Blog: Write any final thoughts you’re having about your whole master’s experience.
It feels good to be finished! Whew! I think I'll miss it, though. Keeping up with the trends and stimulating my brain with themes from my profession instead of personal hobbies has been really good for me. I have a new interest or specialty now that will keep me motivated and help to be an "influential teacher" for years to come. Specifically, I'm really looking forward to putting into practice the outdoor photography homework plan that came out of this experience. I want to get my students outdoors more with their parents on nightly walks around the neighborhood. (If you have ever had a dog walking schedule around your neighborhood you can relate.) Except with my plan, you are doing much more than helping your dog relieve themselves and mark territory while you enjoy the neighborhood. With my weekly homework, you could feel good about helping your child do science while enjoying your neighborhood. And if you also walk your dog, then it'd be three birds with one stone! I hope the model becomes a popular idea because, (to me at least), it makes sense. How else can you touch so many bases? (I'm imagining this for Third Grade.)
Check! Check! Check! Check! (How long do you want this post to be, anyway?)
The Touro/NapaLearns master's program has been almost too good to be true. It feels like a Goldilocks program for teachers because it wasn't too much or too little. The focus on technology and innovation is so appropriate for these times, and especially for these distance learning times. We must use technology in innovative ways if we want to guarantee a quality education for the near future, and beyond. Being in this program has given me the skills to make an easier transition to distance learning. That's another take-away I will never forget. I'm very thankful to have been a part of the Learning Innovation Lab. It's too neat to have a webpage floating around out there in this big database. I'm honored to feel I may have contributed in a small way to our children and public education! I want to give a big thanks to all the people who make it possible! (You know who you are.)
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Touro University California is a university under Jewish auspices founded upon the universal values of commitment to social justice, intellectual pursuit, and service to humanity. As such, Touro University California is dedicated to the following:
In this week’s blog, consider how the work you have done during this program fits within Touro’s values and how you are going to take what you have done into the world to make a change. Will you share your work with your principal or colleagues? Will you post about it on twitter? Or will your focus be making a change within your classroom or something else? What practical thing will you do to be of service? I firmly believe that ignorance, which leads to fear of diversity, greed, and the inability to see that our well being relies on the well being of everybody, is the root cause of racism. This is why the above statement which links social justice to intellectual pursuit really resonates with me. The third component of this statement, which is service to humanity, has to do with the responsibility of sharing the knowledge one gains in order to combat ignorance and racism. The privilege of being able to get my master's degree brings with it this responsibility. I feel obligated, and anxious, to share the knowledge I have gained through this course of study. The other thing this course of study has shown me is that sharing knowledge is no longer just something you an do with your immediate circle of acquaintances. No, the urgency of these times, and especially in light of the Black Lives Matter movement, requires us to take advantage of social media platforms to amplify our voices and share the kind of learning we have gained. (I'm thinking particularly about Linda Darling-Hammond's The Flat World and Education: How America's Commitment to Equity Will Determine Our Future.) For me, this means that I have to embrace social media to help get this message out. Up until now I have shied away from social media, but now that I have some positive learning to share and teach with, (and the new tech skills to do it with), I know I need to start sharing this learning with more people. Silence would mean compliance, consent, complicity, and more racial violence. I will share my learning with the teachers in my school. I hope other teachers read my website and find it useful. Now that I have a Twitter and and an Instagram, (and a tech savvy wife), I'll start spreading the love online, as well. But of course it does not stop there. Our new knowledge about how to empower children's voices through 21st Century skills is a path to achieving equity for ALL of our students. I think my greatest commitment is to them. As I've said before, I aim to empower them, and in doing so, empowering myself , my loved ones, everybody, and YOU! Black Lives Matter TPACK has been called “the heart of innovative teaching”. Teachers who want to empower their students through 21st Century learning have this model in mind in order to provide the best instruction possible. The most recent addition to the above Venn diagram is the TK, or, Technological Content circle. It adds a whole new dimension to a teacher’s knowledge of Pedagogy and Content. Content knowledge is what teachers know. Pedagogical knowledge is how they teach. Technological Knowledge relates to the role of technology to not only assist PK and CK, but also to potentially re-define what they mean. You can’t really effectively describe the TPACK model unless you do it in light of another important educational model, which is the SAMR model: SAMR stands for Substitution, Augmentation, Modification, and Redefinition. The introduction of technology into schools can substitute prior, non-tech teaching strategies and techniques. This is considered to be the weakest use of technology. An example is using a computer to type a paper instead of writing it by hand. Using technology to augment instruction means to substitute a non-tech tool, but with a functional improvement. An example of this is using spell check while writing a paper on the computer. A tech modified lesson allows for a significant task redesign. An example of a modified writing lesson is to have students share their writing in Google Docs and do peer reviews. At its most powerful, technology can redefine pedagogy and content. This means that new, previously inconceivable tasks can be done. An example of this is to create videos and slideshows to showcase writing, and to share end products on social media sites. The goal that the SAMR model shows is the transformation of outdated education habits such as dictation and memorization, with the 21st Century skills of analyzing, evaluating, and creating. These skills are essential to today’s Common Core State Standards. Technology has the potential to significantly enhance students’ ability to perform the 21st Century “4 C's Skills” of Communication, Collaboration, Critical thinking, and Creation.
Let’s look at both TPACK and SAMR in the context of the Screens to Streams outdoor photography homework idea I am working on. TPACK: In the area of content knowledge, I’m looking at the NGSS science standards for third grade. I’m looking at the descriptions of the units, and which units lend themselves to the integration of outdoor, digital photography projects. For example, for the NGSS standard: LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.(3-LS4-3) Possible photo prompts for this unit could be: “Take pictures of plants around your house and community. Try to take pictures of plants that you think people planted, and also “weeds” or trees that you think grow there naturally. For each photo, be ready to share: What do you notice? What do you wonder? What does it remind you of?” “Take pictures of animals and insects from around your house and community. You can take pictures of pets. Also try to take pictures of wild animals and bugs if you can find them. For each photo, be ready to share: What do you notice? What do you wonder? What does it remind you of?” In the classroom or in Zoom, (depending on where we are at with distance learning in the years to come), when students share their photos and observations on Padlet, they get a much better idea of which plants and animals are having success in their community. A discussion can also arise about which plants and animals were NOT seen in the community and why. An important task in the development of this idea is to create prompts to give to the students for their photography, according to each unit, and also what guiding questions to discuss when students display their photos. Here is where it will be useful to have a current, NGSS science curriculum to mirror. Our school has not had a current “traditional” curriculum for the past several years. Teachers piloted several curriculums this past year, but with the Covid-19 crisis, adoption has been put on hold for another year. Many teachers including myself have been using the online, video based program called Mystery Science. These photography units can also be built around the NGSS standards covered in Mystery Science. In the area of pedagogical knowledge, I’m also looking at NGSS guidelines. Specifically, I’m using the pedagogical “best practices” of students doing science and modeling their science learning rather than just learning about concepts from a textbook or video. I think it’s a very powerful idea to get kids outdoors in their communities and accompanied by their parents in order to tie their science learning into their individual contexts. Happily, the technological knowledge branch of TPACK is what empowers students to be able to perform the pedagogical best practices of “doing” and “modeling”. Digital tools like cameras, nature identification apps like iNaturalist, and collaboration platforms like Padlet, are just a few of the tech tools that can redefine science learning in the 21st Century. For example, when a student makes a recording of an observation of a plant or animal in iNaturalist, the app uses GPS technology to “pin” the observation, which in turn is added to their “IO” or integrated and open database. This adds to real science because it is a resource for people all over the globe. It looks like a good place to jump over to a discussion of how Screens to Streams fits in with the SAMR model: SAMR: Here are the questions I’m asking myself as I look at outdoor photography units in relation to the SAMR model: Substitution: What will I gain by replacing the old technology with the newer technology? A: Taking digital devices home to take photos of observations in nature is more motivating to many students than drawing in nature journals. Augmentation: Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? A: Yes, with a camera, students are able to record a larger number of observations in less time. Modification: Does this modification fundamentally depend upon the new technology? A: If my students were taking nature journals home and drawing their observations instead of photographing and posting, they would be more limited in their ability to share their observations with peers on collaboration platforms and with larger audiences through social media. Redefinition: How is the new task made possible by the new technology? A: Taking photos with the app iNaturalist, for example, redefines a student’s role in science. With each valid observation they have the ability to add to the body of scientific knowledge on species’ ranges and habitats around the globe. I found this language on our school's official website. It's the plan from 2009-2014. Looks like we need an update. I might inquire about it. I think I'll check out New Tech High's language to compare it to what I imagine is a good plan because it's such a big part of that school. Our plan could use some changes. For example, I had difficulties with our school's technology policy while doing my research. I was unable to upload nature apps onto any of the iPads due to a 1 upload per year policy (which I did not see in the language I encountered here below). I read it and so much has changed since then it's amazing! Our students have had 1 to 1 devices for the last six years! As far as I knew, we didn't have any mission or vision or goals related to the use of technology in the school. Turns out there is language about that in this plan, too.
Our technology sure did help us with distance learning! We rolled out devices to every child and the community paid for several hot spots so that everyone could have wifi access. Our administrators are pretty proud of our ability to adapt, thanks to the 1 to 1 devices and teacher flexibility/adaptability. Here's part of the 2009-2014 plan from the CJUSD website: 3a. Description of teachers’ and students’ current access to technology tools both during the school day and after school hours. Calistoga Elementary School All students have access to a minimum of two up-to-date computers in each classroom with high-speed Internet access. Many classroom computers have headphones that allow English Learners to make use of language development software. There is at least one printer accessible from classroom. All students are served in classrooms that have access to Discovery Education, an educational video download service, via the Napa County Office of Education. Other online resources are available through and Ed1Stop, a service of NCOE. In addition, all classrooms are equipped with a television and VCR. All students learn in classrooms that are networked, allowing students and teachers to make use of Scholastic Reading Counts. The school library/media center contains a large collection of lexile-rated reading materials with corresponding Reading Counts quizzes to encourage students’ choices of recreational reading at an appropriate level for comprehension. The district’s schools work with the local SELPA to provide any needed adaptive technology for students with special needs. The school district also uses language development software from DynEd to provide extra help for English learners at both sites. The software is research-based and provides both placement and mastery skills tests in both oral and written English. In the summer of 2008, the Calistoga Elementary School updated the school computer lab with new PC computers (Lenovo ThinkCentre with Intel Core2 and Windows XP) and to purchase enough additional computers to allow each student his or her own workstation. There are 26 student workstations in the lab, two networked laser printers (one black laserjet and one color laserjet), and a teaching workstation which includes computer, digital projector, and Califone PresentationPro audio speaker. Each student workstation is equipped with headphones to allow for the use of English language development software. The computer lab is used for computer classes and Academy classes throughout the day, with designated times available throughout the week for teacher reservations. The computer lab is located in the school library/media center. In addition, Calistoga Elementary School has assembled a mobile center of 24 IBM ThinkPad T30 laptop computers which may be checked out by teachers for use in their classrooms. The school library is equipped with an electronic card catalogue augmented with an automated bar-code check-out system. In addition to the librarian’s workstation, there are four student workstations located in the library. The library staff maintains a small professional library containing educational videos and audiotapes. Calistoga Joint Unified School District 8 District Technology Plan 2009-2014 Teachers make use of classroom computers for instructional planning and to record student assessment scores on a networked database. Every teacher has an email account. Parents are encouraged to contact teachers by e-mail. All classrooms are equipped with voicemail. Teachers also have access to the school and district web site for posting grades, announcements, and classroom newsletters. The computer lab at Calistoga Elementary school is also open to use by students with tutors, Boys & Girls club, and CCLC ThinkTank from the hours of 2:00-3:00 on Tuesdays and 4:00-5:00 on all other weekdays. It goes on in more depth about protecting students from online predators, use of computers to enrich reading and math, professional development, etc. It's a complete plan! But it is VERY outdated. Our computers have changed. Our reporting tools have changed. Our curriculum has changed. Looks like we could use a lot of the structure of this plan and update it. I found out we used to have TWO full time technology coordinators in the district. Now as far as I know we don't have any. Maybe they have one at the high school. We could sure use someone now to work on updating our technology vision and plan! I don't imagine too many people were talking about the SITE model, TPACK, or 21st Century skills in 2008.
My first goal for my students, above any academic concerns, is to ensure that they are safe and healthy. Based on experience with my child at home, a wide range of studies, and the testimonials of my students' parents, I know that the amount of screen time students typically engage in these days is a cause for concern. As we move toward increasing use of screen based technologies both at home and at school, this problem has often troubled me. The amount of time children spend outdoors has been decreasing proportionally to the amount of time they spend indoors consuming one form of media or another. I know that children love video games, YouTube Videos, Tic Tok, and social media. They familiar with and skilled at using these forms of technology. I also know that they love playing and learning outdoors when they are given access or encouraged to get out of their homes or classrooms. I've seen the power of outdoor education through the various field trips and overnight adventures our school offers to children. These experiences, in my opinion, are too limited.
My big question has been how to leverage students' familiarity and interest in technology in order to get them more in touch with outdoor environments. I've discovered that it can be done! Through an outdoor photography homework model, where students use handheld devices to capture images of plants and animals, and identify them using apps such as iNaturalist or Seek, students can be prompted to go outdoors on a much more frequent basis. This activity is linked to the classroom where kids share and present their photos with the class and larger audiences. The transliteracy skills students learn through this kind of project empowers them to be effective communicators in the 21st Century. Empowering my students, after looking after their health, has been my other big interest as an educator. In the future I plan to continue to explore this idea by linking our newly adopted science curriculum with outdoor photography extensions. This will help students to fulfill the NGSS goal of students "doing" science rather than passively learning about it in class. I also hope that it will increase their ability to perform the NGSS practice of obtaining, evaluating, and communicating information. It would be great to collect end products to share with other teachers. It would also be great to develop a teacher training to show step by step how to put into action a outdoor photography homework "flipped" science unit. It would be great to have data to show teachers and parents how this kind of activity can lead to students spending more quality and healthy time outdoors. It would be great to be able to show with data how it increased parent involvement with students. I could also share these results on a much larger scale if I share these experiences on social media platforms such as Twitter or Instagram. My first feeling upon going over these capstone projects has been one of intimidation. They are all so great! How can I ever hope to create a website that has so much great information and is such a great resource for teachers? My project is only half way completed! It's going to be a long summer of hard work. I'm in my growth mindset and ready for the challenge, but I doubt my end product will be as complete as these examples. I'm just not satisfied with what I was able to get done before the Covid-19 crisis struck. The creators all did such a great job of presenting their inspiration, resources, methods, data, conclusions, and directions for the future. I decided to do deep dives on the ones by Ellison and Cerda. It looks like Ellison teaches technology, and while her research will be best used by other technology instructors, the strategy of gamifying the classroom has possibilities for all teachers. Teachers can motivate their students by switching traditional points to XPs or experience points, without even changing the kind of assignments they give. Students can relate to "leveling up" and earning recognition in the form of digital badges. While her project idea was inspiring, she failed to convince me on its effectiveness through clear presentation of pre and post data. Does gamification produce markedly better results from what she was doing before? I did find in her research paper a discussion of the impact of learning coding on student performance. I'm not very good at reading quantitative data results, and her results were confusing for me. I could not get a clear picture of how her gamification worked and how it proved to motivate her students. It might just be me being a poor reader of data, however. I feel like I'm being harsh here, especially when I consider my own data and what I actually did with my kids, but we were asked to practice being critical of our peers so here is my shot at it. What I most appreciated in her website were the links to resources that I might use if I decide to gamify my own classroom. Cerda also had great resource links to show how he integrated video making into his instruction in order to motivate his students with 21st Century skills. I like how he included links to the reading we did in class, as well as student resources and teacher resources for making videos with students. In addition, he linked the scholarly articles that inspired him to try this method of instruction. Gosh, I'm going to have to learn how to use visual icons as links! I admit, I have never done this before. Ahem. I also liked how clear Cerda's site is. I could navigate it easily. I liked his focus on English learners and how the techniques he implemented improved their learning. In his research paper he shows this with clear graphs that were easier for me to understand. He compared their results with those of his EO or English dominant students. This is an important topic, especially in Dual Immersion schools like the one Cerda teaches in. There were some things missing in his website. The sections on the Design Process and Support and Next Steps were unpopulated, I believe. Did his site inspire me to want to try out video making in the classroom as an instructional strategy, however? Yes! |
AuthorJeremy Smith teaches third grade at Calistoga Elementary School. Archives
July 2020
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