Teacher Teaching Teachers

Today was a two hour late start day for all students in Minnetonka, which provided time for all 740+ teachers to attend staff development classes. This was a great opportunity for teachers to learn new things to further develop their technology skills. At our elementary and secondary schools, teachers chose from a number of great options listed below. Many teacher leaders at each site taught and trained their colleagues. These trainings were part of our job embedded staff development. Topics ranged from hands on practice with various apps to philosophical discussions about teaching best practices and round table discussions about what the future may have in store.

Excelsior Elementary Session:

(Not all sites did technology training today.)

7:30-8:30 am

• Computer Coding Excelsior teachings learned more about the computer coding curriculum and had hands on practice. Teachers in grades K, 1, and 2 practiced using BeeBots and Kodable. Teachers in grades 3-5 worked with Tynker software (pictured above).

Middle School Sessions:

Session 1 (8:15-9:15), Session 2 (9:15-10:15)

• What’s New with Google? Come and learn what new features are available with Google forms, Google Drive, Google Chrome Extensions, Google Drive Apps, Google Presentations and many more.  Enjoy tips and tricks to using these tools in your class or as teacher productivity tools.
• New to iPads - Come with Questions!!! (focus for new iPad teachers, 6th grade teachers, paraprofessionals) This session will provide an opportunity to ask questions, practice the document cycle (getting an assignment from Schoology, working on it in Notability, and turning it into Schoology).  We would like to have a large section of Q & A so that you walk away with your questions answered.
• What’s New with Schoology? Learn about all the amazing new features for iPads in Schoology.  You will have time to use those new features and see how the apps can work for YOU.   Leave with a quick formative assessment that you can use in your classes, too
• Haiku Deck Come and learn about the presentation Haiku Deck (iPad App also available on your computer)!  This session will not only inform you about ways to use Haiku Deck in your class but also allow you time to walk away with a finished Haiku Deck for your classes.
• App Smash - Pic Collage & ThingLink Come and learn about these two apps that blend very well together (aka smash two apps to make one product).  Come with lesson materials to create a tool for your class work - perhaps an assignment demonstration or a tool to use with your students.
• Organizational Learning Tools - Popplet, Quizlet, Flashcardlet, HomeworkList Come and explore these wonderful learning tools to see how you can incorporate them as a natural part of your class.  Popplet is a mind mapping app, Quizlet is an app and web-based vocab tool, Flashcardlet is a partner app to Quizlet and Homework  List is a planner app.  You will walk away with some hands on experience of each of these to enhance your instruction.

High School Sessions Session 1: 7:50 - 8:40, Session 2: 8:55 - 9:45

• Google Docs / Google Drive: Core Functions* Google Docs/Drive offers access to files on any device and the ability to simultaneously collaborate on common spreadsheets, presentations, and word processing documents.  In this session core functions of using Google Docs/Drive in your classroom will be covered. Learn how to use Google to create, share and organize documents, forms, presentations and spreadsheets. Learn how to use editing tools (changing formatting, inserting images, sharing settings, etc.) and understand some differences between Google on a desktop and Google on an iPad.  In addition, learn how Google/Google drive works when students are using their iPads. Expect some direct instruction and  time to practice creating a document that can you can use with your students. *This course is designed for teachers who are not currently using Google Docs/Google Drive as part of their instructional practice.
• Formative Tools on the iPad (Geddit and Socrative) What is Geddit, you ask?  Think of a multi-functional clicker tool combined with student checks for understanding.  Students can electronically “Check In” at various times during your lesson and raise a virtual hand in an informative and non-threatening way.  Geddit allows teachers to use both on-the-fly questions (Quick Questions) and pre-made questions.  Each question type has the ability for students to “Check In” after they have answered.  Learn how to set up a class, run a lesson, and get/give student feedback.   Newer features of Socrative will also be highlighted if time allows.  **Please come to the class with a Geddit and Socrative account pre-made to maximize instructional time.  (Go to www.letsgeddit.com and www.socrative.com to create teacher accounts.)
• Presentation Tools on the iPad (Haiku Deck and Explain Everything) The iPad can be a powerful way for students to share ideas with their teacher and classmates. Gone are the days of reserving computer labs just so students can put together PowerPoints.  Both Explain Everything and Haiku Deck can be efficient tools to make classroom presentations on the iPad.  This session will include a quick tutorial of each tool, and then time to practice with the apps.  Student workflow from iPads to Schoology will also be discussed. **Please come to class with Explain Everything and Haiku Deck downloaded.  
• Pages Workshop Pages is a word processing app on for the iPad.   An overview of core functions will be discussed including how to create, format, save, edit, insert images and charts, and use a template.  In addition, workflow from iPad to PC using iCloud, Pages to Schoology and Pages to Turnitin will be demonstrated.  A brief explanation of the differences between Google Docs and Pages will be provided.  Overview of Turnitin app grading features will be shared.  This session will include a quick tutorial of each tool, and then time to practice with the apps with the assistance of the trainer.  
  
• What’s Next Round Table:  Technology in our classrooms (Pictured above) Are you already comfortable using formative assessment tools, presentation tools, and Google? In this roundtable discussion, participants should plan to share an idea and explore ways to authentically extend technology integration.  Goals of the session will include sharing current practices; brainstorming new ways to utilize current technology tools like Schoology, Notability, iPads; and discussing strategies to enhance current technology practices.  Possible discussion starters:  What ways can Schoology and Notability promote student learning and engagement?  How can two or more apps be combined to produce a student product (App Smashing)?  What issue are you having that the group can help solve? How can we use technology as an additional tool to promote reflection and metacognition with our students?   How will/should our assessment of student learning change? How have student roles in their own learning changed, and what are the implications?

Computer Coding Starting in Kindergarten

 

We know computers are part of everyone's future, and that understanding the basics of programming structure and skills will help today's students be successful in the future.  Last year, many of our students at a number of schools participated in the Hour of Code.  This year, we have expanded the program from an hour introductory activity to a focused, structured plan to introduce all of our students to computer coding through multiple experiences and avenues throughout the year.  

A committee of teachers, parents, students, and administrators worked over the past year and a half to select and develop this curriculum plan. Kindergarten students will be using Bee Bots to learn the basics of programming.  In first grade, students will use iPad apps like Kodable and Lightbots in second grade. Starting in grade three and continuing through grade five, students are using Tynker software, a great program that starts off very visual like a game but teaches students to order and combine Scratch-like blocks to program.  Tynker even lets students view the javascript behind the programs they create with the click of a button.  Another great thing about Tynker is that it offers individual, self-paced lessons for students.  When I was visiting their class, the students in Jennifer Hahn's fifth grade (pictured above) were starting Tynker coding lessons. They were super excited and engaged.  

We're also including additional options for students to explore coding further, such as after school clubs, such as Minnetonka Coder Dojo and Raspberry Pi.  Media Specialist Mary Jane Narog at Clear Springs Elementary has students using Kano and Sphero.  At Groveland and Scenic Heights Elementary Schools, students are using Finch Robots.  Check out some videos and links below for more information.  It will be fun to see what all of these students create! 

See for yourself!  Watch videos about:
Minnetonka Elementary Coding
Media Coverage on What's Cool in Our School
Minnetonka Summer Coding Camp


More resources can be found here:
Details about the Curriculum and Program 

Parenting with Purpose in the Digital Age... It's Complicated

Twitter, Instagram, Vine, Tumblr, Snap Chat and more. Keeping up with our children’s technology use is tough and ever changing, but critical to their safety and future. Unfortunately, it seems like there are always headlines about kids getting into trouble and even danger due to technology use.  An incident in the Minneapolis area in the past week involved two 13 year old girls being kidnapped by a man they were in contact with through their cellphones using the Omegle app, which lets any user connect to random strangers instantly. The disclaimer in the fine print at the bottom of their homepage pictured below reads in part:
 

 

"Do not use Omegle if you are under 13. If you are under 18, use it only with a parent/guardian's permission. 

Do not transmit nudity, sexually harass anyone, publicize other peoples' private information, make statements that defame or libel anyone, violate intellectual property rights, use automated programs to start chats, or behave in any other inappropriate or illegal way on Omegle. 

Understand that human behavior is fundamentally uncontrollable, that the people you encounter on Omegle may not behave appropriately, and that they are solely responsible for their own behavior. 

Use Omegle at your own peril. 

Disconnect if anyone makes you feel uncomfortable."

Just reading their disclaimer would make most any parent cringe.  There are so many similar sites, they can't possibly all be monitored, blocked, or even kept track of...  so what's a parent to do?

Teaching kids to use technology responsibly is the responsibility of both families and schools.  In an effort to help parents, we've been offering parent education talks on the topic for about the past seven years, such as one tonight, Parenting Tech Savvy Kids 101, Monday, October 6, 2014, 6:30–8pm, in our high school auditorium. We offer free transportation for parents in the school district that may not have a vehicle.  In January, we are offering this session again with an elementary focus.  (A recording of a lunchtime webinar from last year can be found here.)

At these sessions, we provide parents with tips for maintaining open dialog about technology and help them understand the significant role they play in helping their children be responsible and safe in today's high-tech world. We explain why kids should be cautious about what information they share online and be made aware of the permanency of their digital record.  We share numerous ideas and free resources like Common Sense Media as well as tips for setting up a filter on a home wireless network.  A link to my handout with all of these tips and resources can be found at tinyurl.com/CyberResources. My top tips are:

Top Tips for Parents and Teachers:

1. Celebrate and Encourage Positive Uses of Technology
2. Proactively share values, consequences, expectations away from home
3. Model a Healthy Balance and Limit Entertainment Screen Time vs. Educational Screen Time 
4. Actively engage and monitor, keep informed of trends, pop culture
5. Set up a filter and restrictions for all screens
6. Talk about pornography & sexting
7. Emphasize that nothing is private
8. Explain that everything is permanent
9. Talk about respectful etiquette and cyberbullying
10. Avoid Violent Video Games
11. Teach the Dangers of Distracted Driving

At school with students, we begin this process early in elementary school, with media specialists using the Common Sense Media curriculum with our students whom they see for direct instruction each week.  At our secondary level, we are embedding the Common Sense Media curriculum into our announcements and also some of our advisory/homerooms.  If you haven't ever looked at Common Sense Media, it's great.  I'm always recommending this site to parents as a great place for up to date news on the latest trends, reviews of movies, apps, video games, etc., and advice on parenting in the Digital Age.  We keep updating information to share with our students' families about cyber safety and digital citizenship on our website, including tips such as instructions about installing home internet filters and links to other resources. We started a District Task Force on Digital Citizenship this past summer. We've also refreshed a poster campaign, with some examples pictured below:

 

Our hope is that by repeatedly reminding and educating both students and parents through multiple mediums and means, our students will be safe and responsible digital citizens. 

(Here's an interesting followup to the news story mentioned above: When 13-year-olds went missing, Minnesota detectives cracked case with digital forensics plus some tips for parents.)

What if Ancient Egyptians Used Google Sketch Up to Build the Pyramids?

The pyramids in Egypt are one of the Wonders of the Ancient World.  It's hard to comprehend how they could have been built without modern construction machinery and technology tools.  Helping students in today's world who haven't been to the pyramids understand just how big they are, the complexity of the  design, how difficult they would have been to build, and why they were built is one of the challenges faced by world history teachers.  

Minnetonka High School World History teacher Grant Hendrickson came up with a creative and meaningful way to help students learn about the Egyptian pyramids and culture.  For his classes of junior students, he decided to integrate Google Sketch Up into his lesson on the ancient pyramids in order to help the students "analyze the form, function and role of the pyramid in Ancient Egypt culture."  Students were tasked to "create a pyramid, to scale, with appropriate internal features using Google Sketch Up" (quoted from his lesson plan).  I was able to see this myself last week when I joined Grant's fourth hour class.  

Grant knows Google Sketchup well, and has taught classes for his colleagues about the program for the past couple of years.  Prior to the day I visited, students had already spent a class period the day before my visit learning about Sketch Up. When I was there, students were researching pyramids on the Internet as well as using some information provided.  They were tasked to sketch out a pyramid as close as possible to the actual measurements they found in their research.  One of the great features of Google Sketch Up is the ability to zoom around the exterior of something being designed as well as go right through walls and surfaces into the interior of a space, so it is a great tool to help in the understanding of the design and layout of a pyramid.  

"Google Sketch Up was the perfect tool to help bring this lesson to life for students."

Emily Rosengren, Minnetonka High School Social Studies teacher and Instructional Coach who observed this lesson last year told me the following: "What made the lesson particularly engaging for students was the chance to apply previously learned content (the students' understanding of the physical structure of the pyramids) AND their understanding of measurement and dimension to construct a virtual pyramid. This experience led students to comment on the enormous size of the Egyptian pyramids and marvel at how such structures could have been constructed without the use of modern machinery. Their observations, especially about the influence of the pharaoh on the lives of ancient Egyptians, demonstrated a more nuanced understanding of the importance of pyramids in Egyptian society. Google Sketch Up was the perfect tool to help bring this lesson to life for students. It gave students access to the true physical scale of the pyramids in a way that a textbook never could."

This lesson is a great example of how teacher can integrate technology to enhance learning.  Further, by knowing the tools and features of a program, the teacher can leverage them to engage the students and make instruction meaningful and memorable.                                                               

Balancing Choice and Control with a Half Million Apps- our App Selection Criteria and Process

Giving students a voice in their learning and their learning environment is very important and directly related to student engagement.  (Side note: see my colleague Sara White's post about The Diamond Ring of Instruction: Student Engagement).  In our iPad 1:1 program, we're working to balance student choice with teacher's desire for control.  We want students to use their iPads for learning, and we want them to be able to choose which tools to use and decide what works best for them.  Yet we also want students to be focused and not distracted by many of the available apps in the Apple store.

At the moment I write this, there are currently over a half million apps, much more than anyone could conceivably even try out in a lifetime.  Some of them are great, and of course, some are less than worthy of attention.   

I've seen opinions all over the spectrum when it comes to discussing whether a school's app environment should be under tight control or completely laissez faire, similar to some of the discussions that take place over Internet filtering. Multiple conversations I've had with educators and parents over the past few years have also helped me realize that there is a wide variety of opinions and comfort with this as well.  I've had some parents thank me for our current system, others tell me that it's too restrictive, and still others say it's too loose!

We believe our current system balances all needs quite well. Over the past few years as more schools with 1:1 iPad programs have become more common, some of our new hires have transferred from other districts where 1:1 iPads were also in use. They've shared many stories of frustration when describing what teaching was like when students had wide open access to anything in the App Store.  These stories, along with our own personal visits of other 1:1 schools, have reassured us that we have found a good middle ground. 

As I mentioned in a previous post, we have a new compliance procedure with white listed apps which students can download from the School App Store. We currently have about 160 available apps in our Minnetonka App Store (complete list).  This list is a compilation of suggestions and requests by staff and students over the past three plus years in our 1:1 iPad program. This list is not set in stone, in fact it is quite fluid. As teachers and students discover new apps that they want to use, they submit their notifications to us through the request form as pictured below. At least four times a year the instructional technology staff review these requests and new apps are added to our Minnetonka App Store. If there is an urgent need for an app to be made available for students when requested by a teacher, we certainly accommodate that need.

Our criteria for adding apps to our store includes: the educational purpose of the app, the price (free is preferred), the privacy policy (including COPPA under age 13 fine print), and making sure it is not redundant. For redundancy, we look to make sure that the app does not do the same thing that another one already available already does. We prefer not to add it unless it offers significantly better ways of doing a task. By eliminating overlap with redundant apps, we reduce the number of apps we need to test, support and troubleshoot technically, as well as the number of apps we focus on for our staff development.  

For example, there are many Screencasting apps, and we have selected two to make available: Educreations and Explain Everything. Educreations is free and pretty basic, great for quick recordings and simple projects. Explain Everything costs money and has a deep set of tools and features, better for complex tasks when something more than a basic screencast is needed. Students and staff focus do their screencasting work through these two apps, and get to know all of the features well. Students don't have to switch apps based on teacher preference, and teachers don't have to deal with trouble shooting student projects made in ten or more different applications.

Finally, I should point out that all of the apps in our Minnetonka App Store are rated for age 13 and under. There are many apps in the Apple App Store that are rated for age 17+, and our students cannot install any of these. By turning on this restriction through our Mobile Device Management Software (Airwatch) for everyone, the install button for these apps is removed completely from our students' iPads, helping to keep the inappropriate content away from students on school owned devices. We point out to parents frequently that these restrictions are also available on any Apple device through Settings, meaning that they could do the same on their child's iPod or iPhone.

Quick Fixes for Apple IDs, Under Age 13 Apple IDs, Credit Cards, and More

After helping 4,600 students set up iPads over the past five weeks, we have learned A LOT!  A lot that I wish we would have known before we started... Here is a quick summary that might make your life and iPad roll out a lot easier:

1. You can remove the credit card requirement!  We thought we were being proactive by having every student log in to MyAppleID on a desktop to verify their account prior to receiving an iPad, but about half still were prompted to verify a credit card. I suppose the prior log in helped kids learn their Apple ID  and password.  However, often times Apple requires the security code and expiration date from a parent's credit card for a child setting up an iPad with either a new Apple ID or an existing one, even if they might have used for years on their personal iPod or iPhone. This was a common problem for our students (as mentioned in a previous post).  Solution: Before trying to install that first app, even a free one, simply go to the iCloud Settings on the iPad, sign in, select payment options and choose None to remove the credit card.  That's it!
    Be prepared to explain what an area code is and have many students with no idea of their parent's phone number. (It's a generational thing. When a cell phone stores all your phone numbers, there's no need to memorize any.  And area codes?! What's that?)
    
2. "iCloud is Sick"  Don't let siblings share Apple IDs!  Shared family Apple IDs are not ideal for many reasons.  We have our students back up their Notability files to Google Docs as PDFs so they are accessible from any computer, and to iCloud so their original editable files as well as all their settings and folder structures within the app are preserved in case they need a new iPad or have a loaner during a repair issue.  If siblings share iCloud accounts, they see each other's notes on both iPads.  The same thing happens with Pages, Numbers, Keynote, and Photo Stream iCloud backups.  Plus, shared iCloud accounts mean less available free iCloud storage.
    
3. End the "Improve Apple ID Security" popup that endlessly errors out and doesn't accept students' security questions.  Log in to MyAppleID and re-select the security questions and answers. Then answer the security questions on the iPad and it will accept the answers.
    
4. If the Apple App Store Purchased Page is blank...  This common problem was most often resolved by having students go to iTunes in Settings, signing out, and then then reboot the iPad (Holding the power button and home button for about ten seconds or until the Apple icon appears). After reboot, students sign back in to their Apple account in their iPad settings under iTunes and Apps and then would have apps listed on the Purchased Page.
5. Verify that Automatic Downloads for Music and Apps are Off and Automatic Updates are On. This will prevent any purchases made on other devices from being sent to your iPad, therefore causing your iPad to be disabled by accident, but allows updates to be automatically added to your iPad.  If you have an iPhone or iPod, you can do this on those devices, too, so school apps don’t appear on personal device(s). To do this, go to Settings, iTunes and App Store, Automatic Downloads, and set Apps to Off and Updates to On. For more tips, view our Apple ID FAQ page as well as our iPad Setup Checklist of instructions for students.

Getting Rid of Hiccups

Getting Rid of Hiccups

Just a little over a month ago we started returning 3,000 iPads to students after collecting them on the last day of school.  It's not been easy month with so many things changing technically since last year. We have run into numerous hiccups.

First and foremost, Apple's new requirement for every student to have an Apple ID has not been easy to implement. We want students to be able to personalize their iPad. For example, using their own Apple ID allows them to have their music, photos streams, iCloud services, and more. However, relying on each individual to create an Apple ID dramatically increases the number of variables and problems (hiccups) that can happen.  Helping students verify Apple IDs, retrieve passwords, set up a new Apple ID, in some cases create a new email account and a second Apple ID, and more is frustrating for the students, their parents, and staff. Trying to troubleshoot problems has become quite a time-consuming process for a few cases.

For our older students, we have all asked them to use their personal Apple ID or create one, and this has worked well for most. Occasionally, some kids who made a brand-new Apple ID have run into issues when Apple requires a credit card for the set up process. The pattern of when this happens, whether it is using personal email address or their school Gmail account, has not been an easy one to figure out and prevent. For students under age 13, we have worked with parents to have them request an Apple ID for their child, yet even after verifying their ID online, some of those accounts still require a credit card. We created this Apple ID FAQ guide and are updating it continuously as we learn more.

Besides Apple ID issues, we've had other hiccups, too.  We're asking all students with the help of their teachers to complete checklist of steps to set up their iPad. Like our Apple ID FAQ page, this checklist is a Google doc which we can update live. All students have a web clip icon on their iPad which goes to this checklist so they always have the most current directions and instructions. August has been busy working with with lots of students as they pick up their iPad and work to set it up.

For our 1,600 seventh and eighth-grade students new to iPads, we began handing out devices last week and are continuing today and tomorrow. We distribute the iPads in a small group of two to three classes per hour as pictured above.  We spend about a 45 minutes walking students through the initial set up process, getting them enrolled in our MDM AirWatch system and making sure they successfully download a few apps. Over the next few days teacher will walk students through the remaining steps on the previously mentioned checklist. Each teacher will take a step or two per hour to make sure that the students have all successfully completed the steps and don't have hiccups.  At the high school, we are using the morning announcements to have daily items that teachers check, all with the goal of eliminating as many hiccups as possible.