioning dune buggy.” Forty people are now bidding on the job at an average price of $268. Someone is looking for an architect to design “a car-washing cafe.” Thirty-seven people are bidding on that job at an average price of $168. Someone is looking to produce “six formulations of chewing gum” suitable for the Australian market. Two people are bidding at an average price of $375. When Barrie needed a five-word speech to accept a Webby Award, he offered $1,000 for the best idea. He got 2,730 entries and accepted “The Tech Boom Is Back.” Someone looking for “a rap song to help Chinese students learn English” has three bids averaging $157.
Indeed, there is no “in” or “out” anymore. In the hyperconnected world, there is only “good” “better” and “best,” and managers and entrepreneurs everywhere now have greater access than ever to the better and best people, robots and software everywhere. Obviously, this makes it more vital than ever that we have schools elevating and inspiring more of our young people into that better and best category, because even good might not cut it anymore and average is definitely over.

Saturday, September 24, 2011

Learning to Let Go

I was really nervous on Tuesday of this week, perhaps bordering on scared.  The reason...my students were taking a quiz.

Don't get me wrong, this is not a normal occurrence in my life, but this quiz was different.  The main reason for my nervousness was that I have really been trying to teach the integer operations unit in pre-algebra differently.  Instead of doing a lot of direct instruction in class, I have been making use of websites like Brainpop and Khan Academy to do the direct skill instruction and then using class time to have students explore models to explain integer operations and then create their own models in groups and produce a podcast to demonstrate their conceptual understanding.  As a result of this shift (perhaps a "flip"), students were not doing the traditional math work of plowing through numerous questions to practice adding and subtracting integers.

While they were doing this, I was assessing students by using entrance cards, informal interviews, and reviewing their work on Khan Academy, so I felt pretty confident that they were developing the necessary operational skills, but the quiz would be the first real confirmation of this as it is a common assessment that I use with my other math colleagues and have been using for a couple of years.

After grading the quizzes and comparing with previous years and my colleagues I was finally able to give a sigh of relief, my students had done just as well as the other class and my students in past years.  Now to be fair, is it possible that they already had this knowledge and just recreated it for me?  Yes.  Is it possible that they learned this skill in spite of my potential misdirections?  Yes.  Only time will tell if either of these factored heavily into their success.  For the time being though, I am happy with the knowledge that it appears that I am not leading my students into a dark abyss.

Thursday, September 15, 2011

Unplanned Connections

As Craig eluded to, I was planning on having kids practice creating a podcast in my math class as an opportunity to reinforce what they had done in social studies, as well as having the chance to learn the method that Kathleen at taught using Keynote.

I must admit that my initial intent was to just have students practice the technology so I just made my content fit.  Obviously, this isn't the preferred method, but I REALLY wanted to have the students practice creating a podcast.  The amazing thing was that as I progressed through the day, I actually stumbled into some good learning.

First Block:  Things went pretty well, but the focus was all on the technology and not so much about the content.  I did give students a basic script to follow and showed them an example from start to finish.  There were a couple of students in my class that had done this with Kathleen, so they were my natural "experts".
Big Learning - Having 20 kids simultaneously upload a 10 Mb file to you at the end of class is not a good idea.

Second Block: In response to the upload problem, I decided to reorder class so that we created our podcast at the beginning of class.  Things went much better from the tech end as I had students load their work onto thumb drives.  This was much faster.  Since I had switched things around though, we still had some work to do...then the magic happened (by accident, admittedly).  As we progressed through the rest of class, I found that I started asking questions that allowed for students to make connections between their podcast and the new learning objective.

Third Block:  Here is where things really got fun.  Since I realized, that I was going to be able to connect  the podcasts to the upcoming objective, I was able to give more specific directions at the beginning of the lesson that would allow the students to make stronger connections in the later part of the lesson.  As a result, not only did I get better podcasts, but I believe the second part of the lesson was also better as a result.

Here is a sample of what the students produced:

Wednesday, September 14, 2011

Podcasting by Committee Cont.


September 8 - So the big day arrived. Heather Dowd, our fearless technology coach and I team-taught the lesson. We decided to work with the students in the library as this would allow them to spread out, making it easier to record their voices without distraction. After teaching three groups we debriefed. The following were some of our take-aways:
  • Students loved the lesson and were on task throughout. This was true for students who often have trouble focusing.
  • I should have assigned the script (student fill in indicated areas) for homework to allow them more time to learn how to create a podcast using Garage Band.
  • Very few students accessed the Garage Band instructions that Heather put together and linked to Blackboard; most either forged ahead on their own, asked us for help, or got help from students who had worked with GB before. (When we were asked, Heather and I directed students back to the directions.)
  • After students finished their work, these student "experts" naturally started circulating, helping others.
September 9: The next morning, the 7th grade SS team (Sarah Becker, Doug Behse, and I), and Heather met with Apple Distinguished Educator Kathleen Ferenz. We spoke about how the lesson went the day before and then Kathleen came up with her plan for how to do it differently. These are the changes she made:
  • Instead of using my script (an idea Chris received from an ADE who visited last year), Kathleen had students put their information in a table; the idea being that students would talk more naturally using these notes instead of my script. She had students do this in Pages rather than Word as "Pages is a multimedia tool rather than a simple word processor." (More on this later from Chris.)
  • Kathleen had students move all of the graphics to iPhoto so that students could start archiving these for future use/reference. She also had them cite their photos by putting the URL in the iPhoto description box.
  • She also had the students use Keynote to create their podcast intead of Garage Band. She feels that Keynote is better for short, one minute presentations, giving these presentations a more natural feel. It is more like a Powerpoint with voice over. You must make the audio in one take whereas you can do Garage Band audio in segments.
After the class we sat down again to discuss and compare the two lessons. I came away with a lot of new ideas, but I will need to work more with both podcast formats before I have a feel for what I think works best for which assignments. One thing is for sure, I got a lot of buy-in from my students. Most did not finish their podcast during the period, and even though I told students I would give them more class time, many dropped by to work on them. I saw them helping each other, working to perfect their assignments, and, without realizing it, they were going over the content multiple times and really mastering it. Time well spent! Chris will now take podcasting to a higher level with his math students.

Tuesday, September 13, 2011

Podcasting by Committee

September 1 - Like Abbot's Costello and Laurel's Hardy (Heather and Chris, I know these names may not be familiar to you young'ins but you can now Youtube them!), when it comes to this enterprise, I often feel like the sidekick that everyone likes but secretly feels sorry for..."Chris, how do I find our blog again?" So when Chris asked me to teach our students how to create a podcast, I was naturally a little apprehensive. Yes, I knew what a podcast was and had actually listened to a few, but I didn't know the first thing about making one, much less helping my students do so. In any case, I've decided that the best way to approach this year is to embrace anything that puts me out of my comfort zone so I agreed.

September 2 - The very next day, Heather swung by my room to chat. She informed me that Kathleen Ferenz, a Apple Distinguished Educator, would be in school the following week and wanted to know if I wanted to work with Kathleen on a lesson. We decided that we would have my students create a podcast about the obscure capital city names that my computers have been christened with -- Ouagadougou, Ashgabat, Bandar Seri Begawan.... Furthermore, the podcast would reinforce the concepts of location and place that we had been working on in class. Heather offered to create a set of instructions for students to follow. We thought of using Camtasia, but decide a simple flowchart on a word document would be easier for students to refer as they could "jump in and out" depending on their previous knowledge set. I also created a script that students could plug their information into and set the following learner outcomes:

  • Students will use the Internet to learn about an obscure capital city.
  • Students will learn how to take a photo of them selves using Photo Booth.
  • Students will learn how to store graphics/photos in their Drop Box.
  • Students will learn how to create a podcast that includes both graphics and audio by following a set of instructions.
Finally, we decided that we would do the lesson on Thursday and then have Kathleen work with my Day 2 students on Friday after giving her our feedback from the previous day.

To be continued...

Monday, September 12, 2011

What's In a Name?

Apparently quite a bit.  Our blog has been up and running for 4 days, we have 0 followers, have discussed it with 2 people, and there has already been 1 request to change the blog's name.  Now to come clean, Craig and I just went with a somewhat mundane name so that we could get on with posting things, with the understanding that we could change the name later, but come on...4 days.

The quibble is over the inclusion of the word "tech" and has come about in part due to a visit to our school by Alan November.  The idea being that while we are making very explicit decisions to include more technology in our classrooms, the focus is not really about "technology", but more importantly about impacting "learning".  It just so happens, that in this case, technology is the tool we are wielding.

So...it is back to the drawing board.

Friday, September 9, 2011

Getting Started


I don't know about the "pinky swear" part Chris mentioned and I would have called it a "pinky promise" as this blog is destined become a public document as our notoriety grows, but the rest is pretty much how I remember it too. A healthy sense of fear mixed with a big dose of excitement.

Being at least a decade older and not blessed with Chris' mental dexterity, I certainly had more reason to be nervous. The first thing I had to do was to be honest with myself -- in most cases the students will know more about and certainly be less intimidated by the technology we are using than I. However, this fact doesn't need to be intimidating. I have other things to bring to the table!

As J.R.R. Tolkien wrote, "Not all who wander are lost!" I hope that is true in our case. Let the journey begin!

Thursday, September 8, 2011

What Did We Get Ourselves Into?

Last year, Craig and I stumbled into the opportunity to "pilot" a classroom full of MacBooks for a year.  I teach Grade 7 Mathematics and Craig teaches Grade 7 Social Studies and after a pinky swear over a cup of coffee one morning, we decided to jump into this together.  At the beginning of this school year, I suddenly realized that I was actually terrified, "but in a good way", as I put it.  It suddenly dawned on me that while this would be an exciting year, it would also be a year full of uncertainty as we tried to juggle our curriculum, working with our colleagues, having great ideas fail...and the list went on.

The other day, Craig came up with the idea to blog about our experience.  Not only as a way to journal our  "adventure", but also as a way to share with one another and our larger school community.  Plus, he also promised that we would be internet sensations within a month - we have 30 days left to go.