Policies are very important for a school to regulate and function efficiently with emerging technologies. With more students bringing their own devices and having access to internet within the school setting, schools have the responsibility of creating a safe environment for all students (Winske, 2014). Emerging technologies are very important and have some things to consider including affordability, reliability, availability, and customizability (Hess, Sazber, & Hochleitner, 2013). After talking with the technology director for my district, some additional factors to consider are employee safety, cyber bullying, and appropriate usage for students.
Because technology can create experiences for students that they otherwise would have access to, I believe availability is one of the most important factors for creating solid policies for emerging technologies. Hess, Sazber, & Hochleitner (2013), say “Technology makes more things more available. Without technology, few of us would see the live World Series final or the parachuting Queen of England at the Olympics. A student in Brooklyn can now get one-on-one tutoring via an iPad, 24 hours a day, from a Mandarin speaker in Beijing or from someone with a doctorate in mathematics in Boston.” With BYOD creating more access and availability for students to use technologies at school, policies need to exist to keep parties safe. Winske (2014), talks about cyber bullying and how it can be combatted by saying, “you have to just recognize it as bullying. A lot of this is underground. It’s stuff that people don’t talk about and don’t confess to being bullied or to bullying. I actually think one of the things that might happen if you open these resources (social media, YouTube, etc.) to use in schools is not necessarily that you’re going to see more bullying, but that you might create an opportunity for a teacher to see something and say hey what’s going on?” Our students live in a new age and experience the world far more within the realms of technology than previous generations. Policies can help moderate this and create citizenship and appropriate usage throughout the school. References: Hess, F. M., Saxberg, B., & Hochleitner, T. (2013, October). E-Rate, Education Technology, and School Reform. Retrieved July 27, 2017, from https://www.aei.org/publication/e-rate-education-technology-and-school-reform/ OBrien, A. (2013, June 20). How to Build Support for Education Technology. Retrieved July 27, 2017, from https://www.edutopia.org/blog/building-support-education-technology-anne-obrien Winske, C. (2014, February 14). Tips for Creating Technology Policies for K-12. Retrieved July 27, 2017, from https://techdecisions.co/compliance/creating-an-acceptable-use-policy-for-mobile-learning-initiatives/#
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With copper wire, batteries, and lights, young students have access to many different creative outlets that utilize this dimension. Leah Buechley describes and shows some ways electronics can be used to craft with. She also talks about how many electronics are often slow, expensive, limited, small, square, flat, hard, and not attractive (Ted, 2012).. With some creativity, electronics can be a great addition to multimedia projects for students. Some of the ways, but not limited to, include drawing, sewing, wearing, pop-outs, and painting. One of the best ways to allow students to explore with electronics and crafting is to first let them explore with circuits and learn how they work, then give them materials so they can create!
I have seen teachers use circuits and lights for art projects in my school. One project is similar to the ones seen in the Interactive Light Painting (Qi, 2012) and Chibitronics (n.d.) where students draw and you can light up the picture by pressing on a certain spot. One teacher posts hers in the hallway and the other students can light up the pictures by pushing on a “press here” spot that completes the circuit. Seeing students play and learn by “crafting” is very motivational and they are so excited to learn about electronics. Another mode of crafting with electronics is through wearable art. Becky Stern created the FLORA wearable electronic platform. It lights up by programming through GPS, motion, or light. I could see students becoming very excited about sewing these into any project within the classroom. Many teachers teach students how to sew in the classroom and this could be a great extension for our 21st century learners. Some ideas that have been created are purse lights, necklaces, spike decals, jewelry, heart lights, ironman lights, shoe lights, skirt lights, light up pillows, and GPS lights for pets (Terranova, 2014). Allowing our students to create expands their minds and could give way to fabulous new ideas! Ted. (2012, November 15). Retrieved July 20, 2017, from https://www.youtube.com/watch?v=vTBp0Z5GPeI FLORA - Wearable electronic platform: Arduino-compatible. (n.d.). Retrieved July 20, 2017, from https://www.adafruit.com/product/659 Qi, J. (2012). Interactive Light Painting: Pu Gong Ying Tu (Dandelion Painting). Retrieved July 20, 2017, from https://vimeo.com/40904471 Terranova, A. (2014, July 15). 10 Fabulous and Fashionable Wearable Projects from Becky Stern | Make:. Retrieved July 20, 2017, from http://makezine.com/2014/07/15/10-fabulous-and-fashionable-wearable-projects-from-becky-stern/ Welcome to Chibitronics. (n.d.). Retrieved July 20, 2017, from https://chibitronics.com/ Through taking education technology classes, I have learned about students using their own devices in the classroom. Other teachers at my school have done Bring Your Own Device (BYOD) days as a reward for their students. Only scratching the service of the idea, I had never thought about the policies behind BYOD. Honestly, I thought primarily that it wouldn’t work because of the questions behind students bringing their own devices: do all students have their own devices? Will they be required to download certain apps? Do parents allow students to know passwords and ID’s to download on the devices?
Because of the many questions around BYOD, I believe that every school needs a BYOD policy. Some other considerations around BYOD include consistent access to devices for students and teachers, bandwidth available in the school, protection against viruses, and blocking access to restricted apps (Martini, n.d.). Many of these factors are brand new to schools and the conversation is quite young among educators. Not long ago, personal devices were banned from many schools because they were a distraction (Holeywell, 2013). With changing times, however, students have access to devices that schools often cannot afford to provide for each child in the district. BYOD (2017) reports that ⅔ of students prefer using their own devices for learning over school provided devices. When students use their own devices, it creates greater access to school devices for students who do not own their own devices. Terry Heick, (2016), states, “By allowing students to bring in their own devices for learning–rather than insisting that they learn both content and device in school–there is an important opportunity to connect with not just their personal lives, but their natural way of doing things.” BYOD can create incredible opportunities for students to learn authentically in the digital age that they live in. Because they are used to their own devices, it eliminates the learning curve of using a new device and students can learn efficiently and effectively. Policies need to be in place for this to be safe and practical within the educational system. References: BYOD. (2017). Retrieved July 13, 2017, from https://www.k12blueprint.com/toolkits/byod Heick, T. (2016). The Brutal Authenticity Of BYOD. Retrieved July 13, 2017, from http://www.teachthought.com/the-future-of-learning/byod-is-shortest-path-to-student-centered-learning/ Holeywell, R. (2013, September 3). BYOD Policies, Growing More Popular, Create Challenges for Schools. Retrieved July 13, 2017, from http://www.governing.com/blogs/view/gov-byod-policies-create-school-challenges.html Martini, P. (n.d.). 4 Challenges That Can Cripple Your School's BYOD Program. Retrieved July 13, 2017, from http://www.teachthought.com/the-future-of-learning/technology/4-challenges-can-cripple-schools-byod-program/ Games are an excellent way to get students engaged in the classroom. They provide room for creativity, strategy, and metacognition. Games in the classroom, if planned appropriately, can reach cross curricular subjects and provide students with a rounded learning opportunity. There are a few games that I have played or seen that I think could be beneficial in the classroom. Although there are many, the three I’d like to focus on are Minecraft, Galactic Mappers, and Settlers of Catan. Minecraft is a game that I have only personally played a handful of times. It is a game that, “exists for you to build it and transform it into anything and everything imaginable” (How to Play Minecraft, n.d.). This alone allows for a plethora of activities for students to participate in that help them learn. Andrew Miller (2012) suggests a variety of options on ways to incorporate Minecraft in the classroom, some of these include creating history replicas, teaching digital citizenship, a tool for writing, create visualizations for reading comprehension, and address problem solving in math. I could see Minecraft used daily in the classroom and a focus of a larger unit that encompasses all subject areas while keeping students motivated and engaged.
The last game is Settlers of Catan. This is not a game that I have seen in the classroom, but it is one that I play often and can see many benefits of children learning and playing it. Settlers is a game about resources and points. The goal is to earn resources through rolling dice on a set game board. With the resources (brick, wheat, ore, and sheep) you can build roads, settlements, cities, and development cards. Each is work a certain amount of “victory points” and the first to 10 victory points wins. This game takes not only strategy, but also forces students to work on cooperation and conflict (Samzuhlke, 2013). This game could teach kids about the organization of people, places and environments within this, a class discussion about where people settle in the world could show how people move and settle on Earth. I would introduce this game in the middle of the year, once students know each other and have all students learn the game and have a discussion about resources. AFter that, this game could be a great free choice activity for students. Flatt, C. R. (2014, May 13). How a Classroom Game Becomes an Embedded Assessment. Retrieved July 06, 2017, from https://www.edutopia.org/blog/classroom-game-becomes-embedded-assessment-ross-flatt
How To Play Minecraft. (n.d.). Retrieved July 06, 2017, from http://www.minecraftopia.com/how_to_play_minecraft Miller, A. (2012, April 13). Ideas for Using Minecraft in the Classroom. Retrieved July 06, 2017, from https://www.edutopia.org/blog/minecraft-in-classroom-andrew-miller Samzuhlke. (2013, October 29). A Resource Management Lesson: Settlers of Catan. Retrieved July 06, 2017, from https://blog.education.nationalgeographic.com/2013/08/29/a-resource-management-lesson-settlers-of-catan/ 3D printing has so much to offer for the education of our students. From flutes to medical models, items can be printed that will benefit students in a variety of ways (Voo, n.d.). With this new technology, students no longer will have to only look at pictures to try and understand or visualize complex concepts, they can be printed. 3D printers also give students hands on learning, capture their interests, stimulate interaction, and create tangible examples (3D Printers for Schools).
One way 3D printing will change the way we think about education is to be more cautious with what we share online. Designs can be shared and potentially stolen online by bypassing copyright with illegal downloads (Federico-O'Murchu, 2014). Also, dangerous designs such as guns could be shared online and easily 3D printed by anyone (Voo, n.d.). Teachers need to talk to students about online citizenship and how to avoid situations such as these when they encounter them online. Overall, 3D printing has many benefits for the future of education with our students. Our students are growing up in a technology world, they are the ones who will be able to create products with no waste, working organs, and maybe even food one day (Federico-O'Murchu, 2014). Using and learning this technology will not only allow students to work with hands on models, but give them the opportunity to create and be forward thinkers! References 3D Printers for Schools, Universities & Education| Leapfrog 3D Printers. (n.d.). Retrieved June 30, 2017, from https://www.lpfrg.com/en/professionals/education/ Federico-O'Murchu, L. (2014). How 3-D printing will radically change the world. Retrieved June 30, 2017, from http://www.cnbc.com/2014/05/09/will-3-d-technology-radically-change-the-world.html Voo, B. (n.d.). 20 Amazing Creations You Can Make With 3D Printing. Retrieved June 30, 2017, from http://www.hongkiat.com/blog/3d-printings/ Week 6: What are the compelling arguments both for and against computer coding in schools?6/25/2017 There are arguments both for and against computer coding in schools. I personally think that the arguments are far more compelling for teaching coding in the schools. One may argue that teaching coding to children isn’t worth the time because they all aren’t going to be computer programmers (Harrell, 2015). However, so many jobs are driven by apps and websites, these students will need to learn how to code to get a job in a wide array of areas (Sehringer, n.d.).
I remember in high school, we had to made animations in Microsoft Powerpoint. I didn’t realize that this was coding until I read these articles and learned that it was exactly that. If you want to animate something, you have to tell it exactly what and when to do it. Coding has been and should continue to be taught in schools. Students not only enjoy coding and want to learn it, but it gives them skills in logical thinking, problem solving, persistence, collaboration, and communication (Harrell, 2015). Noelene Callaghan is quoted in an article by Singh (2015) saying, “Children and teenagers can create apps that adults cannot ... mainly due to the limitations that adults possess in living in a technological world.” Students need to learn skills that will equip them for the future that they will maintain and live in. There are many resources that teach coding to children in a way that is exciting and teaches them the basics of why someone would need to code. Code.org is a website that promotes the “Hour of Code.” It has lesson plans for teachers to follow and fun ways to get children to learn how to code. They maintain that, “Every student should have the opportunity to learn computer science. It helps nurture problem-solving skills, logic and creativity. By starting early, students will have a foundation for success in any 21st-century career path” (Hour of Code, n.d.). Like reading, learning to code is a skill that will help children in all areas of life. Their jobs will require them to have basic knowledge of creating commands and order using technology. Harrell, M. (2015, March 17). Add Coding to Your Elementary Curriculum. . . Right Now. Retrieved June 23, 2017, from https://www.edutopia.org/blog/add-coding-elementary-curriculum-now-matt-harrell Hour of Code: Anybody can learn. (n.d.). Retrieved June 23, 2017, from https://hourofcode.com/us Sehringer, G. (n.d.). Should We Really Try to Teach Everyone to Code? Retrieved June 23, 2017, from https://www.wired.com/insights/2015/02/should-we-really-try-to-teach-everyone-to-code/ Singh, L. (2015, June 7). Kids who code: Why the App Store will soon be dominated by young developers. Retrieved June 23, 2017, from http://www.smh.com.au/digital-life/digital-life-news/kids-who-code-why-the-app-store-will-soon-be-dominated-by-young-developers-20150602-ghetgt To me, the “Internet of Things” (IoT), feel like such a futuristic idea that is embedded in our current life. The devices that are connected to the internet feel like such forward thinking. It is difficult for me to think about what else could be made into a device. Tamburini (2014), says “Whatever we see and touch has an IoT opportunity.” If we can think it, we can create a device for it. As I was reading these articels, many of the ideas jumped out as genius. A smart fridge where you can see in and know if you need to buy milk, a monitoring patch for doctors to regulate heart rate, and a tracker for efficiency in the work place are all exampels of devices that could be easily integrated into our lives (Kobie, 2015).
As a special education teacher, my job is essentially driven by data. Sometimes the data is easy to track (ie. Reading fluency, math skills assessment, correct writing sequences), but some data is very difficult to track. Knowing how many refusals a student has a day, how many social interactions, how many times they independently use the bathroom, how long do they sit before asking for help, the list goes on and on. Even more difficult is the question of “who keeps track of all this data?” Many times, a paraprofessional can keep track, but if there isn’t support in the classroom, there is nobody besides the general education teacher to track the data. My invention would be a sort of wrist watch that could track motion and voice tone. This device would track when the student is talking and differentiate the type of interaction the student was having. It could record how many social interacitons a day they had with peers and if they were positive or negative. It could track when the teacher asks a question and if the student raises their hand to answer or just blurts it out. This device could eliviate time and free up hands for paraprofessionals who carry around cumbersom folders to track data. It would also pinpoint exactly when the student needs help and what they need help with. Meyers (2014) points out, “. Teachers are freed from managing classroom procedures to focus more fully on students – and perhaps focus more incisively too.” Writing goals and tracking behavior are one of the most difficult things special education teachers at my school are faced with, if we had a device as this, we would know exactly what to track and how to help. Kobie, N. (2015). What is the internet of things? Retrieved June 12, 2017, from https://www.theguardian.com/technology/2015/may/06/what-is-the-internet-of-things-google Meyers, M. (2014). Can the Internet of Things make education more student-focused? Retrieved June 12, 2017, from http://government-2020.dupress.com/can-internet-things-make-education-student-focused/ Tamburini, D. (2014). What Is the Internet of Things & What Does It Mean for Design? Retrieved June 12, 2017, from https://www.wirelessdesignmag.com/blog/2014/10/what-internet-things-what-does-it-mean-design I had never heard of a makerspace before researching them for this blog. I have gathered that they are areas where students can explore, discover new ideas, create, and build (Explee, 2014). These spaces often include a diversity of materials and electronics. These may include cardboard construction, woodworking, robotics, bicycles, sewing, and 3D printing (Cooper, 2013). Makerspaces are places where students have the freedom to build and take things apart. Maybe there are some old computers that they can take apart and figure out how to put them back together. The goal is for students to learn with their hands and deeply engage in science, engineering, and tinkering (Cooper, 2013).
One school found an old, working computer and took it completely apart. The students organized the parts and then put it back together using cardboard as the computer frame. They got error messages along the way, but persisted and researched to find the solution to the problems (sheninger, 2014). The students were working with real world devices and finding solutions that would give them skills that they could use in real jobs. One may say that using makerspaces as pedagogy could give students the skills they need to function in the world after school. This may not be so easy. Gary Stager (2014) cites a quote that says, “In spite of research that shows that experiential classrooms and long-term projects are effective in teaching higher-order thinking skills and deep content knowledge, such pedagogical methods are not widespread. This may be a result of the current focus on standardized testing and the acceptance of teaching to the test as never before.” Makerspaces have many benefits, but they also require a lot of time. That time is necessary for students to have a throughout go at exploring, discovering, creating and building. Explee TM. (2014, July 13). Retrieved June 8, 2017, from https://www.youtube.com/watch?v=NLEJLOB6fDw Cooper, J. (2013). Designing a School Makerspace. Retrieved June 8, 2017, from https://www.edutopia.org/blog/designing-a-school-makerspace-jennifer-cooper Sheninger, E. (2014). A Principal's Reflections. Retrieved June 8, 2017, from http://esheninger.blogspot.com/2014/12/impact-of-makerspace.html Stager, G. (2014). What's the Maker Movement and Why Should I Care? Retrieved June 8, 2017, from http://www.scholastic.com/browse/article.jsp?id=3758336&eml=SSO%2Faff%2F20141015%2F21181%2Fbanner%2FEE%2Faffiliate%2F%2F%2F%2F%2F2-238950%2F&affiliate_id=21181&click_id=1997258196 I really enjoyed the prompt this week, not only could I dive into the topic that I was the most interested in, but I could learn about how the other topics were related to my classmates and their classrooms. I dove into the topic of Genius Hour and found out how amazing it is to give students a choice to research their interests.
I learned from Kerri about flipped classrooms. Essentially, instead of teaching to the group, you teach to each student individually. I can relate to this as a special education teacher. This should be something that is strived for in all classrooms. Melinda talked about MOOCs and how her daughter took many classes online as a high school student. they seem like an amazing opportunity for students who don’t have access to these classes otherwise. We discussed that students require a high amount of self determination to be successful in these classes. Pepper also shared about genius hour. One thing that I learned from her post is the 10 characteristics and non-characteristics of genius hour. It lays them out nicely so they can easily be shared and explained to others. Genius HourOur last District Initiated In-service Day (DIID) this year was under the title “Challenge by Choice.” We were given a list of activities to rank from our most preferred to our least preferred. The choices ranged from drawing nature to pickle ball to GIS mapping. After everyone ranked their preferences, the chatter began, everyone was excited about what they may get to do on the choice day. When we got our assignments, people connected with the groups they would be in. The feeling overwhelmingly exuded excitement. When it was over, we had an open reflection time. People responded that they were eager to learn something that was a challenge to them because the had a choice in what they were learning. Because everyone felt like they had a voice and could choose something they were interested in, the learning was a very positive experience, even though the challenges were difficult for each person.
This experience reminded me that our students need a choice in their learning. One way we can do this in the classroom is through Genius Hour. Genius hour is when time is given to students to explore their passions and encourages creativity within the classroom (What is Genius Hour?, 2013). This allows for personalized education and increases student engagement (Carter, 2014). Genius hour can happen one hour a day or one hour a week, as long as students have time to dive into their interests. Although children have time to explore their own interests, there needs to be time to set it up so that it is successful. First, students need time to find out what their passions are. As teachers, we can offer them activities to help them find their strengths and give them some direction in what they wonder about (Badalamenti, 2016). Some ways to get students going may be to show them what other students have done in the past, like in the video above, so they can see that the limits are endless (Kesler, 2013). After they have explored their interests, students need to propose a project. This ensures that they have a direction to go with their exploration. Students also need to conduct research to learn about their topic. This may be a challenging task for students, but if they are passionate about their topic, it may teach them skills in perseverance. The last step is for them to present and create using any supplies that they need (Badalamenti, 2016). When I think about my students, genius hour seems very appealing. I teach special education, so many of my students are the ones who have to work the hardest at the things that may come easily for other students. Giving these students an hour a week to explore their interests could make school a very positive thing for them. They need the experience that learning is amazing and when they put in hard work, they can create some incredible projects. References Adams, E. (2016, May 17). 2nd Grade Genius Hour. Retrieved May 30, 2017, from https://www.youtube.com/watch?v=DLxVeoRiNWU Badalamenti, J. (2016, January 25). The 4 essentials of a successful Genius Hour. Retrieved May 30, 2017, from http://www.eschoolnews.com/2016/01/26/the-4-essentials-of-a-successful-genius-hour/ Carter, N. (2014, August 04). Genius Hour and the 6 Essentials of Personalized Education. Retrieved May 30, 2017, from https://www.edutopia.org/blog/genius-hour-essentials-personalized-education-nichole-carter Kesler, C. (2013, March 31). Genius Hour Project Introductions. Retrieved May 30, 2017, from http://www.geniushour.com/2013/03/31/genius-hour-project-introdutions/ What is Genius Hour? (2013). Retrieved May 30, 2017, from http://www.geniushour.com/what-is-genius-hour/ |