A Publication of the Michigan Association for Computer Users in Learning
WINTER 2015
VOLUME 35, ISSUE 2
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In this Issue Keep Calm and Develop Your PLN! Working to Improve Michigan’s Personalized Learning in the Classroom When a Twitter Chat Becomes a Movement Google Classroom: What You Should Know ...and MORE!
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The MACUL Journal is published four times per year (Fall, Winter, Spring, Summer) by MACUL, the Michigan Association for Computer Users in Learning, Inc. MACUL OFFICE 520 S. Creyts Road Lansing, MI 48917
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Telephone 517.882.1403 Fax 517.882.2362 E-mail: macul@macul.org www.macul.org
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A publication of the Michigan Association for Computer Users in Learning Winter 2015 | Volume 35, Issue 2
Executive Director Mark Smith msmith@macul.org
CONTENTS
Executive Assistant Ieva Kule ikule@macul.org
Calendar........................................................................................................... 4 MACUL Officers and Board of Directors............................................................ 5
Business Manager Barbara Surtman bsurtman@macul.org
Special Interest Group Directors....................................................................... 5
Member Services Associate Krystal Rogers krogers@macul.org
From the President’s Desk................................................................................ 6 From the Executive Director.............................................................................. 6
MACUL Journal Editor Judy Paxton jpaxton@macul.org
Build Your Advocacy Plan................................................................................. 7
Executive Director Emeritus Ric Wiltse rwiltse@macul.org
Keep Calm and Develop your PLN..................................................................... 8 A New Synonym for Community: Personal Learning Networks........................ 10 TRIG: Working to Improve Mchigan’s Personalized Learning in the Classroom...........................................................................................12
Become a MACUL member for free at www.macul.org/ membership, or sign up to become a Friend of MACUL for $20/year and have the MACUL Journal print version mailed to you. The MACUL Journal digital version is available at www.macul.org.
Using Technology in the Elementary Classroom: How Do You Come Up With All These Great Ideas?.......................................... 14
The MACUL Journal welcomes and encourages letters, articles, suggestions, and contributions from readers. Publishing guidelines are posted at: www.macul.org > MACUL Journal.
Google Classroom: What You Should Know..................................................... 15 When a Twitter Chat Becomes a Movement.................................................... 16 Discovery Education - An Incredible Professional Learning Network............... 17
All editorial items and advertising inquiries should be sent to: Judy Paxton, Editor 231.342.4801 E-mail: jpaxton@macul.org
21 Things 4 Teachers Has Transformed.......................................................... 18
Composition and design by: Jonathan Guinn Rogers Printing, Inc. 3350 Main St. Ravenna, MI 49451 Telephone 800.622.5591
Personal Learning Networks: Quick Guide to Creating a PLN.......................... 20 Science and Engineering Practices in Project Based Lessons......................... 21 Personal Learning Networks for Librarians (part 1)......................................... 24
Information is available upon request.
REMC Association of Michigan....................................................................... 24
Portions of the MACUL Journal may be reprinted with permission as long as the source is clearly acknowledged.
2014-15 MACUL Grants Awarded................................................................... 25
Opinions expressed in the Journal are those of the authors and do not necessarily represent MACUL.
MACUL Advertising Rates............................................................................... 27
Publication of items in the MACUL Journal does not imply endorsement by MACUL. MACUL journal
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2014 - 2015 November 2014 November 3-4 Michigan Summit featuring Google for Education, Brighton High School
Igniting Learning Through Meaningful Collaboration And Innovation Founded 1975 An organizational member of The International Society for Technology in Education
November 17 MACUL Journal 2015 Spring issue articles due: A Culture of Collaboration
November 18 MACUL Board meeting, Plante Moran building, Lansing
December 2014 December 3 AT&T/MACUL Student Technology Showcase, Capitol Bldg, Lansing
December 16 MACUL Board meeting, Conference Call
January 2015
January 20 MACUL Board & SIG meeting, Location TBD
February 2015 MACUL is a 501 (c) (3) non-profit organization that exists to:
p rovide a state association for educators involved with, or seeking knowledge of, computer-related technology in learning ■ provide for the sharing and exchanging of ideas, techniques, materials, and procedures for the use of computerrelated technology through conferences, publications and support services ■ promote and encourage effective, ethical and equitable use of computerrelated technology in learning ■ encourage and support research relating to the use of computer-related technology in learning. ■
February 9 MACUL Journal 2015 Summer issue articles due
February 17 MACUL Board meeting, MACUL Building, Lansing
March 2015
March 18-20 MACUL Conference, Detroit, MI: a Culture of Collaboration
April 2015
April 17 Mobile Learning Conference, Kalamazoo RESA
April 21 MACUL Board meeting, MACUL Building, Lansing
May 2015
May 1 MACUL UP Conference, Kingsford May 17-19 MACUL Leadership Retreat, Grand Rapids May 22 MACUL Journal 2015 Fall issue articles due
June 2015
June 28 – July 1 ISTE 2015 conference, Philadelphia, PA.
Use the online digital MACUL Journal www.macul.org/maculjournal/
E-mail address:
Download the complete PDF, or access the online Journal from the MACUL website. These formats give the reader direct access to live resource links in the articles.
macul@macul.org Website:
www.macul.org
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Share the MACUL Journal with your colleagues!
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MACUL OFFICERS
SPECIAL INTEREST GROUP DIRECTORS Ron Madison Treasurer Flint Community Schools rmadison1@flintschools.org
Tammy Maginity, President Pennfield Schools maginitt@pennfield.net Kevin Clark, President Elect Berrien RESA kevin.clark@berrienresa.org
MACUL BOARD OF DIRECTORS Laura Cummings Oakland Schools Laura.Cummings@ oakland.k12.mi.us
Gina Loveless Secretary Calhoun ISD gina.loveless@macul.org
Pamela Moore SIG Computer Science (CS) Eastern Michigan University sheltiepam@earthlink.net
Pam Shoemaker, Past President Walled Lake Consolidated Schools pamelashoemaker@wlcsd.org
John Phillips SIG Elementary Education (EE) Battle Creek Public Schools JPSousa@gmail.com
Tim Davis Charlevoix-Emmet ISD davist@charemisd.org
Mary Pinter Fraser Public Schools mary.pinter@fraser.k12.org
Steve Dickie Divine Child High School dickie@ divinechildhighschool.org
David Prindle Byron Center Public Schools david.prindle@macul.org
Terri Gustafson Michigan State University terrigus@msu.edu
Matinga Ragatz Grand Ledge Public Schools matingaragatz@gmail.com
Susan Hardin Macomb ISD shardin@misd.net
Steve Schiller Muskegon Heights Public Schools steve.schiller@macul.org
Patti Harju St. Stephen Catholic School patti.harju@macul.org
Barbara Fardell MDE Liaison FardellB@michigan.gov Sue Schwartz REMCAM Liaison sueschwartz@remc.org
Ron Houtman Kent ISD ronhoutman@kentisd.org
Melinda Waffle SIG Liason Calhoun ISD waffle@calhounisd.org
Eric Strommer SIG Multi-media (MM) Flint Community Schools eric.strommer@macul.org Erica Trowbridge SIG Library Media Specialists (LIB) Oakridge Public Schools etrowbridge@oakridgeschools.org Danielle Letter SIG Online Learning (OL) Genesee ISD dletter@geneseeisd.org David Noller SIG Professional Learning (PL) Traverse City Public Schools david.noller@macul.org Gayle Underwood SIG Special Education (SPED) Allegan AESA gayle.underwood@macul.org Jeff Trudell SIG Technology Coordinators (TC) Wyandotte Public Schools jeff.trudell@wy.k12.mi.us Daryl Tilley SIG Technicians (TECH) dtilley@inghamisd.org Ingham ISD
Julie Myrmel jdmyrmel@me.com
Ben Rimes SIG Webmasters (WEB) Mattawan Schools ben@techsavvyed.net
Mike Oswalt, Calhoun ISD oswaltm@calhounisd.org
Go to www.macul.org > Special Interest Groups for complete listing of SIG Officers and SIG information. MACUL journal
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FROM THE PRESIDENT’S DESK By Tammy Maginity
For the Love of Learning!
networking tools like Twitter, Facebook, Pinterest, LinkedIn and others, the world can literally be your network.
I have a confession to make… I love to learn! As a matter of fact, my love of learning greatly influenced my decision to be an educator. I would go so far as to say that in order to be a good teacher, you must be a lifelong learner. So how do we make sure that our love of learning does not get lost in the daily job of teaching?
Being a member of MACUL is another way to develop your PLN, and I hope that you will take advantage of some of the opportunities. These include: Attending our annual MACUL Conference in March. This year it will take place at Cobo Hall in downtown Detroit. You will love the new look of this facility. Registration is open now at http://maculconference.org. Submit a speaker proposal for the MACUL Conference. The connections you make as a speaker are awesome. (Proposals are due October 1.) Follow the #MACUL or #MACUL15 hashtag on Twitter before, during and after the conference. Participate in a Twitter chat. A list of educational chats can be found at http://bit.ly/chatlist14.
To help answer that question, I will focus on how you can create your own Professional Learning Network (PLN). With social
Tammy Maginity is the Director of Technology at Pennfield Schools and the MACUL Board President for 2014-15. She can be reached at tammy.maginity@macul.org.
Professional and Personal
F RO M T H E EXECUTIVE D I R E C TO R
I like to refer to PLN as my personal learning network, while others call it their professional learning network. Either phrasing works, because the heart and soul of both is the strong connection to growth that we share with our PLNs.
BY MARK SMITH
I recently read that your network is made up of all the people that assist you in the successful accomplishment of your work, but if our PLN is to be centered and contribute to personal growth, then is a network only defined through the lens of work? I was a frequent user of Twitter for my personal learning and development when I was in the classroom, but the challenge for me is how do I continue to use my PLN for growth in my new role? The answer is wrapped up in connections. We are all connected to a device, twitter chat, a group of friends, a sports team, etc. How do you know whether this “connectedness” impacts your learning development? 6
You don’t have to do it all, and you don’t have to be an expert to get started. The connections and information you gain from building your PLN will blow you away, and you won’t regret it. Pick one, and get started today. Whether you are a teacher or an administrator, my hope is that you will not only nurture your love of learning, but that you will share that same love to each and every person you reach.
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I find myself more connected today than I have ever been and it is because today’s connections are more efficient; almost real time in every instance. We are able to leverage technology to bring anyone into our personal learning space in an instant, while also being able to block out the negative connections in the same instantaneous way. My PLN rosters ranges from mentors to colleagues to family and friends, but the one constant is that the “connectedness” we share allows me to seamlessly mingle among all the contributors to my network. It is this ability to tap into my PLN effortlessly that has made PLNs so influential and powerful to shape our individual growth. MACUL is a large network, but my hope is that this same “connectedness” makes MACUL an influential part of your PLN.
MACUL journal
Build Your Advocacy PLN! By Terri Gustafson and Pam Shoemaker
Building a Personal Learning Network (PLN) can be one of most beneficial accomplishments for a teacher, technology integrationist, or administrator along the path to enriching experiences, content knowledge, and pedagogical methods. Everyone at MACUL strives to give K-12 professionals the tools and connections they need to build their PLN and take advantage of opportunities to grow. This includes connecting members with the advocacy arm of our national affiliate, ISTE, and connecting members with discipline and professional role specific organizations. Combining efforts boosts our reach as we advocate for engaging learning environments using modern technology. In this article, we will highlight many organizations including those specific to networking, STEM education, K-12 online learning, assistive technology, libraries and literacy (including digital literacy). MACUL members can also consider following multiple organizations on Twitter to build awareness and build their PLN. CoSN, the Consortium for School Networking, is a professional organization for district technology coordinators. Established over two decades ago, CoSN keeps its members informed about current congressional issues important to K-12 educational technology policy and upcoming legislation through its dedicated advocacy website, an annual advocacy dinner at the yearly conference, and a monthly newsletter. A proactive organization, CoSN sent a letter to Congress in mid-July 2014 urging them not to make any amendments to H.R. Bill 5016, the legislation that could strip the FCC of power over the E-rate program. Follow CoSN on Twitter @CoSN.
through activities such as responding to an action alert, writing a Facebook entry about the need for public support of literacy education, and visiting one of the many resources they provide for Literacy Education Advocacy Day. ALA, the American Library Association advocacy website presents links to federal legislation, advocacy events, an advocacy university, a legislative action center and state and local resources. Follow NCTE on Twitter @NCTE and ALA @ALALibrary. Change the Equation works with business leaders to promote STEM education and improve programs throughout the country. Vital Signs is a unique tool that features easy-to-read information, data points, and customizable tables of a variety of topics and data to help inform policymakers at the state and local level. The Triangle Coalition for STEM Education advocates for Federal legislation and funding in support of opportunities for advancing STEM education. The website provides timely legislative updates, reports on its activities with the STEM Ed Caucus Steering Committee, and links to actions by the organization. Follow Change the Equation on Twitter @changeequation and the Triangle Coalition for STEM Education @TriCoalition. Lastly, MACUL keeps track of policy and legislative actions at the State and Federal level, informing members through the MACUL Advocacy blog and Twitter feed. Follow MACUL Advocacy on Twitter @MACULAdvocacy. Note: For direct access to links, use the MACUL Journal online version found at www.macul.org/maculjournal. Terri Gustafson, M.A. is a member of the MACUL Board of Directors. She is the Director of the Center for Teaching and Technology in the College of Education at Michigan State University. Contact her at terrigus@msu.edu. Follow her on Twitter at @tgustafson. Pam Shoemaker, ED.S. is the 2014-15 MACUL Past-President and serves on the MACUL Advocacy Committee. She works as the Technology Instructional Coach for the Walled Lake Consolidated School District. Contact her at pam. shoemaker@macul.org. Follow her on Twitter @shoemap
MORE ADVOCACY RESOURCES
iNACOL, the International Association for K-12 Online Learning, works to ensure that all students have access to a world-class education and quality blended and online learning opportunities. iNACOL’s primary strategic priority is to transform the policy landscape around digital learning. iNACOL highlights ongoing activities related to advocacy, such as assessing policy barriers related to online learning, developing model policy and recommending new policy to advance the cause, and building the teacher voice in education reform and advocacy. Follow iNACOL on Twitter @NACOL CEC, the Council for Exceptional Children, is dedicated to advocating for the improvement services for children and youth with special needs and the use of technology devices and programs for those children. CEC reviews public policy issues and drafts appropriate responses to local, state, and national policy makers. Follow CEC on Twitter @CECmembership. NCTE, the National Council of Teachers of English, provides members a platform to speak with legislators and take action MACUL journal
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STEM www.trianglecoalition.org/ http://code.org/promote http://changetheequation.org/ www.stemconnector.org/ www.stemx.us/
SPECIAL EDUCATION www.cec.sped.org/Policy-and-Advocacy LITERACY AND ENGLISH LANGUAGE ARTS www.ala.org/advocacy/literacy www.ncte.org/action
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ART EDUCATION www.arteducators.org/advocacy SOCIAL STUDIES EDUCATION www.arteducators.org/advocacy
LEADERSHIP AND ADMINISTRATION www.ascd.org/about-ascd.aspx www.nsba.org/services/technologyleadership-network ONLINE LEARNING WWW.INACOL.ORG/
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KEEP CALM AND DEVELOP YOUR PLN! By Brooke Mulartrick
At one point in my teaching career, I felt very alone. I wanted to experiment with new strategies and tools, yet I didn’t have anyone around me to support me through the process. I wanted to ask questions, have reflective conversations, and learn from others who had already experimented with these new ideas. Although I do not remember what inspired me to join Twitter, I soon discovered that the social network served a much larger purpose than informing me about Kim Kardashian’s latest adventures. Twitter’s platform promotes inquiry, reflection and collaboration - everything I needed! Thus, the development of my PLN commenced. What exactly is a PLN? Whether you call it a “Professional Learning Network” or a “Personal Learning Network,” a PLN is a network that you personalize for your learning interests. I joined Twitter in May 2008, and since then, I’ve chosen only to follow people who have a connection to the education field. Sidenote: I do follow Oprah Winfrey and John Legend, but those are the only celebrities I follow. Usually after I followed a user, that user would 8
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follow me in return (minus Oprah and John). I started building a network of teachers, administrators, researchers, website/app developers, companies, and more. When I posted a question or thought, people would respond to me with their suggestions and ideas. I thought to myself, “Everyone keeps giving to me - I need to give back!”
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MACUL journal
Then, I discovered #edchat. Three innovative educators, @ TomWhitby, @ShellTerrell, and @web20classroom (Steven Anderson), who often engaged in lively pedagogical conversations on Twitter, desired to involve more people in their educational discussions and debates. They decided to organize a weekly time for people to come together on Twitter to discuss relevant topics in education. Soon, Twitterers from all over the world started using the hashtag #edchat at 7:00 PM EST on Tuesday nights. I contributed to the conversation and looked forward to the asynchronous comments throughout the week as people continued the discussion. Soon, more educational chats popped up - #1stchat (1st grade teachers), #scichat (science teachers), #techcoach (instructional technology coaches), #cpchat (connected principals chat). These chats gave me the opportunity to connect with other groups, discovering people with different interests and levels of expertise. I followed people who made an impact on me, and they followed me in return. Sometimes it happened in reverse. As of the time of this writing, I have 2,347 followers. I follow 2,143 people. I can’t keep up with everyone, nor do I want to! In fact, numbers don’t matter to me - it’s relationships and connections. Here are some of my favorite PLN stories: Last year, I was working with a fourth grade class on a project using Google Earth. We experienced some difficulties along the way, and I didn’t have enough knowledge of Google Earth processes to explain why certain things were not working. We looked for videos and tutorials on the web but could not find the answers to address our specific problems. I reached out to my PLN on Twitter.
I received a response from John Phillips (@bcgeek). He asked me questions about my needs and then volunteered to participate in a Google Hangout with one of the 4th grade classes in my district (during his prep time!). I blogged about this experience* because it made an impact on me and the kids learned so much more from John than I could have provided. Since this event, John and I have connected on Twitter numerous times and are planning to collaborate on a project throughout the year. Sometimes, I tweet out a question to my PLN to see if anyone has a solution to the problem I’m experiencing. This is especially helpful when you’re experiencing difficulty with a product. Most companies have a social media presence and get notified once you mention their name. They always want positive press about their products, so they respond to questions rapidly! Not only that, but when I had a question about downloading Discovery Education videos to my iPad and I tweeted to the company, @HallDavidson responded to me with an attached screencast to model how to download the videos*. Talk about customer service! I retweeted this link to all of my followers to share the tip he provided for me, as I knew it would be beneficial for others. Sharing (or retweeting) is an important element of building your PLN so you don’t just assume the role of consumer. So far, I have only mentioned the Twitter platform, but you can build a PLN using other networks such as Google+, Edmodo, and MACUL journal
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yes, even Facebook. Recently, I was working with my district’s systems administrator trying to troubleshoot an issue with Google accounts. After a few searches and increasing frustration, I reached out to the Google Apps for Education community* with over 54,000 members! Within 10 minutes, two people had responded to me with links to resources they had created to address the problem. #PLNpower! Once I document the solution for teachers in my district, I will share that out with my PLN so I can help others who may be experiencing the same issue. You may be thinking, “What if I don’t have anything to share?” That is a perfectly normal thought, and I have been there before. However, just as you remind your students, everyone has something they can contribute! It might be a new idea, a recycled idea, or someone else’s idea. The main thing is that you are helping to spread knowledge and build awareness about something that is important to you. It will be important to others, too! Now, while virtual PLNs are great, I do not want to imply that they are the only method of connecting with others in order to learn and grow. I am involved in Pennsylvania’s ISTE affiliate, PAECT (www.paect.org/) because I value the face-to-face interactions when we can get together and learn in the same location. I value conferences that afford me the opportunity to meet members of my virtual PLN in person, allowing us to truly foster a connection. I encourage you to become involved in MACUL and connect with the thousands of educators who are already members. I welcome the opportunity to connect with you on Twitter, Google+, Edmodo, or any other social network that arises in the meantime! Please see the resources below for guidance in getting started. I encourage you to look for ideas that are out of your comfort zone, share those nuggets of information that you find valuable, and make connections with people not just who are likeminded but also those with differing opinions. I hope you can make it to ISTE next summer in Philadelphia to grow your PLN and deepen the connections you made virtually. Resources: • Resources mentioned/hyperlinked in article: www.multiurl.com/l/lcf • Twitter resources for getting started: http://msdtechintegration.wikispaces.com/Twitter • A list of Google+ educational communities: http://tinyurl.com/googleeducommunities • Edmodo resources: http://tinyurl.com/edmodocommunities • The Relevant Educator: How Connectedness Empowers Learning - authored by the co-founders of #edchat www.corwin.com/books/Book244157 Brooke Mulartrick supports five elementary schools as a Technology Integration Specialist in Methacton School District in Eagleville, Pennsylvania. She also serves as a regional director in Pennsylvania’s ISTE affiliate, PAECT. Brooke can be reached via Twitter (@brookem1015) or e-mail at: bmulartrick@gmail. com Note: This article is sponsored by MACUL SIGEE (Elementary Education).
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A New Synonym for Community:
PERSONAL LEARNING NETWORKS
By Jamey Fitzpatrick President & CEO, MVU
So what does it take for students to benefit from this new kind of community? Consider the following characteristics for drawing the greatest value and power from personal learning networks.
The seeds of personal learning networks can be planted by circumstance and grow organically, too. Students taking courses online that include classmates from various geographic regions develop community with each other through networks that bridge counties and – potentially – continents. At a minimum, rural and urban students who would never have had contact share ideas through assignments and discussion threads in the personal
Personal learning networks could have a mind-bending influence on the new paradigm for teaching. Consider a student 10
learning network established by their online courses that lead to discovering common interests, considering new perspectives and understanding how others view the world.
who has a passion for photography. How can a Math teacher turn that student’s interest and motivation for photography to Algebra? Personal learning networks are one answer. With the right safeguards, students with special interests can be pointed in directions both inside and outside the classroom that can build on an individual’s curiosity about a topic and stimulate academic inquiry along a personalized path.
Twenty years ago, when asked, “What does the word ‘community’ mean to you?” most adults likely would have answered, ‘my neighborhood,’ ‘my church,’ ‘my bowling league’ or ‘my book club.’ Community typically had a geographic, face-to-face focus. That is no longer the case. The technological tools we have available to us extends our associations beyond the limits of a physical location. Now people connect through innumerable social media platforms, beginning with such popular places as Facebook and leading to special interest Meetup groups that can be as broad as cooking to as narrow as people who want to play soccer on Sundays. Now we have a new synonym for community: personal learning network.
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YOU MUST HAVE A DESIRE TO LEARN FROM OTHERS. Since online instructors don’t orchestrate real time interaction as they would in a traditional classroom, students must be willing to put more effort into engaging with others – including the teacher – in order to get the most out of an online learning experience. They must be interested in others’ points of view as well. |
MACUL journal
online course. They must be motivated to use and be skillful in using course tools to engage with their online community.
to learn to get to know others and how to work with everyone – including their instructor – virtually, often with the help of their mentors.
YOU MUST HAVE A DESIRE TO SHARE WHAT YOU’VE LEARNED. Students who are used to teachers applying nonverbal motivation (eye contact, physical placement) to participate in discussion or team projects have to be motivated to contribute using online applications – whether it’s the LMS, a discussion thread or email – without the external cues ever-present in the classroom. Online instructors still monitor interactions and have methods of enticing students to share, but local mentors often provide the face-to-face encouragement.
YOU MUST BE WILLING TO EXPERIMENT WITH PERSONAL LEARNING NETWORKS. Students may have a difficult time adjusting to the different demands, tools, and behaviors required for success in online courses. The online environment provides an interesting context for them to explore new opportunities.
YOU MUST HAVE AN INTEREST IN DEVELOPING RELATIONSHIPS. To get the most out of a personal learning network, students must want to get to know others and connect with them on a deeper level than they may be used to in a face-to-face experience. Those who teach in both traditional and online environments say that students can disappear in a classroom; but in an online course, students are forced by the structure of the delivery and the nature of coursework to be visible, for example in discussion threads and in assignments and activities.
YOU MUST BE WILLING TO INTERACT WITH PEOPLE YOU DON’T KNOW. Online learners have to appreciate the value of connecting with people who have different experiences and come from different places to reap the full benefit of the online community. Unlike being part of a class that meets face-to-face, students may not know anyone in the personal learning network established by the online course. Since this new kind of community can include members from across the state, students may not be able to meet even if they wanted to. They have
Jamey Fitzpatrick, President and CEO of MVU®, has served as a catalyst for change and a champion of innovation in public education. Fitzpatrick serves on the Board of Trustees for Olivet College.
YOU MUST HAVE SOME SKILL IN USING TECHNOLOGICAL TOOLS TO DEVELOP THE PERSONAL LEARNING NETWORK. While most students have familiarity with some kind of social media, they do not necessarily know how to navigate the applications required to operate within an
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TRIG: Working to Improve Michigan’s Personalized Learning in the Classroom By Tim Hall Although spring seems far off at this time, it is only a few short months away. For most people it stirs up thoughts of flowers and new growth, but for educators this year, it signals the first year of the delivery of online testing. The Technology Readiness Infrastructure Grant (TRIG) was created in 2013 to help districts prepare for the implementation of online growth assessments. There are many challenges to successfully implementing online testing. As the date draws nearer for the first administration of these tests, TRIG continues to address those challenges through the various activities it has implemented over the past two years. While the activities of TRIG have stayed true to the goal of success on online growth assessments, there is also a realization that success on summative testing cannot be achieved without the right instruction taking place in the weeks leading up to that testing. There are many benefits to moving to online administration of assessments, however, one thing that should not be compromised in the transition is student achievement. Minimizing the chance for a drop in achievement can only happen if all potential challenges of online testing are addressed with district leaders, teachers, and students as soon as possible. As we enter Year Three, the TRIG team will continue to grow infrastructure capacity,
TRIG
GOALS
Personalized learning is an area of particular importance because it has direct impact on the classroom. Personalized learning has been inclusive in three of the current TRIG activities: Classroom Readiness, Assessment and Curriculum, and Targeted Site Transformation. Those working on these three activities are making sure there is a direct impact on students and the classroom. This focus will be even greater during Year Three of TRIG. Classroom Readiness has had a focus on preparing the teachers in our state to have the knowledge and resources necessary to create and teach their students in a technology rich classroom environment. The first year of the Teachers Technology Training (T3) Course saw a large number of teachers successfully complete the course. In the current year, the number of teachers involved in the activity has risen significantly. In addition, the modules have been adapted to better meet the needs of teachers. Plans have already started for building the Year Three course which will
FOR
YEAR
THREE
Personalized Learning
Actionable Data
Ubiquitous Access
Classroom Readiness
Michigan Technology Readiness Assessment Tool (MTRAx)
State Education Network (SEN)
Assessment and Curriculum Targeted Site Transformation 12
increase the focus on curriculum, instruction and assessment, and provide direct support to the areas of personalized learning, actionable data and ubiquitous access.
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Data Integration
E-Rate
Data Service Collaborative
Device Purchasing
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MACUL journal
include a new approach; this version will take into account helpful input from those who have previously taken the course. It will be more inclusive of teacher skill levels and will provide individual instructional pathways for those taking the course. In turn, this will help teachers change classroom practices in meaningful ways to better serve their students. The Assessment and Curriculum activity team is working to change the focus of their efforts so that they can be more proactive to the needs of districts in the state. In the upcoming year, the development of digital textbooks for social studies courses will begin. Once created, these valuable resources will be freely available to all educators in Michigan. The textbooks will be based on the Inquiry Arc from the nationally recognized C3 framework and will align to Michigan standards. These electronic books will be available in multiple formats, and will include a number of student friendly resources that will keep students engaged in the learning process. In the first year, books will be created for fourthgrade United States Studies, fifth-grade United States History, sixth-grade World Geography, and High School Economics. Targeted Site Transformation, (previously known as the Whole School Technology Transformation Pilot), will allow schools to transform from traditional learning environments to 21st century learning environments. This activity will target a small number of schools to identify their overall technology needs and begin moving them to a 1-to-1 learning environment. In addition, the learning environment in these buildings will also be transformed. The teacher’s role will primarily be that of a
facilitator - guiding students who are then empowered to learn. Ultimately, learning will be more engaging for students. As these schools are transformed, they will be examples of what technology-rich buildings should look like in the future. As more districts move toward this model, others will be able to visit transformed sites and use their example as a blueprint for how to move toward greater levels of technology integration. Personalized learning is a major focus of TRIG as it enters the third year of its work. The activities in this area of the grant will continue to strive to support students, teachers and administrators as they prepare to be successful with online assessments. Providing resources and trainings so that teachers can ensure that students have the technology skills necessary to successfully navigate online testing will be our starting point. Our ending vision and ultimate goal is for all Michigan students to have the skills necessary to achieve lifetime success in a global economy. Tim Hall, TRIG Project Director thall@gomasa.org www.22itrig.org Tim Hall is the Project Director for the Technology Readiness Infrastructure Grant (TRIG). He has 13 years of K-12 classroom teaching experience teaching at both the elementary and middle school levels. In addition, he has served as in Intermediate School District (ISD) and local district Technology Director. He also has experience as an ISD School Data Consultant.
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Winter 2015
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How Do You Come Up With All These Great Ideas?
I love collecting ideas and tech resources to share with teachers. I often get asked how I find such a wide variety of ‘just-right’ tools and activities. Living in a rural town in Central Michigan means I don’t get a whole lot of exposure to cutting edge resources, but my Internet connection solves that conundrum. I currently follow 67 blogs/podcasts via my Feedspot RSS account at www.feedspot. com. I’d love to share my Top Five Blogs with you so you can keep your fingers on the pulse of what’s out there. www.freetech4teachers.com
Written by Richard Byrne from Maine, a Google Certified Teacher, former high school social studies teacher (with an awesome grasp of what elementary teachers need!), international speaker and all-round King Techie. Richard posts several times a day with free web-based resources as well as suggestions for using those resources. He also has a number of free guides and tutorials such as The Super Book of Web Tools for Educators, How to do 11 Techy Things in the New School Year, Google for Teachers: Books, Docs, Maps, and More. Richard also maintains 2 more blogs – iPadApps4School.com and Android4Schools.com. He’s my ‘go-to guy’ for apps and webbased tools! www.edgalaxy.com
Aussie Kev started Edgalaxy back in 2009 as a way to share ideas with his staff and has gone on to a Master’s degree in IT Education. He not only covers web-based tools and apps, his awesome site is heavy on teaching ideas (literacy math, science, history & geography, art, music, health, phys ed, and thinking skills lesson plans and teaching resources) and classroom resources (posters & charts, thinking tools & graphic organizers – currently working on flash cards). As he says, “You’ll find thousands of teaching ideas, tech, tools and toys to help you work smarter, and keep ahead of your students.”
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By Marilyn Western
Using Technology in the Elementary Classroom
www.thedigitalscoop.com When I grow up, I want to be Susan Prabulos! She is a K-5 tech teacher and the creator of Webmix Wednesdays – Symbaloo collections of topics such as coding, nonfiction reading online, 50 Tech Treasures, Earth Day, etc. She also posts her presentations from a variety of conferences and workshops as well as tutorials for tools she actually uses with students, such as Kahoot, Google Drawings, and Technology Notebooks. Everything she posts can easily be replicated in your own classroom. What a treasure! www.iteachwithtechnology.com Karen Ogen is a Technology Integration Specialist in Columbia, SC and shares tech resources that teachers can easily use to make learning fun, interactive, and engaging. She lists wonderful ways to use apps at this site, but also maintains a fantastic website called Interactive Sites for Education at www.interactivesites.weebly.com that contains K-5 online, interactive, educational games and simulations to use across the curriculum. Woot! www.kleinspiration.com
Michigan’s own Erin Klein posts amazing resources and projects. She’s all about integrating tech into the classroom, and she gives you a nice variety of tools and suggestions for doing this. Erin also issues challenges (with prizes!) and reviews web tools. Catch her at the next MACUL Conference! Marilyn Western is the 2008 MACUL Teacher of the Year, a former member of the MACUL Board of Directors, and a retired Mt. Pleasant Public Schools 5th/6th grade computer lab teacher. Outside of the classroom, she has worked as the 1998-99 MDE Technology Using Educator on Loan, a MI Champions course designer and instructor, and a technology trainer for Clare Gladwin RESD, Gratiot Isabella RESD and Bay Arenac ISD. Her current career is to spread the joys of classroom tech use as a national presenter for the Bureau of Education & Research. She can be reached via mwestern@edzone.net.
Winter 2015
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MACUL journal
Google Classroom What You Should Know By Andy Mann
Google using schools around the world have enthusiastically welcomed the recent rollout of Google Classroom, www.google.com/edu/ classroom/. Google Classroom is a free Google management tool to help teachers manage grading and workflow of Google Drive files. A teacher in a district using Google Apps for Education begins by creating a class at http://classroom.google.com. A Class is given a name and section (optional). Google creates a folder in the teacher’s Drive account labeled “Classroom” with a subfolder titled with the classroom name. Google creates a unique class code students use to join the class. Students must be within the same parent domain to join a class. For example, if a career center student wants to join a teacher’s Google Classroom, the enrollment code will only work if the student is logged into their account using an email address which is part of the same Google domain as the career center. Teachers currently using Moodle, Edmodo and Schoology are anxious to try Google Classroom to determine if Classroom can replace their current Learning Management System (LMS). Google Classroom is still “young,” offering a limited set of management tools. Tools such as an online discussion forum, classroom calendar, public/parent access, static pages are not available…yet. Similar to other Google products, it will improve. From early adopter feedback, Google has a list of requested features. Google Classroom does two things: Announcements and Assignments. Announcements Announcements are similar to a blog - they are posted in the announcement section of the course with the latest announcement on the top. Students enrolled in the course receive an email with the announcement. Announcements can include: text, file attachments, Google Drive attachments, YouTube video, and links. Announcements are posted immediately. MACUL journal
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Assignments The assignment workflow is the primary reason teachers are excited about Google Classroom. A teacher gives an assignment with a due date and time (default is one day from the current date.) An assignment can include text, file attachments, Google Drive attachments, YouTube video, and links. However, when selecting a Google Drive file, a teacher is given three options: the whole class can view the file, the whole class can view and edit the same file, or each individual student receives their own copy of the file to edit. This third option allows a teacher to create and save a document in Google Drive as a template. The template is assigned to each student, and the student now has their own copy - with Google automatically appending the student name behind the filename. The “magic” is that Google automatically places a copy in each student’s Drive folder - into the correct course folder, and the file ownership is changed so the file is now owned by the student. Teachers can view a students’ progress from an assignment dashboard. When the student completes their work, they click “Submit,” a new button showing in the upper right corner of their Google Drive document. When a student submits their work, ownership changes again and the teacher is now the owner – allowing the teacher to grade the file, make comments, and the student is now assigned only viewing rights so they can’t make changes. Use of Google Classroom with Chromebooks seems obvious, Classroom also works well with iPads as explained in this blog post: www.edudemic.com/ipads-with-the-new-google-classroom/. Google Classroom, even in its young state, is an ideal tool to help manage Google Drive file workflow and grading. If you teach in a Google Apps for Education district, I’d encourage you to create a classroom, add some students, and give Google Classroom a try. Andy Mann is the Director, REMC 4, Instructional Technology Consultant for Muskegon Area ISD, and a certified Google Education Trainer.
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states and countries) gravitate towards the #michED hashtag, and talk about digital footprints, new teacher retention, student choice in learning, and most recently, offered up public feedback on the Michigan Department of Education’s Supt. Search.
When a Twitter Chat Becomes a Movement
Brad Wilson, an Ed Tech Consultant at the Jackson ISD, came in shortly after the creation of the dedicated chat, and has produced one of the best new educational podcasts to come around in a long time; Wes Fryer recognized the #michED Podcast as part of a crop of podcasts bringing about a renaissance in educational podcasting. Newfound friends from the Michigan Virtual University’s MyBlend team have collaborated to produce a live #michED video chat each week to coincide with the chat. T-shirts, stickers, and face-to face-meet ups have started to pop up around the state, as educators from all corners of the K-12 spectrum connect with others through the chat.
By Ben Rimes, MACUL SIGWEB Adapted from my original blog post found here: www.techsavvyed.net/archives/3421 It was a chilly Saturday in November, and I sat in an EdCamp Grand Rapids session hosted by Jeff Bush, a facilitator at Kent ISD’s Innovation High. He was interested in coordinating a statewide conversation for educators through social media. It was early afternoon; a time when most individuals are just nodding off for a nap. Jeff was a bit buzzed, so I thought it might bode well for the session. It did. “Why aren’t we better connected here in Michigan? What would we need to do to get more teachers and students involved with Twitter? Where do we start building positive places to share great learning?” I wasn’t entirely prepared for such a conversation (most of the morning sessions were all focused on technology tools), but 40 minutes later we had devised a plan for co-opting the #michED hashtag on Twitter for the purpose of sharing the good that’s happening in our state, registered a domain name, and started what would become a moment that is now permanently engraved on my personal top ten list of “completely awesome endeavors that make my eyes water a bit” (the list is a working title). What was born out of that EdCamp session was the start of a movement. A few “lone nuts” trying to shout loud enough from our small corner of the web for others to hear through the noise of political rancor that has consumed the dialogue about educational issues here in Michigan. Every Wednesday evening at 8 pm, dozens of educators from around the state (with a growing number of visitors from other
I’d like to say that our small group of dedicated #michED volunteers has changed the very definition of what a Twitter Edchat is, slowly turning it into a community dedicated to impacting the educational reality in our state, and leveraging social media to effect change politically, educationally, and socially. That’s not my place though; only time and others will determine if we’ve been successful in reaching those goals. What I am certain of, is that many incredible educators in Michigan have demonstrated amazing commitment and dedication over the last two years to collaborating on growing the #michED chat into a movement. We want to provide a “safe” landing space for teachers new to Twitter, but ultimately, want to show how technology is a means, not the end product, of a way to leverage social connections for the benefit of all educators in the state. Visit us at www.miched.net, and become a part of the conversation. Note: Underlined terms have embedded links accessible in the online journal version at: www.macul.org/maculjournal. Ben Rimes is the K-12 Instructional Technology Coordinator for Mattawan Consolidated Schools, the Director of MACUL's SIGWEB, and sits on the Playful Learning Advisory Board for the Learning Games Network. His tweets and thoughts can be found at www.techsavvyed.net.
michED panel at MACUL Conference 2014
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MACUL journal
Discovery Education - An Incredible Professional Learning Network By Patti Harju
If your school or district subscribes to Discovery Education then you have access to not only an incredible collection of digital resources, but a network of amazing educators from all over the world! You have most likely searched for images, video clips and other resources within Discovery Education, but are you aware of the many ways you can connect and collaborate with other educators? Your Discovery Education account is your key to unlocking the doors of classrooms all over the world! DEN Connects, DENchat, DENvice and Becoming a DEN Star are just a few of the many ways the Discovery Educator Network (DEN) can help you grow your Professional Learning Network. DEN Connects (www.denconnects.com) is a great way to meet, connect and share learning with other classrooms. DEN Connects offers activities and resources around a common curriculum theme such as Extreme Weather, Olympics or Habitats. Students and teachers are able to dive deeper into their curriculum using Discovery resources and collaborate with another classroom exploring the same topic. It provides an opportunity to connect with these classrooms using Skype Chats or Google Hangouts to discuss and further explore the curriculum theme, learning from each other. DENchat on Twitter Every Thursday evening, DEN Stars host a DENchat. Here you will find a group of Educators talking around a common topic, sharing ideas and strategies, asking questions and more. If you can’t pop in at 8:00 pm on Thursday night, you can search the hashtag #denchat on Twitter to view the archives and learn even after the chat is over. Make sure you connect with a few of the participants by following them on Twitter to keep learning and sharing even after DENchat is over. DENvice is a Facebook page created to share, ask questions and get answers around a weekly topic. Each week it is hosted by a member of the DEN community and topics posted range from setting up your classroom, digital storytelling, Google Classroom, coding in the classroom and more. Just LIKE the DENvice page on Facebook and Join the Conversation! A DEN Star is an educator who has taken the next step in growing as an educator with Discovery
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Education. As a Discovery STAR Educator you are asked to share what you have learned about using Discovery Education with your colleagues, teaching them the idea or strategy. As a DEN STAR you are connected to other DEN STARS, educators passionate about communicating, collaborating and sharing. When you are a DEN Star, you have access to even more that Discovery Education has to offer, including the ability to apply to attend the Discovery Educator Summer Institute. The DEN Summer Institute (DENSI) is a week long professional development held in July. The application process is competitive, but once you are accepted your attendance costs for DENSI (excluding traveling to and from DENSI) are covered by Discovery Education. The location changes each summer. Past DENSIs have been held in Boston, San Diego, and Nashville. Attending DENSI is one of the best experiences and one that will stay with you. The learning and connecting go on, even after everyone has returned home. Next time you visit Discovery Education (www.discoveryeducation.com), before you search for a resource, click on the Discovery Educator Network tab below your profile and choose DEN Community site. This is the place to learn more about Den Connects, DENchat, DENvice, becoming a DEN STAR, the DEN Summer Institute and many other opportunities to connect, collaborate, share and grow your Professional Learning Network.
Attendees from left to right, top to bottom: Cheryl Lykowski, Dave Tchozewski, Sara Badiner, Jeremy Badiner, Erin Doughty, Patti Harju, Edie Erickson and Chris Prout.
Eight teachers from Michigan were chosen to attend the 2014 Discovery Educator Network Summer Institute. They joined 142 other educators from all over the United States, Canada and the United Kingdom at Vanderbilt University in Nashville Tennessee for a week of professional development and networking. Highlights from this year's DENSI include Keynotes by Adam Bellow, Dr. Lodge McCammon, Steve Dembo, and Dean Shareski, a DENSI style mini Maker-Faire, the DENmazing Race, many planned sessions as well as Unconference sessions. Patti Harju is a member of the MACUL Board of Directors. She is the Technology Specialist and 2nd Grade Teacher at St. Stephen School in Grand Rapids, Michigan. Contact her at patti.harju@ macul.org or follow her on Twitter as @scout7.
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21 THINGS 4 TEACHER Since 2009, the 21things4teachers (http://21things4teachers.net) site been annually updated through many modifications and changes to help teachers build their educational technology proficiency. We are excited to share that this spring and summer, thanks to the support and funding by the REMC Association the 21Things transformed from a course about learning how to implement various tools to truly being a course that will have an impact on an educator’s teaching in the classroom. The 21things4teachers Project Team is very proud to have received the ISTE Seal of Alignment this spring. ISTE (International Society for Technology in Education) determined that the 21Things provides an effective framework for teachers to meet all of the ISTE Standards for Teachers. This Seal of Alignment is good for two years. It is recognized throughout the world that the sites ISTE awards must meet their criteria of excellence. UPDATES: 1. The course was moved from Weebly to Foxbright where the content is presented in a more professional appearance to emulate the look and feel of its companion site http://21things4students.net thanks to the input and support from the REMC Association.
prepare to teach the students in their classrooms after taking the course. The team did an alignment of the Teacher and Student course so that the resources were the same on both sites. For example, Visual Learning has the same tools and resources for both projects. 4. Assignments have become more project-based to make each one more creative and student focused. It is important that the activities and digital creations be applicable in the classroom or educational environment. 5. The course was originally based on the ISTE Standards for Teachers and the Marzano nine strategies. The course is still based on the ISTE Standards for Teachers, and is now also aligned with the Using Technology in Classroom Instruction that Works (UT-CITW) nine best practices. Each of the assignments ensures that products the participants create meet one or more of the standards and the UT-CITW best practices. 6. We added a new ‘Thing’ titled Emerging Technologies. This is a really exciting addition that introduces the Maker Movement (www.weareteachers.com/hot-topics/special-reports/how-themaker-movement-is-transforming-education), 3D printing, Google Glass and much more. 7. Every ‘Thing’ of the 21things has been updated as well as every assignment. Additional resources for each ‘Thing’ can be found under its own tab on the 21 Things Dashboard.
This summer the new course was used with 40 participants enrolled in the Statewide 21 Things online course. These teachers are going back to their classrooms with amazing new resources to use with their students they created through the summer course! 2. The input from the surveys and focus groups of past participants of 21 Things4teachers helped guide the revisions. A brainstorming session with instructors from the Intermediate School Districts across the state who have taught the class in the past helped formulate the plan for new resources and revised assignments. This resulted in some deletions, additions, and revisions that have been implemented by the 21things4teachers project team. 3. Teachers who use the 21Things4Students resource said they wanted to be able to take 21Things4Teachers PD and be able to better 18
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They created: • Lesson plans that incorporate many of the resources • Awesome digital stories that made us laugh and cry • Screencasts that many are going to use with their colleagues, students and parents the first week of school explaining how to do something that in the past was difficult to convey without technology
Winter 2015
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MACUL journal
S HAS TRANSFORMED! They learned how to use Google Spreadsheets or Microsoft Excel to examine data and make informed decisions to assist their students this year.
page at www.21things4teachers.net/about-21t4t/partner-agencies/. There is also a statewide course where teachers can register at http://remc.org if an ISD/RESA is not offering the course.
Congratulations go out to these teachers that used their time this summer to learn so much!
Melissa White is retired from Ingham Intermediate School District where she was the REMC 13 and Instructional Technology Director. She is currently the TRIG Classroom Readiness Project Manager, 21 Things Student and Teacher co-creator, 21 Things Statewide Course instructor, MSU Adjunct instructor for CEP 810, 811, 812 and the 2013 MACUL Outstanding Technology-Using Educator.
Below are a couple samples of infographics that were created by them for students this coming year. This neat new resource is an interactive poster that students can access and learn information in a new and engaging way. The poster has live links to sites and can also be presented in a similar fashion to PowerPoint. Check out these two exemplary examples by Colleen Hololik of Manistique (https:// magic.piktochart.com/ output/2252782-lifecycleof-a-chicken) and Colleen Davenport from East Lansing (https://magic.piktochart. com/output/2399067unemployment) To learn more about the 21 Things site be sure to visit http://21things4teachers.net. The site is totally free to look at and if you are a self-learner the resources are all there to learn on your own. If you would like guidance and assistance, check to see if your ISD is offering 21 Things by checking out the Partner
Some quotes from the summer 21Things course participants: “I have c d d a e w a n n other m ompleted “Ca indonths another 3 m er to thing! This boggling crazy am one was on to summ the ounts of of explore all a w esome!” websites?!” ought you had “Oh my! Just when I th urces available, r of reso exhausted the numbe in the Content Area ng hi yt er ev ith w t hi I’m d I love it!” “thing”. It’s finished, an
New Resources you will learn about in 21things4teachers: • Picktochart (http://piktochart.com) • Popplet (http://poplet.com) • Lino (www.linoit.com/) • Trello (http://trello.com) • Vocabulary Spelling City (www.spellingcity.com/spelling-gamesvocabulary-games.html) • Blendspace (http://blendspace.com) • SoundCloud (http://soundcloud.com)
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Winter 2015
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Personal Learning Networks: Quick Guide to Creating a PLN By Julia VanderMolen, MACUL SIG Professional Learning
What is a Professional Learning Network (PLN)? A PLN is a way for educators to collaborate, make connections, share ideas and resources. The 21st Century learner is increasingly more connected, and 21st Century learning is increasingly "on-demand". As a result, it is important that we learn to build reliable and nimble networks of expertise that can help us learn and that can challenge our thinking. A survey conducted by Teachers Network found that “80 percent of educators said network participation encouraged them to remain in the classroom, while 90 percent said that networking improved their teaching practice” (Edutopia, 2011). This is just one of the benefits to participating in a PLN. So how can new and seasoned educators get started? With the growing number of social media tools used in education, self-directed learners have more freedom, choices and control over their learning. The ability to create a personal learning environment can begin with a few tried and true tools. Tools to develop your own PLN: Diigo: Collect, highlight, remember, and share all of the great resources you find online with your PLN on Diigo, an annotation and online bookmarking tool (www.diigo.com).
REFERENCES: Morrison, D. (2013, January 22). How to Create a Robust and Meaningful Personal Learning Network [PLN]. Online Learning Insights. Retrieved August 24, 2014, from http://onlinelearninginsights.wordpress. com/2013/01/22/how-to-create-a-robust-and-meaningful-personal-learning-network-pln/ Resources for Growing Your Professional Learning Network. (2011, June 3). Edutopia. Retrieved August 24, 2014, from http://www.edutopia.org/ resources-growing-professional-learning-network Tomberg, V., Laanpere, M., Ley, T., & Normak, P. (2013). Sustaining Teacher Control in a Blog-Based Personal Learning Environment. The International Review in Open and Distance Learning, 14(3). Retrieved April 23, 2014, from http://www.irrodl.org/index.php/irrodl/article/view/1397/2527 Dr. Julia VanderMolen is an Assistant Professor of Allied Health Sciences with Grand Valley State University. She is the Communication officer for MACUL SIGPL. She can be contacted via phone @ 616.331.5566 or by email @ julia. vandermolen@macul.org
Alternative Social bookmarking service: Delicious Twitter: Perfect for finding people to add to your PLN. Participating in chats, and sharing what you’ve found, Twitter is one of the most powerful tools for growing and maintaining a personal network. The messages are called “tweets,” and when tweets are sent, all subscribers to your page (your followers) receive it (https://twitter.com). Scribd: Read, publish, and share documents on Scribd with your PLN, whether you are sharing classic novels or lectures you’ve delivered. Plus, you can find documents and get connected with their owners (www.scribd.com). LinkedIn: The gold standard in professional networking, LinkedIn is a great place for education professionals to get connected (www.linkedin.com). Google+: Often overlooked in favor of Facebook and Twitter, Google+ is a growing network that offers numerous possibilities for developing PLNs (https://plus.google.com). Pinterest: Facebook, Twitter, and Google+ get a lot of love from personal learning networks, but Pinterest offers a great way to find other educators as well as unlimited resources (www.pinterest.com/ esheninger/personal-learning-networks). Scoop.it: Scoop.it is a wonderful tool an educator to collect and collate work from online publications using a magazine based format. It provides for personal learning and deeper understanding of topics on resources from your network (www.scoop.it). LiveBinder: LiveBinder helps educators to compile and share information from all over the web. Educators can add text and images and it helps educators to organize links into tabs accessible with an instant click (www.livebinders.com). Mindmeister: Map to Other PLN’s (www.mindmeister.com/9002694/tools-to-enhance-your-personallearning-environment) 20
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Winter 2015
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MACUL journal
By Shawn Maison
Science and Engineering Practices in Project Based Lessons
ABSTRACT: In order to provide a quality experience for future scientists and engineers, teachers must provide meaningful assignments, coursework, projects and assessments that students will internalize. The Next Generation Science Standards (NGSS) not only suggest that these experiences be part of student learning, but also requires students to be able to perform the skills they learn from these experiences, including the use of technology skills and tools. WHY MEANINGFUL EXPERIENCES As students mature into adulthood they learn through experiences, and not text/lecture…therefore, creating these experiences is essential! Students are expected to think more analytically through NGSS and they will need meaningful and applicable learning experiences to draw from during their science education. Being involved in a process of learning is much different than retaining knowledge. It is the process and practices that allow students to fully engage in an experience of this nature. When the focus of science classrooms is solely based on objectives driven by content, students and educators lose the process of science in the learning environment. Students are technology driven personalities and find single method learning and teaching disengaging. Finding ways to activate the classroom into being part of a developing and learning project leans heavily on technology. Engaging students in new technologies that draw them into the discussion is one way to create a “student focused” learning environment. These are the science and engineering practices set by the NGSS (www.nextgenscience.org): 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models MACUL journal
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3. 4. 5. 6.
Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information It is not just universities and K-12 educators that are lacking these needed skills. According to Grace Klonoskiofthe of The Optical Society (OSA), the New England Board of Higher Education and the NSF are collaborating on three-year grants to fund the development of hands on experiences with twenty-first century technology and lab skills that industry and researchers need. Photon PBL is the initiative to promote these skills in current workers (2009). The intent is to bring technical skills and real science practices and technique into the workforce. The Mindset Works Wins IES Fast Track SBIR (Small Business Innovation Research) in collaboration with Brainology is also creating blended (with 21st century technology tools) NGSS activities and games starting at the 5th and 6th grade levels through postsecondary. Carol Dweck, Ph.D., and Lisa Blackwell, Ph.D. found from their research that science and engineering practices are enhanced from learning and engaging from and with these twenty-first century blended environments (2013). WHY INCORPORATING TECHNOLOGY WITH SCIENCE AND ENGINEERING PRACTICES IS ESSENTIAL Today’s students are not static learners. They experience life in multiple media outlets and multiple regions in a real time technological climate. The new NGSS Science and Engineering Practices of asking and defining questions, developing and using models, planning and
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carrying out investigations, analyzing and interpreting data, using math and computational thinking, constructing explanations and designing solutions, engaging in arguments from evidence, and obtaining, evaluating, and communicating information are tasks built for the technological realm. Although all of these practices can be addressed without the aide or enhancement of technology, it is a daunting task for a science educator to attempt without a diverse technological tool belt to draw from. Research tools and being able to navigate digital resources is essential in defining problems initially. Planning investigations, analyzing data in various ways (even through comparing research to “existing research” online), constructing solutions and communicating collaboratively can be accomplished with existing databases and online professional communities, and informative web resources are essential in the creative science and engineering process. The Michigan Electronic Library (www.mel.org) has numerous databases to allow students to research their intrinsically motivated projects or topics. Google Scholar search tools (www. scholar.google.com) are also an invaluable tool in creating and analyzing scientific research. When students have an open research platform where they choose the direction, these databases are essential to creativity, innovation, and critically evaluating their own ideas and research. Often educators assume that their students are more “techsavvy” than they are, but usually it is not a refined ability to research informative literature and professional journal articles. Educators need to foster this skill and put the appropriate tools into their students’ hands and guide them through the process of brainstorming, researching, and developing a solid scientific inquiry. Accomplishing this through projects, research essays, and laboratory extensions will allow these skills to be built in a science classroom. Educators can designate research and informative reading days in the classroom where instead of students being handed a required article to read, they find an article that interests them through one of these databases and then are allowed the freedom to research that topic deeper, reflecting on it in a more meaningful way. Planning a student driven research initiative or project based lesson is the next challenge most educators face. Once the background has been established and extensive research completed, students need to have a purpose for their investigations and learning. This vested ownership of their work will not occur in an assigned directive. Science educators can open the platform for learning and inquiry by giving choices of format in presentations/publications. There are numerous platforms to meet the same need in a fashion that allows students to choose their medium. Prezi, Presentations in Google, PowerPoint, Peardeck, Drawing in Google, and Emaze are all excellent tools for students and educators to present their research with. Each allows a different level of creativity and collaboration. Showing graphic models with charts can also be accomplished with innovative tools like Spreadsheets in Google with charts, Desmos, Wolframalpha, and Excel. The majority of students are visual learners. The more visual tools we can give our students to not only view, but create and utilize in their science practice, the more they will retain. Again, it is the experiences that teachers and students create that drive their success together. 22
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In addition to being open to tools that educators are already familiar with they must also be open and willing to find and try new tools. This could be through such interactive tool repositories like the Chrome and App stores. Often trying and allowing new tools to be tried in a science classroom leads to new innovative ways of designing labs and lessons. This also supports various modeling of complex data lending itself to the NGSS. PERFORMANCE EXPECTATIONS ARE NOW AN ASSESSMENT METRIC/TARGET In the past students have been asked to recall content and evaluate complex readings and charts. The new metric for NGSS classrooms will be performance evaluations. These are actual quantitative and measurable skills that students will be required to perform in order to pass the new standardized test. Although testing methods are still in development, science and engineering educators need to understand that it will not be the normal content area test they are accustomed to. Students who have been able to master the science and engineering practices will be better prepared to demonstrate performance expectations. Each performance expectation is developed using elements from the NRC document A Framework for K-12 Science Education along with an Assessment Boundary. Use the NGSS search tools to define your own K12 categories. Example:
HS-LS1-1.
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions or the biochemistry of protein synthesis.]
HOW PROJECT BASED LEARNING CAN BRING ALL OF THESE COMPONENTS TOGETHER Bringing all of these science and engineering practices together in one unit or theme is a daunting task. Project Based Lessons give teachers and students the chance to hone their science and engineering skills, create meaningful lessons, and really internalize the process of the
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practices. Students at John Glenn High School in Bay City, MI were challenged to create an innovative project to develop and submit to at least one STEM competition. Of the 21 applicants, 17 received $1,000 from the A.H. Innovation Awards Competition to complete their research. Each student developed a connection to a Biology unit or theme and created an individual project that required them to define an innovative solution to a defined problem, create a model or prototype to carry out an investigation and test, analyze data and redesign when necessary, support their claims with evidence, and communicate their findings through a website, poster presentations, and a live dissertation in front of an audience and judges. They were competing for scholarship funds.
show homeostasis in an organism, but she also demonstrated all Science and Engineering Practices while doing it. Each student wrote a research journal report, completed an expense report, created multiple models with over 200 data points, and published their work through a website they created.
Projects and competitions are designed to drive the applicants through the science and engineering processes. Adding a competitive edge motivates students and teachers further. Each student in this competition found mentors in the professional community, and developed real career readiness skills. “In my twelve years of teaching this was the first time I saw students learn how to think for themselves… it was amazing, and I have never been so proud of a group of students.” quoted Shawn Maison (John Glenn High School’s AP Biology teacher).
SUMMARY Looking at the future, educators need to provide a more meaningful experience for student scientists and engineers. They must provide assignments and projects that will enhance and develop their science practices supporting the need to demonstrate performance expectations. Using technology with these science and engineering processes will allow students to design, explore, and redesign their own experience in science classrooms. Teachers in the past have been intimidated, reluctant, and sometimes defiant in the use of technology in their science classrooms. Understanding the need for students to use these technical tools with science and engineering practices will prove to be essential for science educators. Meaningful learning is accomplished through experiences. NGSS demands that these experiences be part of student learning, and requires them to be able to perform the skills they learned from those experiences through Performance Expectations. Science and engineering practices are embedded into the curriculum as part of the learning process and rely heavily on technological skills. It is these technological skills and tools that science and engineering educators will need to utilize to adequately prepare students for the NGSS assessments.
Allison Vlk, one of the 17 finalists, created a web-based application to reduce post-meal blood sugar level spikes. As a diabetic she was drawn to this issue and worked with local computer programmers to develop a timing application for eating (http://diabetictiming. com). Prior to eating, a diabetic puts their meal into the calculator. It will designate when that individual should take her insulin to eliminate blood sugar spikes post-meal. Not only was she addressing a disciplinary core and performance task of creating a model to
Many of the students are still working on their projects today—even after the competition. Some immediately redesigned their projects and are working over the summer for the 2015 A.H. Nickless Innovation Award Competition. It is this internal connection and passion that students need to thrive in a science and engineering field, and succeed on new NGSS based assessments.
References Klonoski, G. (2009, February). Learning how to learn with real-world problems. Laser Focus World, 45(2), 5. Retrieved from http://go.galegroup. com/ps/i.do?id=GALE%7CA194549579&v=2.1&u=lom_accessmich&it=r &p=ITOF&sw=w&asid=e5f9a8d9131070bc8d07526fa5158652 Mindset Works Wins IES Fast Track SBIR to Develop Standards-Based Science Game. (2013, May 13). PRWeb Newswire. Retrieved from http:// go.galegroup.com/ps/i.do?id=GALE%7CA329554587&v=2.1&u=lom_acces smich&it=r&p=ITOF&sw=w&asid=998750524d4e666566d2a5f988d1c709 [Access weblinks directly via the online MACUL Journal at www.macul.org/ maculjournal.] Shawn Maison is a Science teacher at John Glenn High School at Bangor Township Schools in Bay City. He teaches AP Biology, Biology, Biotechnology, Anatomy, and coaches the Science Olympiad and Quiz Bowl teams. He is a Geology Instructor for the University of Phoenix and an online science instructor for Michigan Virtual University as well as a technology consultant for BAISD and the REMC. Recently he participated in a Research Experience for Teachers STEM project funded by the National Science Foundation at Central Michigan University.
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Personal Learning Networks for Librarians (Part 1)
By Tim Staal
It is interesting to me how our personal learning networks have changed over the years. When I began in education in the 1970’s my learning network consisted of my colleagues and classmates, and going to conferences and workshops. Becoming a member of organizations such as MACUL and ISTE or MAME and AASL and getting involved was one of the few ways that we had to network and learn from others outside of our buildings. These are still very important.
ACHIEVING LIBRARY 2.0
STEP TWO: Sign up for Mail Lists. Mail lists were one of the first electronic ways we shared information and is still an important one for many folks. When one has a question or a good idea, what better way to get an answer or share that good idea than to send it to several hundred of your colleagues - especially those colleagues who are interested in many of the same things you are? The big disadvantage to mail lists is the potential to be overwhelmed with a large quantity of email to read through. Most lists now provide an option for a digest format, where the numerous emails are compiled into one large collection of emails on a daily or weekly basis.
But we also have opportunities to learn anytime, anywhere. In this article I will present a few suggestions for creating your personal learning network. These will include things like resources from professional organizations, mailing lists, blogs, wikis, and social bookmarking tools. In a follow-up article, I will discuss some of the more multi-media tools such as iTunes, YouTube, and online courses and discuss how we, as librarians, can work with our teachers and help set up our own “in-house” personal learning networks.
STEP THREE: Explore Blogs and Wikis. Blogs and wikis allow us to read what leading thinkers in our field have to say. The big disadvantage is that they are scattered all over the Internet. So I suggest you use a tool to manage your blog and wiki reading. Most can be subscribed to or have their RSS feed managed. There are several good RSS readers available for free. I use Feedly, http://feedly.com.
STEP ONE: Get involved in your professional organizations! Start with: • MACUL, www.macul.org/ • MACUL: SIGLIB, www.macul.org/specialinterestgroups/sigmsmedia-specialists/ • MAME, www.mimame.org/ Get brochures, find out about how they communicate, and explore their websites to find learning opportunities.
We’ll continue this discussion with more resources in the next MACUL Journal issue. If you have favorite Library/Media related blogs or wikis, feel free to email them to me: tstaal@gmail.com. Tim Staal is a retired Librarian, Past-President of MACUL, former Executive Director of MAME and a technology coach.
Providing Quality Professional Development for Michigan Schools By Sue Schwartz The REMC Association of Michigan continues its long-standing tradition of w w w. r e m c . o r g providing opportunities for your personal professional development. Upcoming events include:
~ The third MI Moodle Moot on January 8 (pre-conference) and 9, 2015 will be held at the Mid-Michigan College Doan Center in Mt. Pleasant. During the Moot, Moodle enthusiasts from across Michigan share ideas, collaborate with other users, and learn about what's new with Moodle. Details about the 2015 Moot can be found at www.mimoodlemoot.org ~ Registration for the highly touted REMC Blended Learning in the Classroom course will open shortly. This course is for classroom teachers of students of all ages. This course covers the theory, pedagogy, and technical elements of online work in the blended classroom. Watch www.remc.org/blendedlearning for the opening of registration. ~ 21Things4Teachers (21t4t) now has a statewide online offering for educators who are unable to take the class locally. 21t4t Things 8-14 24
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runs from November 12 – February 6, 2015 and Things 15-21 from January 28 – April 10, 2015. This virtual online 10-week course includes video tutorials and live virtual sessions. Participants create an online portfolio of their work showcasing valuable and applicable projects for teaching and lifelong learning. Educators say that taking the 21things4teachers is transformational, and they see immediate results when using and applying the ‘things’ in their classroom. Registration is $100.00, 30 SCECHs. Register at www.solutionwhere. com/remcam. ~ REMC MI Learns Online (MLO) Portal Webinars start November 5, 2014 and will be repeated the first Wednesday of each month through May 6, 2015. Participants will learn how to use the REMC MLO Portal to find resources that support exceptional online learning, and how to access online learning courses, units and lessons. These live, facilitated webinars are from 4:00 – 4:30 pm. Register at www.tinyurl.com/learnmloportal. If you have any questions about these REMC Association of Michigan professional development events, please contact me at: sueschwartz@remc.org. Sue Schwartz is the Executive Director for the REMC Association of Michigan.
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2014-15 MACUL Grants Awarded MACUL awards over $28,000 to Educators! Congratulations to the following MACUL Grant Recipients! These grant winners will either be posting videos about their projects on Michigan’s MI Learning site on iTunes U in the MACUL Grant Winners collection, or presenting at the MACUL Conference after implementing their grant request. Watch for a new MACUL Grant cycle in Spring 2015 at www.macul.org.
Stephanie Abata......................................... $1,266 North Star Academy Title: Students = Active Minds = ACTIVE LEARNING! Target Audience: 9th - 12th Grade Students in the Classroom subject areas of English, Mathematics, Science & Social Studies Matt Alman............................................$1,300.00 Bay City Public Schools, Central High School Title: Introduction to Computer Programming: Using Scratch, Kodu, and Finch robots to teach computer science. Target Audience: 9th - 12th Grade Students Marlena Bravender................................$1,500.00 Saginaw Valley State University Title: Do middle school Spanish students need more than a textbook? How simulations can provide more realistic experiences. Target Audience: 120 6th - 8th Grade Spanish Students Janine Campbell....................................$1,224.70 Byron Center West Middle Title: Cyber Citizenship PSAs Target Audience: 7th - 8 Grade
Delynn Campbell...................................$1,446.00 Battle Creek Public Schools, Verona Elementary Title: iCan With iPad Target Audience: K - 5th Grade Resource Students Chantal Charron....................................$1,469.75 Livingston Educational Service Agency Title: Transition Services Facilitating Independence at Work with Use of Technology Target Audience: Transition Students 18 - 26 years old Susan Cherup.........................................$1,328.00 Hope College Literacy Lifeboat Title: Middle & Secondary Teachers, Students & Pre-Service Target Audience: Teachers and professors with need for literacy technology Jane Essenburg......................................$1,500.00 Jenison Public Schools, Pinewood Title: Blogs: So Much More than a Way to Improve Writing Skills—Using my Blog as an Active Teaching Tool Target Audience: 3rd Grade continued on next page
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Chris Formsma.......................................$1,335.84 Jenison Public High School Title: Phantom 2 + GoPro = New Perspective Target Audience: 9th - 12th Grade & Community Susan Higgins........................................$1,500.00 Mar Lee School Title: First Lego League Robotics In The Classroom and Beyond Target Audience: 4th Graders Liz Kolb...................................................$1,418.84 University of Michigan: School of Education Title: Creating Digital Citizen Superheroes in Middle School Target Audience: Middle School (6th - 8th) & Higher Education Terry Lange-Winkel...............................$1,344.88 Warren Woods Public Schools, Tower High School Title: Digital Storytelling for ALL Target Audience: Program designed for physically & cognitively impaired students, ages 14 - 26 Lisa Mele, Kara Foutz............................$1,478.00 Rochester Community Schools, Van Hoosen Middle School Title: Digital Storytelling in the Science Classroom Target Audience: 7th Grade Alison Muka...........................................$1,301.82 Thornapple Kellogg Schools, Page Elementary Title: Available Performance Space for a Trio of iPad Minis! Target Audience: 4th Grade Students Erin Rooney...............................................$675.80 Haslett Public High School Title: Use of Livescribe Pencast to promote mathematics learning and engagement for students with learning disabilities. Target Audience: High School students
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Robert Talbert........................................$1,200.00 Grand Valley State University Title: Implementing a Bring-Your-Own Device System for Conceptual Understanding in Calculus and Discrete Mathematics Target Audience: Students taking University level calculus and discrete mathematics (includes advanced / AP High School Students) Mollie Trewartha....................................$1,493.18 Houghton-Portage Township Schools, Houghton Elementary Title: Blogs to the Rescue! A One-Stop Shop for Expanding Literacy, Improving Reflection, and Showcasing Student Work Target Audience: 5th Grade Classroom Scott Truskowski....................................$1,437.69 Grand Valley State University Title: Using Mobile Annotation Tools to Provide Feedback to Students During Training and Practice of Hands-on Skills Target Audience: Higher Education Jayne VanderKlok..................................$1,500.00 Kenowa Hills Middle School Title: Never Miss a Word: Smartpens and the Special Needs Learner Target Audience: 6th - 8th Grades William VanLoo......................................$1,497.19 Honey Creek Community School Title: Portable Digital Fabrication Makerspace Target Audience: K - 8th Grades Catherine Walker...................................$1,244.93 East Jackson, Bertha Robinson Elementary Title: Digital Literacy CafĂŠ Target Audience: 4th Grade Elementary Students
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2014-2015
Ad Rates
Size Full Page 1/2 Page 1/4 Page Back Cover Inside Back Cover Inside Front Cover 2 Page Spread
1-Time Rate $1,025.00 $ 730.00 $ 365.00 N/A N/A N/A $1,800.00
4-Time Rate $ 950.00 $ 700.00 $ 350.00 $1,400.00 $1,040.00 $1,400.00 $1,600.00
Your advertisement will also appear in the MACUL Journal digital version with worldwide access. www.macul.org/maculjournal. Advertising Discounts: For MACUL sponsorship opportunities, call the MACUL office at 517.882.1403. Major sponsors receive 25% advertising discount. General sponsors receive 10% advertising discount.
Ad Due Dates
Publisher’s Notes
Space Reservation Due
Materials Due
Winter 2015
Aug 21, 2014
Sept 9, 2014
• • • • •
Issue
•
The MACUL Journal is sent to every school district in Michigan as well as to educators in nearly 40 states, and Canada. The Journal is an important source of information for teachers and administrators in elementary through college levels. The Journal is published four times a year, with a readership circulation of over 6,000. A digital version is also available online. Need help developing an ad? As a service to our advertisers, ad design and copy alterations are available for a fee. The publisher reserves the right to reject any advertising not in keeping with our standards Cancellations are not accepted after the ad reservation due date.
Mechanical Requirements Size
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Full Page
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Spring 2015
Nov 17, 2014
Nov 25, 2014
1/2 Page
8” x 5.125”
N/A
Summer 2015
Feb 9, 2015
Feb 20, 2015
1/4 Page
3.9375” x 5.125”
Fall 2015
May 22, 2015
June 3, 2015
Back Cover
N/A 8.5” x 10.75” (+ 1⁄4” full bleed) 8.5” x 10.75” (+ 1⁄4” full bleed) 8.5” x 10.75” (+ 1⁄4” full bleed)
For ad space reservation or more information, please contact:
Judy Paxton Editor, MACUL Journal Telephone: 231.342.4801 E-mail: jpaxton@macul.org
Inside Back Cover Inside Front Cover 2 Page Spread
8” x 10.25” 8” x 10.25” 8” x 10.25” 16.5” x 10.25”
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The Editor accepts ads in the following formats: • High-resolution PDFs (300 dpi) – preferred • High-resolution TIFs (300 dpi) Email high-resolution PDFs or TIFs to… jpaxton@macul.org