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How is artificial intelligence (AI) used in education?

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Pros and Cons of Using Artificial Intelligence in Education

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Pros and Cons of Using Artificial Intelligence in Education

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Artificial intelligence is no longer a new concept. We have been using it in our daily lives, through half a dozen apps that feed us information based on our preferences.

The technology has found its way to almost every field. And education is one sector that stands to benefit tremendously from AI. However, many schools and professors have been reluctant to include AI in their teaching methods. The reasons are primarily the lack of awareness of AI and how it can help the education system.

In this article, let us take a closer look at the merits and demerits of introducing AI in education.
Pros of Artificial Intelligence 1. Organized Information
It is rare for teachers and students to scour the library for any materials these days. Today, thanks to Google, we can access anything we want at the tap of our fingers. Whether you want to find resources for your assignment or use an essay writing service to finish your citation, the internet has answers for you. However, finding these resources is a task by itself.

Today, platforms such as Quizlet can help students by providing what exactly they are looking for. They give you the relevant study materials, taking out the guesswork needed in developing individual study plans.
2. Personalized Learning
Perhaps the most impressive use of AI in education is personalized learning. More and more schools are shifting from a broad lesson plan to personalized learning experiences for students. There is a limit to teachers attending personally to all students in a classroom. Instead, these AI solutions can collect data on student's abilities with their guardian's permission.

AI can optimally introduce courses and challenge students based on their strengths and weaknesses. Kidaptive and Century Tech are platforms developed exclusively to offer individualized learning plans to students. At best, they can also perform predictive analysis on the academic performance of pupils based on the underlying patterns.
3. Better for Students with Special Needs
AI is playing a crucial role in improving the lives of the disabled. Along the lines of personalized learning, one area where AI truly excels is offering better resources to the disabled. Speech recognition software such as Nuance can help transcribe words for students with writing difficulties or limited mobility. These solutions can help teachers offer better study materials for students that attend to their unique demands like never before.
4. Immersive Learning
Our system has long been focused on the memory retention of students rather than their understanding. AI can help you change that. Combined with Virtual and Augmented Reality, AI can bring a dynamic learning environment to the classroom. Students can explore the galaxies, see world monuments, and do much more. Virtual humans, such as avatars and digital assistants, can also extend this learning experience outside classrooms.
5. Intelligent Tutoring Systems
ITS is not a new concept, but AI has helped to polish its rough edges. Intelligent Moderation allows teachers and tutors to analyze information better. It will make the grading systems better, and in turn, will help them to be more efficient in the classrooms.

AI systems can also identify patterns, alerting teachers of these as well. Teachers can thus learn more about students' habits and create a new study schedule that will work best with their requirements.
Cons of Artificial Intelligence 1. Cost
As brilliant as AI is, it also comes at a high cost. Not only is the price of the product high but also the cost of maintenance and repair. As AI requires more digital devices, the amount of power needed to run schools will increase exponentially. Schools will have to expand their budget to cover the expenses. Moreover, they will also have to come up with alternatives to balance out power consumption. As such, at the moment, only well-funded schools can benefit from AI.
2. No Personal Connection
If, and when we completely turn to AI for the educational experience, these programs can substitute teachers in many aspects. A big part of school is the relationship between teachers and students and how personal connections can mold behaviors. Instead of making teaching more efficient, we might end up entirely dependent on technology. If we aren't already addicted to technology, AI can only push us further.
3. Unemployment
While the software industry might be booming, AI might soon replace many school staff. From managing the administration to teaching, AI has a solution for everything. With online learning, there is no limit to the class sizes. And AI might be the last straw that leads to sizable unemployment in the educational sector.
4. Information in Wrong Hands
There is no way other than to digitize information these days. But much like any other technology, the students' data could also be prone to hacking. If it falls to the wrong hands, schools always run the risk of misuse of personal information.

The prospect of AI is undeniably exciting. There is always the argument that the upsides outweigh the downsides. The question is, to what end? It is high time that our educational system requires a revamp, and AI can nudge us in the right direction. At the same time, it is paramount that we draw lines on how much control we give over to machines and their intelligence.

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Using Artificial Intelligence in Education: Pros and Cons

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Artificial intelligence is no longer a new concept. We have been using it in our daily lives, through half a dozen apps that feed us information based on our preferences. The technology has found its way to almost every field. And education is one sector that stands to benefit tremendously from AI.

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During the pandemic my school used a digital learning system call Odysseyware. Prior to this we tried to teach students through packets created by the teachers, but found that more structure was needed; hence, Odysseyware. While this program was far from perfect, it allowed teachers to plan units, lessons, and assessments for students while learning digitally. Our school has the privilege of being one-to-one with Chromebooks. We used this system both for in-person and virtual learning in order for students to stay on top of lessons and understand what was expected of them. While in-person learning also came with the perks of having direct instruction from a certified teacher, small groups, and individual help, this did allow students who were under quarantine to learn and continue to make growth.

We no longer use Odysseyware, but I am thankful that we were able to implement a program for students to have the flexibility to learn both in-person and digitally. Now, some teachers do have students that have the option of hybrid learning. I do not personally have this type of classroom environment, but I know that these teachers utilize webcams to teach both in-person and virtually simultaneously.  This is a great option for student unable to attend the traditional school setting.

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Hybrid learning is an approach to education that combines online educational materials and opportunities with traditional in-person classroom methods.

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What Is Hybrid Learning? - ViewSonic Library

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Hybrid learning is an important part of the larger concept of blended learning. Here is our answer to the difficult question, “What is hybrid learning?”

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I currently use Google Drive for all my student collaboration. I like that students can share work with me as well as each other through Google Drive. I have a Google Classroom set up for each of the classes I teach in order to share mass information with each class, but can also share with just one or even a few, students at a time. I have attached a list of other collaboration tools that others may find useful. From this list I would love to incorporate Popplet, Padlet, and Goosechase in my classroom in the future.

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Best Student-Collaboration Tools | Common Sense Education

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Best Student-Collaboration Tools is a list of 32 apps, games, and websites curated by Common Sense Education editors.

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The Benefits of Teaching Coding to Elementary School Students

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The Benefits of Teaching Coding to Elementary School Students

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Research indicates that teaching coding to elementary school students leads to improvements in engagement, academics, and behavior. Many parents, teachers, and students alike have indicated that they are pleased with the impact of coding programs on students in the elementary grades.
According to Stephen Hawking, "Whether you want to uncover the secret of the universe, or you want to pursue a career in the 21 st century, basic computer programming is an essential skill to learn."

We are living in a digital age where most, if not all people we know have computers, tablets, smart phones, etc . Having access to and learning about technology is essential for every student. As technology, which involves coding and program, is now woven into the fabric of our everyday lives, it only makes to teach coding, an undeniably beneficial skill for the future.

One can start learning it at an early stage of their lives. Coding helps develop the minds of children-they can think of solutions, new ideas, and they are also able to understand that it's okay to fail, as long as one learns from it and keeps on trying until they get it right.

Coding may seem complex, but it has been made easier for children. Drag and drop apps like Microsoft's Kudo, Scratch, and Hopscotch have been created to make coding fun and easy for children. These apps still give the same end product as writing codes; they help children understand how programs work while introducing them to code writing.

Scratch Video

There are great resources to use for teaching coding:

Scratch: Resnick and his team at MIT created Scratch to help students think systematically, creatively, and work in collaboration. Teachers are able to create an account for the classroom. Scratch is for students age 8 and above; students need to have the ability to read.

MIT app inventor: This is a more advanced tool for coding, which is for students in grades 7 and above. However, this app and anything created with the MIT app inventor can be used only on Androids.

Code studio: This is a less creative coding tool that is for students age 4 and above. Students can learn the basics of coding as well as learn computer science through online courses.

Coding workbooks: Coding workbooks are fun and an easy way to engage young minds to learn coding and solve math problems, which can boost their critical thinking skills.

5 Benefits of Teaching Coding to Elementary Age Students:

1. Coding teaches children how to be problem solvers

Writing code, creating web pages, and creating simple games using apps like Kudo will help children solve problems, which, in turn, will improve the way they solve problems outside coding. This helps children see problems as a situation to correct, and not a STOP sign. This also helps children to improve on what has already been done because they do not fear failure.

2. Coding makes children learn to think

"Computer programming isn't just about teaching how to type lines of code; it is more about teaching children how to think differently." To code effectively, one needs to use logical thinking. Children need to be able to see a large problem and break it down into smaller pieces in order to solve it in an effective manner, which is called decomposition. They need to be able to strengthen their brain and think of a way out, even through failures.

3. Coding expands a child's creativity

When children learn how to code, it gives them the opportunity to be confident and create something in a fun in a new and exciting way.

4. Coding improves students' academics

Coding helps students learn how to plan and be organized-this can help improve skills in writing and general planning of assignments. Learning to code also requires students to apply math in their daily activities, naturally enhancing their math skills. They must know how to calculate, and solve easy or difficult problems.

5. Programming is the future

The world is advancing, and coding is a useful skill to have. There are a lot of business sectors relying on coding. Computer coding is not only done for the technology sectors but also for finance, health, and other niches. When children learn how to code, they have an advantage in the future-they have the ability to work in any sector, and they will have more career opportunities in the future.
This post was sponsored by edhelper.com, and edited and approved by Education and Behavior.
Education and Behavior is a free research-based online library to help parents, caregivers, teachers, counselors, and therapists stay on the same page when supporting our most precious gift, our children!

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Coding/Stem Activities for Elementary Students

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The Benefits of Teaching Coding to Elementary School Students (Resources Included) - Education and behavior

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Research indicates that teaching coding to elementary school students leads to improvements in engagement, academics, and behavior. Many parents, teachers, and students alike have indicated that they are pleased with the impact of coding programs on students in the elementary grades.

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Coding in the Classroom: A Long-Overdue Inclusion

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Coding in the Classroom: A Long-Overdue Inclusion

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By promoting code literacy, schools could improve education equity, offer inclusion for students with ASD, improve STEM proficiency, and build neuroplasticity associated with multilingual education.

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Reasons to Teach Coding

1. Coding is a new type of literacy.

Wired Magazine reported that reading and writing code is the new literacy. Those students who master it are better prepared for a technical revolution that spans cultures and language boundaries. That's because coding isn't just a language. It's a way of thinking about problem solving.

2. Coding is a tool to improve educational equity.

Coding in the classroom is a means of bridging the digital divide. That means more than granting technological access -- it's a way for all students to use technology for creative engagement. Without coding in the classroom, many students in lower socioeconomic communities will miss the opportunities it affords. In fact, Holfeld et al (2008) found that schools in poorer neighborhoods restricted computer use to rote learning rather than using technology for creative engagement. Discouraging a more creative use of technology in the schools creates a butterfly effect. In Washington State, where 93 percent of high schools don't offer AP computer science, a 2012 study found that out of 1,200 AP computer science students, just 48 were black or Hispanic. By making computer science a required course for high school, especially in lower socioeconomic schools, educational equity and opportunities improve.

3. Coding offers inclusion.

Temple Grandin, author and professor at Colorado State University and an autistic adult, said, "Without the gifts of autism, there would probably be no NASA or IT industry." Non-profits such as nonPareil are acting on those talents. Created by two parents of children with Autism Spectrum Disorder, the organization actively recruits high school students with ASD, trains them in software development, and then places them in IT jobs. The environment, a cross between a school and a company, is a natural segue between high school and the adult workplace.

Knowing there are programs for kids with ASD is good news for parents who shoulder the responsibility. Of those children with ASD who do enter the workforce, nearly 80 percent will be unemployed or underemployed. By teaching coding to students with developmental disabilities, teachers aren't merely harnessing and developing innate talents. They're better preparing these kids, making them more marketable and employable in a high-tech economy.

4. Coding can improve neuroplasticity.

Neuroplasticity, a term that essentially means the brain can change, has assumed a pop-culture status, and any activity linked to it takes on a magical, brain-promoting aspect. While not all activities genuinely classify, in the case of foreign language acquisition, there is evidence. Researchers in Sweden observed visible brain changes in those children and teens who learned a foreign language. Over a three-month period, the brain structure in those who acquired a second language grew, specifically in the hippocampal area (which is involved in learning new material and spatial navigation), and in three areas in the cerebral cortex. Students who "had better language skills than other students, who put in more effort in learning, experienced greater growth." In another study, Mechelli found that children who acquired a second or third language, even a computer language, showed functional changes in the inferior parietal cortex.

5. Coding improves STEM proficiencies.

Analysts suggest that by 2020, there are expected to be one million more computing jobs than students in the U.S., which could leave an untapped market of $500 billion. Currently, the U.S. is ill prepared to fill these jobs. In one international study across 65 countries, the U.S. ranked 23rd or 24th in most subjects and 27th in math and science. Girls were particularly at a deficit. Forbes Magazine reported, "Women hold nearly half of all jobs in the U.S., but less than 25 percent of all STEM jobs." By making coding a classroom requirement, educators are better equipping students for this market.

Despite the documented benefits, coding in the classroom is offered in only a smattering of U.S. schools. Less than ten percent offer AP computer science, and students who have access aren't necessarily being encouraged to pursue programming.

Why the Lack of Emphasis?

Teacher Shortages

Hadi Partovi, founder of Code.org, cites lack of trained teachers as the biggest obstacle to getting computer science into the classroom, and software developers have little motivation to shift from the private sector into education. Why teach if the corporate world is far more lucrative? Partovi feels that policy makers and private funders must come together and fund training for teachers in computer science. In the interim, TEALS (Technology Education and Literacy in Schools) is placing computer scientists in high school classrooms across the country. Their goal is two-fold:

1. Get computer science education to the students.

2. Educate teachers in code literacy to make them technically proficient to teach coding.

Bias

A report by the National Bureau of Economic Research shows a bias in how teachers perceive abilities of male and female students when it comes to STEM subjects. Researchers found that "when teachers knew the children's names and identities, they graded the girls lower in math than the outside grader, while scoring the boys higher." The trend had long-term ramifications. Those girls tracked in the study were less likely to sign up for advanced math, science, and technology courses in high school.

Other Priorities

If computer science isn't a requirement, why bother changing policies? Currently, 15 states allow computer science courses to count toward high school graduation. Private schools have an easier time implementing curricular changes. The problem is in federally funded schools. With tight budgets, public schools are mired in layers of decision making that makes it hard to change curriculum. The key, with the help of corporate sponsors, is to help policy makers see that computer science merits the same weight as math and science prerequisites.

Educators and parents who agree should write to their state's department of education, and get involved with non-profit organizations such as Code.org and companies such as Microsoft who are working to improve digital literacy in the schools. For digital initiatives with the developmentally disabled, nonPareil can partner with schools, and organizations such as TEALS can expose students and teachers to the opportunities that coding in the classroom provides.

Is coding part of your school's curriculum? Please tell us about it in the comments below.

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Coding in the Classroom: A Long-Overdue Inclusion

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1. Coding is a new type of literacy. Wired Magazine reported that reading and writing code is the new literacy. Those students who master it are better prepared for a technical revolution that spans cultures and language boundaries. That's because coding isn't just a language. It's a way of thinking about problem solving.

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See what our girls are creating

Check out our Project Gallery to browse some of the work created in our Clubs, College Loops, and Summer Programs.

"I was given the opportunity to talk to women who have successful careers in the field. They made me understand that computer science isn't just about 1's and 0's, it's about combining your interests with technology to better the future."

Are you ready to start a virtual or in-person Club in your community by becoming a Girls Who Code Facilitator? Facilitators are teachers, librarians, parents, and volunteers from any background or field. Many Facilitators have no technical experience and learn to code alongside their Club members.

In response to the COVID-19 pandemic, Girls Who Code made free computer science activities available for download to anyone who wants to access them. Some activities are online, some are offline, and all are of varying levels of difficulty. Each activity features a woman in tech who pioneered innovative technology.

Girls Who Code is on a mission to close the gender gap in technology and to change the image of what a programmer looks like and does

We have clubs all over the United States, Canada, India, and the United Kingdom!

Half of our girls served are from historically underrepresented groups.

Our alumni major in computer science, or related fields, at a rate 7 times the U.S. average.

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See what our girls are creating Check out our Project Gallery to browse some of the work created in our Clubs, College Loops, and Summer Programs. "I was given the opportunity to talk to women who have successful careers in the field.

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Virtual reality (VR) technology is a growing force beyond entertainment and an important tool in education, science, commerce, manufacturing, and more. Learn the basics and the latest from experts about how VR impacts your world.

In this article, you'll find:

What Is Virtual Reality?

Virtual reality is the use of computer technology to create simulated environments. Virtual reality places the user inside a three-dimensional experience. Instead of viewing a screen in front of them, users are immersed in and interact with 3D worlds.

Simulation of human senses-all five of them-transforms a computer into a vehicle into new worlds. The only limitation to a superb VR experience is computing power and content availability.

Sam Trudgian , a VR developer at Napster, says, "VR and AR are in a state of innovation now. Headsets are getting smaller, faster and wireless.

"We've only just begun the journey into mass-produced consumer headsets, used by businesses to present proposals and products to clients. AR is already popular in architecture and development, and not just with private developers. Local authorities and councils use this technology for town planning and sustainable development. AR doesn't require a headset at this stage, so it's extremely accessible, but I'd like to see AR and VR together in a headset in the future as this currently isn't possible."

The Three Types of Virtual Reality

All three types of VR, from non-immersive, semi-immersive, full immersive or a mixture of them, are also referred to as extended reality (XR). Three types of virtual reality experiences provide different levels of computer-generated simulation.

The three main VR categories are the following:

Non-Immersive Virtual Reality: This category is often overlooked as VR simply because it's so common. Non-immersive VR technology features a computer-generated virtual environment where the user simultaneously remains aware and controlled by their physical environment. Video games are a prime example of non-immersive VR.

Semi-Immersive Virtual Reality: This type of VR provides an experience partially based in a virtual environment. This type of VR makes sense for educational and training purposes with graphical computing and large projector systems, such as flight simulators for pilot trainees.

Fully Immersive Virtual Reality: Right now, there are no completely immersive VR technologies, but advances are so swift that they may be right around the corner. This type of VR generates the most realistic simulation experience, from sight to sound to sometimes even olfactory sensations. Car racing games are an example of immersive virtual reality that gives the user the sensation of speed and driving skills. Developed for gaming and other entertainment purposes, VR use in other sectors is increasing.

The virtual technology definition includes specific shared characteristics. Not only immersive, they are also computer-generated, believable as multidimensional experiences, and interactive.

What's the Difference Between Virtual Reality and Augmented Reality?

Virtual reality (VR) is an all-enveloping artificial and fully immersive experience that obscures the natural world. Augmented reality (AR) enhances users' real-world views with digital overlays that incorporate artificial objects.

VR creates synthetic environments through sensory stimuli. Users' actions impact, at least partially, what occurs in the computer-generated environment. Digital environments reflect real places and exist apart from current physical reality.

In AR, the real world is viewed directly or via a device such as a camera to create a visual and adds to that vision with computer-generated inputs such as still graphics, audio or video. AR is different from VR because it adds to the real-world experience rather than creating a new experience from scratch.

How Does Virtual Reality Technology Work?

The VR process combines hardware and software to create immersive experiences that "fool" the eye and brain. Hardware supports sensory stimulation and simulation such as sounds, touch, smell or heat intensity, while software creates the rendered virtual environment.

Eye and Brain Function and the 3D VR Experience

Immersive experience creation mimics how the eye and brain form visuals. Human eyes are about three inches apart and therefore form two slightly different views. The brain fuses those views to create a sense of depth or stereoscopic display.

VR applications replicate that phenomenon with a pair of exact images from two different perspectives. Instead of a single image covering the entire screen, it shows two identical pictures made to offset the view for each eye. VR technology fools the viewer's brain into perceiving a sense of depth and accept the illusion of a multi-dimensional image.

What Technology Does Virtual Reality Use?

VR technology commonly consists of headsets and accessories such as controllers and motion trackers. Driven by proprietary downloadable apps or web-based VR, the technology is accessible via a web browser.

What Hardware Does Virtual Reality Use?

Virtual reality hardware includes sensory accessories such as controllers, as well as headsets, hand trackers, treadmills and, for creators, 3D cameras.

VR Headsets

A VR headset is a head-mounted device, such as goggles. A VR headset is a visual screen or display. Headsets often include state-of-the-art sound, eye or head motion-tracking sensors or cameras.

There are three main types of headsets:

PC-Based VR Headsets: PC headsets tend to be the highest-priced devices because they offer the most immersive experiences. These headsets are usually cable-tethered from the headset and powered by external hardware. The dedicated display, built-in motion sensors and an external camera tracker offer high-quality sound and image and head tracking for greater realism.

Standalone VR Headsets: All-in-one or standalone VR headsets are wireless, integrated pieces of hardware, such as tablets or phones. Wireless VR headsets are not always standalone. Some systems transmit information wirelessly from consoles or PCs in proximity, and others use wired packs carried in a pocket or clipped to clothing.

Mobile Headsets: These shell devices use lenses that cover a smartphone. The lenses separate the screen to create a stereoscopic image that transforms a smartphone into a VR device. Mobile headsets are relatively inexpensive. Wires are not needed because the phone does the processing. Phones don't offer the best visual experiences and are underpowered by game console- or PC-based VR. They provide no positional tracking. The generated environment displays from a single point, and it is not possible to look around objects in a scene.

VR Accessories

VR accessories are hardware products that facilitate VR technology. New devices are always in development to improve the immersive experience. Today's accessories include the 3D mouse, optical trackers, wired gloves, motion controllers, bodysuits, treadmills, and even smelling devices.

These are some of the accessories used today in VR:

3D Mouse: A 3D mouse is a control and pointing device designed for movement in virtual 3D spaces. 3D mice employ several methods to control 3D movement and 2D pointing, including accelerometers, multi-axis sensors, IR sensors and lights.

Optical Trackers: Visual devices monitors the user's position. The most common method for VR systems is to use one or multiple fixed video cameras to follow the tracked object or person.

Wired Gloves: This type of device, worn on the hands, is also known as cyber gloves or data gloves. Various sensor technologies capture physical movement data. Like an inertial or magnetic tracking device, a motion tracker attaches to capture the glove's rotation and global position data. The glove software interprets movement. High-end versions provide haptic feedback or tactile stimulation, allowing a wired glove to be an output device.

Motion Controllers: These accessories allow users to act in mixed reality. Controllers allow for fine-grained interaction with digital objects because they have a precise position in space.

Omnidirectional Treadmills (ODTs): This accessory machine gives users the ability to move in any direction physically. ODTs allow users to move freely for a fully immersive experience in VR environments.

Smelling Devices: Smell devices are one of the newer accessories in the VR world. Vaqso, a Tokyo-based company, offers a headset attachment that emits odors to convey the size and shape of a candy bar. The fan-equipped device holds several different smells that can change intensity based on the screen action.

What Software Does Virtual Reality Use?

Developers use various software to build VR. They include VR software development kits, visualization software, content management, game engines, social platforms, and training simulators.

VR Content Management Systems Software: Companies use this workplace tool to collect, store and analyze VR content in a centralized location.

VR Game Engine Software: Developers use the tools to create a VR video game experience.

VR Software Development Kit (SDK): SDKs offer a base to design, build and test VR experiences.

VR Social Platforms Software: Users collaborate from remote locations in VR with these tools.

VR Training Simulator Software: This software works for almost any industry for employee training in immersive environments.

VR Visualization Software: Users experience aggregated data in a virtual environment. to fully understand what data means.

Non-Headset VR

Napster's Trudgian points out another software technology that may someday disrupt headsets as a standard in VR: "Non-headset VR is coming, as demonstrated by the likes of Spatial, VRChat and RecRoom.
"These apps allow users or players without headsets to connect to the same environment and interact with one another. Adding support for non-headset users serves virtual worlds well by adding a user base on universally accessible devices and platforms. In theory, if a virtual world is not reliant on headset-only users, it can expand in size tremendously; the amount of people who have access to a web browser or smartphone is far greater than that of any headset."

Importance of Audio in Virtual Reality

VR strives to emulate reality, so audio is vital role to creating credible experiences. Audio and visuals work together to add presence and space to the environment. Audio cues are also crucial for guiding users through their digital experience.

Convincing VR applications require more than graphics alone. Hearing and vision are also central to a person's perception of space. People react more rapidly to audio cues than to visual indicators. To produce truly immersive virtual reality experiences, precise environmental noise and sounds as well as accurate spatial characteristics are required.

Binaural or Spatial Audio in Virtual Reality Experience

People hear in three dimensions. They can discern the direction sound comes from and the rough distance from the sound source. Simulation of aural sense delivers a more authentic multi-dimensional experience and is known as biaural or spatial audio.

Biaural or spatial audio emulates how human hearing functions. People have ears on both sides of the head and our brains adjust the sound accordingly. Sounds emanating from the right of the head reach the user's ear with a time delay, and vice versa. We, therefore, perceive sound as if positioned at a specific point in three-dimensional space.

Binaural and spatial audio lend a powerful sense of presence to any virtual world. To experience the binaural audio elements that comprise a VR experience, put on your best headphones and play around with this audio infographic published by The Verge.

VR Technology Coming Soon

Anat Baron, a Futurist , notes, "We are moving to a post-mobile world, meaning fewer consoles and handheld devices and more wearables. In five to ten years, today's headsets will look like first-generation cell phones or boxy CRT TVs.

"This change will be driven by the significant opportunity ahead of a VR creator economy. New tools created for developers and anyone interested in creating VR content are necessary. Remember when YouTube started? Most people weren't making and sharing videos, and now anyone can quickly become a video creator."

"Today, most people don't have a VR headset. Once the hardware is simplified and usage is more widespread, we'll see the same phenomenon. Eventually, wearables like smart glasses of some type will replace smartphones. These wearables will allow even more uses for both VR and AR because users won't need specialized hardware but will take advantage of the same device they use to communicate, search and interact with the world around them."

"VR will provide creators and storytellers the unique ability to put users in other people's shoes. This empathetic process has business implications for corporate training, especially in support of diversity, equity and inclusion."

How Virtual Reality Applications Are Used Today

VR technology is associated with gaming, but it is used to support sales, facilitate learning, simulate travel, communicate, and more. Due to the pandemic, remote work, social interaction and virtual travel have increased VR use.

Virtual Reality Use Case Examples

VR has impacted businesses ranging from medicine to tourism and is a cornerstone of many corporate digital transformation strategies. For example, according to a November 2020 Statista report estimates for business investments in the U.S. industrial maintenance and training are forecast to hit $4.1 billion in 2024.

Futurist Baron says: "There will be significant opportunities for businesses to use VR both within their companies and with potential and existing customers."

Baron offers her insights into these top use cases:

Training: One of the most obvious is the use of VR in employee training. While this currently requires the use of a headset, it can also be done onsite or at home. The ability to put an employee in other people's shoes (whether those of a co-worker or customer) delivers a unique experience that isn't feasible otherwise. As the technology improves, this will become a valuable tool in all corporate training, including situations that require complex decision-making. VR makes sense in education. Imagine an immersive experience in history or science, for example. As technology progresses and our attention spans decrease, we will continue to expect well-rounded experiences when learning anything new.

Travel: Hotels can take you inside their property, so you know what to expect. VR can be beneficial for high-end travel (e.g., honeymoons or luxury resorts). For the user, they'd see (and feel) the location from their perspective instead of watching an online video or looking at 2D photos.

Real Estate: Developers can move beyond 3D models to simulate life inside their new development. VR would work both for homes and commercial spaces. Also, co-working spaces can use VR to put the prospective tenant inside the space before you join.

Healthcare: There are many uses for healthcare practitioners, researchers and patients. Imagine using VR to help patients with disorders such as anxiety or anorexia. It would be invaluable in medical school to help students learn how to deal with situations that may arise when they become doctors (empathy training, for example). VR is already in use for surgical training.

Retail: Retailers can help potential consumers put themselves in situations where they can "try on" clothes or objects and get a sense of how they interact with an environment. For example, a bride-to-be could try a wedding dress and place it in an actual wedding environment. VR is different from AR, where you stay in your current reality.

Military: VR is already a valuable tool in simulations for combat, confrontations and the like. It can replace expensive and sometimes dangerous real-life exercises. The ability to change scenarios makes it attractive for all branches of the military and the defense industry.

Entertainment: The ability to provide immersive experiences will transform entertainment. Gaming and Hollywood will increasingly provide users and viewers with the ability to go from passive to active. Consumers will interact with stories in a highly personalized way (should they wish to). The ability to choose your own POV in a game or movie will continue to provide new forms of engagement.

Other use cases include:

Architecture: VR can render different levels of detail that are important in early-stage design. Architects can create an immersive experience to visualize massing and spatial relationships. Other uses can show how light will affect the proposed space, based on window placement.

Art: VR as a tool for fine art is a staple for artists who aim to push limits. Multimedia artists all over the world are already deeply involved in immersive experiential art forms. Laurie Anderson, a pioneer since the 1970s, was awarded the 74th Venice International Film Festival for her work, The Chalkroom.

Aviation: Realistic cockpits with VR technology are used to train commercial pilots in training programs incorporating live instruction with virtual flight.

Aerospace: Lockheed Martin builds its F-35 plane with virtual reality technology. In addition to design, engineers now use VR glasses to inspect planes. VR enables engineers to work with up to 96 percent accuracy at a 30 percent faster rate.

Conference Rooms: Users equip themselves with a headset that simulates a meeting room, complete with colleagues and furniture. Motion tracking, combined with digital avatars, allows users to control their digital selves and employ gestures. Even those without headsets use webcam video feeds superimposed on the virtual conference room.

Data Visualization: Engineering and scientific data visualization have profited for years from VR. New display technology has aroused interest in everything from weather models to molecular visualization.

Dining: Project Nourished replicates eating by manipulating taste, smell, vision, sound, and touch. People experience the virtual as a gourmet meal. The process uses a VR headset, an aroma diffuser, a system that emulates chewing sounds, a rotating utensil and tasteless, 3D-printed food. The project aims to maximize the practical and therapeutic qualities of beverages, medicine and food while limiting natural resource use.

Education: The use of traditional instruction mediums and textbooks is often ineffective for students with special needs. With the introduction of VR, students have become more responsive and engaged. At Charlton Park Academy in London, teachers use immersive technology to address their students' unique needs better.

Fashion: You can find Dior's VR store on its French website. The brand offers shoppers a 3D, 360-degree e-commerce experience. Users virtually browse the store's offerings, zoom in on preferred items and purchase them online.

Gaming: Say "virtual reality," and gaming is the application people think of first. According to the Entertainment Software Association figures reported in March 2020, 73 percent of the 169 million gamers in the U.S. reported owning a gamin console, while 29 percent said they had a VR capable system.

Manufacturing: Designers and engineers easily experiment with the build and look of vehicles before commissioning expensive prototypes with VR. Brands such as Jaguar and BMW use the technology for early design and engineering reviews. Virtual reality saves the car industry millions by reducing the number of prototypes built per vehicle line.

Journalism: Immersive journalism allows the first-person experience of events or situations described in documentary films and news reports. The Weather Channel uses mixed reality to help communicate everything from wildfires to tornados to flooding.

Law Enforcement: With the advent of VR goggles, virtual reality training has been a boon for law enforcement training. Incident training is realistic and helps prepare officers for everyday situations.

Marketing and Advertising: Virtual reality for marketing allows organizations to bridge the gap between experience and action. VR changes the dynamic between consumers and brands since people seek VR experiences, such as those of Toms Shoes and The North Face.

Museums: Through a mobile phone, projector, headset or web browser, visitors experience locations that would have been unreachable in the recent past. At the National Museum of Natural History in Paris, a permanent VR installation allows visitors to explore different animal species and their links. The exhibit simulates real experiences of interacting or observing animals in their natural habitats.

Religion: There's even an app to experience God. Believe VR and The Virtual Reality Church make it possible for people to worship in depth wherever they are. VR Church became extremely popular during pandemic shutdowns.

Social Media: VR allows people to make connections in a more meaningful way. VRChat gives the power of creation to its community with a wide selection of social VR experiences. Users can hang out, play and chat with spatialized 3D audio, multiplayer VR games, virtual space stations, and expressive lip-synced avatars.

Sports: VR is a training aid in many sports such as cycling, skiing, golf and gymnastics. At least three college programs-Auburn University, Vanderbilt University and the University of Arkansas-and multiple NFL teams use virtual reality systems.

Major Players in Virtual Reality and Latest Entries: Oculus, HTC, Sony and Valve

VR is always improving due to technology refinements, and the latest "category killers" change rapidly. Top-of-the-pack players include ongoing favorites from Oculus, HTC, Sony and Valve.

Top VR Headsets for 2021

Top Mobile VR Headsets for 2021

Benefits of Virtual Reality

VR benefits many industries with its user engagement. VR is an excellent vehicle for training, conferencing, convenience, and communication.

Here are some of the benefits of VR:

Practical Training: VR is a safe way to simulate dangerous situations for training purposes. Firefighters, pilots, astronauts and police can learn in a controlled environment before going into the field. Immersive experience narrows timeframes so trainees can more quickly become professionals.

Engagement and Connection: VR is an engaging and entertaining experience for its users.

Convenient Conferences: Virtual meetings save time and money, yet help maintain a sense of collegiality.

"Tryout" Capability: Shoppers's remorse may become a thing of the past with VR. You can use virtual reality to furnish your home, test-drive a car or try on wedding bands without leaving home.

Challenges of Virtual Reality

VR has some disadvantages despite its appealing sense of engagement, including technical issues, the potential for addiction, loss of human connection, and expense. It's possible to mitigate some problems, but others are a fixed part of the VR experience.

Here are some VR disadvantages:

Addiction: Some people become addicted to the VR experience in gaming and social media applications. People can assume different identifies, which can be addictive and cause social, psychological and biological issues.

Health Problems: Extensive use of VR can create a loss of spatial awareness, nausea, dizziness, disorientation and nausea, also known as simulator sickness.

Screen Door Effect: When you use a headset, the display is within inches of your eyes. That means you see pixels or the spaces between them, no matter how excellent the display resolution may be. This mesh-like effect can irritate some users. Newer headsets have improved but not eliminated the issue.

Loss of Human Connections: When you rely on virtual connections rather than real-life social interactions, trouble may result. Over-reliance on VR can lead to disassociation or depression.

Training Doesn't Translate in the Real World: People trained in virtual reality may do well in the app or platform but can't perform to the necessary standard in real-world situations.

Expense: While prices are coming down, VR systems are not affordable for everyone.

The Future of VR in Business

Businesses differentiate themselves through technological hybrids to interest consumers in innovations, mainly through VR and AR applications. Nowhere is this more evident than in shopping and retail.

Virtual reality in retail is still in its infancy. According to a 2018 VR in Retail and Marketing report from ABI Research, VR technology in the retail and marketing sectors are on track to generate $1.8 billion by 2022. Virtual reality in retail helps vendors plan, design, research and engage customers. The technology offers companies a strong competitive advantage by keeping up to date with current patterns and trends, like 3D eCommerce.

3D Cloud Powers Retail with a VR Experience that Delights Buyers

If you have been looking to add VR to your in-store customer shopping experience but didn't know where to start, we can help. 3D Cloud by Marxent's Virtual Reality shopping solution offers white-glove service and an easy turnkey implementation informed by years of experience and hundreds of VR installations. Our unique Virtual Reality approach pairs the easy-to-use 3D Cloud-powered 3D Room Planner with a Virtual Reality experience that wows customers, supercharges sales, and slashes returns.

After creating a custom floor plan, shoppers can explore the space they built in VR mode with our 360° Panoramas that render in under two minutes. Featuring unmatched industry realism, 360° Panoramas build customer confidence and can be used for designer presentations, social media marketing, or a website gallery.

We invite you to view our VR Shopping Video.

Request a demo to learn more today.

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Virtual Reality Defined & Use Cases | 3D Cloud by Marxent

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Learn the latest about how VR works, the best technologies in 2021 and real-life examples of VR use cases in more than 25 industries.

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(Pocket-lint) - Virtual reality, or VR, is the latest buzzword in the wonderful world of technology. Don't be fooled into thinking it is a new technology though, it isn't, but that's not to say it isn't something to get excited about.

For those who are wondering what on earth VR is and why you should be getting your knickers or pants in a twist over it, you've come to the right place.

We are about to tell you what virtual reality is, how it works and what devices there are currently out there using this wonderful technology that you should make it your business to know about.

First things first, you're going to need to know what VR actually is. The clue is in the name - it's the experience of a world that doesn't actually exist. We aren't talking about getting yourself lost in a book or daydreaming about a photo or painting however, even if these technically are also experiencing some sort of virtual reality.

The virtual reality we are talking about is one created by computers that allows you to experience and interact with a 3D world that isn't real by putting on a head-mounted display and some form of input tracking. The display will typically be split between your eyes, creating a stereoscopic 3D effect with stereo sound, and together with the technology and the input tracking, it will create an immersive, believable experience, allowing you to explore the virtual world being generated by the computer.

VR will make you feel like you are there mentally and physically. You turn your head and the world turns with you so the illusion created by whatever world you are in is never lost.

Watch a film in the cinema and the split-second fear you might feel when a devastating earthquake happens on screen will very quickly disappear if you turn your head to see the person next to you munching away on their popcorn. Films and books take you to different fictional worlds, but they are not worlds you change based on your actions.

There are various kinds of virtual reality from fully immersive and non-immersive to collaborative and web-based. The VR everyone is excited about is the fully-immersive variation because this is the explorable and interactive 3D computer-created world that can take you to places reality might not allow for, be that walking on Mars or driving around the mountains in a sports car.

VR as we know it today has been kicking around for decades. To give you an idea, the first head-mounted display wasn't an Oculus Rift, even though this is the device that arguably drove the VR renaissance, it was a device called Headsight that was created in the 1960s. But there were non-digital predecessors, all the way from 360-degree paintings that had the same aim: to take your experience to another place. VR is the wise guy in tech and not just because it is old.

The technology has been used for all sorts of things over its 200 years from science and medicine to training pilots and helping architects present their latest skyscraper, allowing people to experience walking through it before a brick has been laid.

Yes, the current focus might be largely on gaming, but that's not all that VR is good for. VR has plenty of applications and this is only likely to expand as the technology develops further.

The virtual reality we have been referring to in this feature typically requires some form of a head-mounted display, a computer, smartphone or console that creates the 3D world and some form of input tracking, which could be hand tracking, voice or head.

There are currently a number of head-mounted displays all using this set-up including Oculus Rift, which is the system Facebook bought in a deal worth $2 billion in 2014, HTC Vive, Sony PlayStation VR and more besides.

As we mentioned, some of the VR devices contain a display, splitting the feed for each eye. In these cases, a cable (usually HDMI) will transfer the video from your PC or console to the screen(s) in front of your eyes. Other more affordable VR devices make use of your smartphone to display VR content. There are also standalone, wire-free devices appearing like the Oculus Go and the newer Oculus Quest which offer entry to mid-level VR experiences without the need for an expensive smartphone or gaming PC to power them.

That's only part of the story though as there is plenty more that goes into creating the fully immersive experience many companies in this field are aiming for. For example, there are lenses for reshaping images into a stereoscopic 3D image, while 100 or 110-degree field of views are on board to ensure whichever way you look, the world created follows you. A high frame rate (minimum of 60fps) is also important to ensure the world reacts as it would in reality in order for the illusion to remain intact.

In terms of input tracking, there are several variations, all of which contribute to creating this fully-immersive world, whether that's individually or in a combination of forms. Different devices use different components in order to achieve this, ranging from sensors and LEDs to wireless controllers.

For example, Sony PlayStation VR offers 360-degree head tracking by monitoring signals from the nine LED lights around the headset with a PS4 camera. When it comes to head tracking, low latency is a must to ensure there is minimal lag between you turning your head and the world you're experiencing responding. Some devices are better at this than others, with Oculus Rift being one of the better models.

The latest and greatest Oculus headset - the Oculus Rift S - has a lot of the tracking built into the device itself, with five different sensors used to track the movement of your body and the controllers within the VR space.

Motion tracking has been seen in a variety of forms from smart gloves to the likes of Oculus Touch, Valve's Lighthouse and HTC's controllers for its Vive headset. Each of these things work slightly differently but the idea is to ensure you feel as though you are using your hands during your experience. We won't go into the ins and outs, but a plethora of sensors are involved, as well as lasers emitted from base stations in some cases, all of which helps with the detection the precise position of your head and hands.

Accurate tracking of headset and hand movements also incorporates something called six degrees of freedom (6DoF) tracking. This allows the tech to monitor your movement within the real world and translate that into the virtual game world accurately. This tracking ensures that any movement you make - backwards, forwards, up and down and side to side is tracked properly to ensure the most immersive experience. For some of the more intense games where physical actions are a big part of the game this tracking is essential. VR boxing is a perfect example as the virtual reality headset needs to see when you duck to avoid a punch or swing your own to in return.

In terms of the most popular head-mounted displays that are currently being talked about, that's pretty much all that's involved. But there are other things that could add to the VR experience. One of them is eye tracking. The benefit of eye tracking would be to deliver a more realistic depth of field, resulting in a more true-to-reality experience.

This sort of enhancement is already starting to come to market. The HTC Vive Pro Eye, for example, has eye-tracking built-in and allows you to do things like control menus and interact with the virtual world with just the movement of your eye.

Another is hand tracking. Companies are working on new devices to allow for accurate tracking of hand and finger movement within games. This tech could remove the need for controllers in the future and lead to much more immersive gaming experiences. Leap Motion is one such gadget that can be purchased as an upgrade for the HTC Vive. It's in the early stages but shows the powerful potential of future technology.

Being able to see your hands and watched them being accurately tracked within a VR environment is something pretty special. There are other technologies being developed to make that experience more tactile too. When you can see and feel what you're interacting with, the experiences will become all the more real.

These sort of improvements are also being built into the latest and greatest flagship headsets. The Valve Index, for example, has new and improved controllers that allow a more natural grip while playing and allow games to track each of your fingers. It's also built with an expansion slot where future upgrades could be mounted - including something like the Leap Motion controller for controller-free finger tracking.

VR is constantly changing and improving. We're seeing the prices of headsets falling and even the advent of new headsets being released. Technology improvements like wireless adapters and standalone VR headsets is making the technology more and more accessible. As the technology improves, more game developers are getting involved too. Meaning there are more games to play and more to get excited about.

Alongside VR, both Augmented Reality and Mixed Reality technologies are coming on in leaps and bounds. These provide interesting access to content that might even make its way into the workplace too. The future is certainly going to be interesting.

Writing by Britta O'Boyle and Adrian Willings.

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(Pocket-lint) - Virtual reality, or VR, is the latest buzzword in the wonderful world of technology. Don't be fooled into thinking it is a new technology though, it isn't, but that's not to say it isn't something to get excited about.

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10 Ways Virtual Reality Will Change Life in the Future

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10 Ways Virtual Reality Will Change Life in the Future

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Council Post: 10 Ways VR Will Change Life In The Near Future

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Virtual worlds will be popping up all over the place soon.

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Virtual Reality Improves Education in Classrooms

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Virtual Reality Improves Education in Classrooms

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I like honesty and the brutal truth. I don't like sugar-coating issues. The Education System in America is broken... and I think new technology can help solve the problem. I only mention America because it is the country I was born in, went to school in, and currently live in. I can't speak for other countries but I assume the situation is the same.

It's important to recognize the problem so it can be addressed and fixed for the sake of the future of the world. It seems as if everything in this world is always changing, improving, updating except for schools. What people in 1900 thought the year 2000 would look like. Many factors and reasons affect this issue. More than likely this is because the government doesn't innovate or even work properly.

Start your free trial of Viar360!

I'm not here to talk about that though. My name is Mark Metry and I am the founder of VU Dream. My company is a Global VR Acceleration Network trying to push the message of virtual reality forward. When I first became aware of virtual reality and its potential to help people I was baffled. I immediately thought "this technology needs to get in the hands of everyone."One program my company runs is "Education VR." Education VR is VU Dream's Initiative to improve and add Virtual Reality to the Education System. Students need to know there are more ways to learn than writing things down or memorizing.

Virtual reality education is a superior experience

One of the best tools teachers can utilize in the classroom is the immersive experience that Virtual Reality has to offer. It's reported that classrooms using VR showed:

100% Increase in Student Attention

30% Increase in Test Scores

95% of Students say VR improved their learning experience

Last month, Kingston University opened a VR & AR training center with many other schools following the same path. The following excerpt is from Enyota Learning about VR in Classrooms.

"However, things changed when Google launched its Pioneer Expeditions in the third quarter last year. The Expeditions kit was self-contained and had everything that a virtual reality field trip needed. It had Asus smartphones, a tablet for the guided tour, and VR glasses made of cardboard. What made Google Expedition a game-changer in education was the fact that it needed no internet connection to operate. The Expeditions team had worked with many teachers and content partners to over 100+ engaging journeys."

"With Expeditions, teachers were able to take their students to places where school buses cannot go for a field trip... whether it was the Pyramids of Gaza or the Coral Reefs at the bottom of the ocean to the Great Wall of China to the planet Mars! The Google Cardboard viewers or Mattel View-Masters turned any smartphone into a virtual reality headset. The incredible rise of smartphone adoption has further fueled the virtual reality revolution giving it the push required to influence a pedagogical shift in the field of education and learning."

Make classrooms fun again

Virtual Reality offers a fun and unique way to learn about any subject. Textbooks, videos and even the internet are old school. Students have the capability to experience history, science and other subjects as if they were there. Students can perform hands-on virtual exercises with extra devices like the Leap Motion sensor controller. VR does not only benefit students but it also has advantages for the workplace. This technology has the capability of providing educational training to professionals such as Doctors, Surgeons, Dentists, Teachers and more.

Additionally, Virtual Reality has the ability for Universities and Colleges to create virtual tours. This creates an advantage for School and students who seek attendance there by getting a glimpse of the University lifestyle. Education and VR go hand in hand. Technology continues to improve and augment tools into our lives for the better.

Looking to create your own educational Virtual Reality Experiences?

This is a guest post article by Mark Metry from VU Dream. Find him on Twitter at @markmetry

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﻿Virtual Reality Improves Education in Classrooms - Viar360

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I like honesty and the brutal truth. I don't like sugar-coating issues. The Education System in America is broken... and I think new technology can help solve the problem. I only mention America because it is the country I was born in, went to school in, and currently live in.

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One of my favorite apps to use in my classroom is Blooket. Blooket is a web-based quiz game platform for group competition or solo study. Quizzes can be re-themed using a variety of "game modes" that offer unique visual themes and gameplay types, turning quizzes into competitive experiences similar to games students might play on their phones for fun. Like other quizzing tools, teachers create question sets and then launch games. There are also games that have already been made that can be discovered through the website's search engine. Students join with a code and then answer questions in real time with their devices. Students can participate in teams or individually, and the participant with the fastest correct answer wins.

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BLOOKET TUTORIAL for Teachers | Blooket Review Game Beginner Tutorial

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I use Flocabulary regularly in my ELA and Social Studies classroom. Flocabulary is a website with hundreds of educational hip-hop videos and supplemental activities for students in grades K–12. Flocabulary covers math, vocabulary, language arts, social studies, and science. Lessons contain music videos and clickable lyrics that can be played at three different speeds. After viewing these as a class or independently, students can complete the accompanying games, quizzes, reading passages, and more, depending on the plan purchased. The individual teacher subscription (which is required after a 30-day free trial) gives access to the videos, lessons, activities, and Common Core State Standards (CCSS) correlations, and the videos present content through a diverse, equitable, and inclusive lens. The full whole-school plan includes quite a bit more, including a teacher dashboard and assignable, automatically scored quizzes. It is easy to assign through Google Classroom and the students enjoy singing the songs and I like to refer back to them during lessons.

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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35 of the BEST Educational Apps for Teachers (Updated 2022)

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35 of the BEST Educational Apps for Teachers (Updated 2022)

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There are so many different educational apps for students out there, and because we have such busy schedules, it can be a bit of a gamble choosing the right ones, especially as they can sometimes take a while to set up with all of our classes.

This has certainly been the case for me; I start the year intending to break out all the bells and whistles, but I end up getting bogged down in the everyday running of my classes and the thought of investing time in researching apps and getting them set up seems too bigger task.

In this post, I review 35 of the most popular and innovative teacher apps. They are not ranked in any order.

Which ones will you be using?

I have arranged the educational apps reviews into the following sections:

Classroom Management Classroom Apps For Teachers

1. Google Classroom

Google Classroom is excellent.

I have been using it for a couple of years now and it has revolutionized my teaching.
It pulls together all of the G-Suite apps (Docs, Slides, Sheets and Draw).
Teachers can create assignments and announcements for individual classes. They can attach worksheets slideshows or weblinks (along with many other things) and set deadlines.

The work can be marked/graded and returned to students for further work.

When a student completes work it gets saved automatically to their Google Classroom class folders in their Google Drive (these are set up automatically). All work is saved securely. Students may submit class comments that are viewable to all students and teachers assigned to that "Classroom", this leads to collaborative working.

Students may also submit private comments to their teachers if they require assistance and don't want to share their questions with the rest of the students.

For further reading, I have written an entire review post; The Definitive Google Classroom Review. 2020 Update, it breaks down in detail, from my own experiences, everything Google Classroom can do.

2. Apple Classroom

Whilst the name " Apple Classroom " suggests a similar app to Google Classroom the two are vastly different.
Apple Classroom is an iOS and macOS app that is a student monitoring solution.
If you have Apple devices in your school or class then this app is fantastic, it allows teachers to monitor what students are doing on their Apple devices. You can see what they are doing and see what other apps they have open (handy for those sneaky game players!) but that's not all, you can actually control their device! It's great for behavior management.

On the surface, this seems like a simple app to dictate what students are doing but it is way more. You can open apps or web pages on all devices and lock them so they can only see what you are controlling, an excellent idea for guided lessons.

Although only available on Apple devices it is a great tool with huge scope for use in the classroom.

iDoceo is fantastic if you use an iPad to manage your classes at school.
I have used it for several years and would be lost without it!
However, it is only available on iPads. It is a planner, diary, schedule and grade-book, it also contains seating plan configuration tools (including my favorite...the randomizer!)

You can create classes and import class data from other sources. One of the best features of iDoceo is that you can add files and resources to any of your classes bulletin boards and send individual and bulk emails to your students.

It is a great app and will definitely make your life easier. At present, it costs $11.99 in the US and £11.99 in UK.

Vivi is awesome! It is a wireless presentation and screen mirroring tool (it allows all students and teachers to see the same screen on their devices).

Students and teachers can annotate and save content in real-time. It can be used by all devices (so no worry about whether students have Apple, Microsoft or Android etc. devices).

It requires a Blue box to be plugged in your classroom which allows you to be free to move around the class untethered! It is quite costly (about US$300 or £230) so in my opinion its a solution that needs to be bought by your school.

However, if you do get them in your school I'm sure you will love them.
All your students need to use Flipgrid is a device with a camera.
Basically, students can record video responses to topics or questions you set. in this day and age, students spend huge amounts of time on social media, this app allows that ethos to be bought into the classroom and hopefully this fervour to translate into classroom engagement.

It also has the benefit of allowing those students who are less likely to contribute to the class discussion to weigh in and have a voice; we all have those students that give epic responses when spoken to one to one but never feel able to share them openly with the class. Flipgrid eliminates this!

Students can respond to homework questions or explain more complex ideas in a visual way.

They can even post YouTube-style reviews on books, videos watched in class or even get their feedback and what they've learnt from a particular lesson.

I've seen it used by students recording news reporter style videos, which was pretty cool.

6. ClassDojo

When doing the research for this article, ClassDojo was suggested by my subscribers and Instagram followers more than any other.

In short, it is a classroom behavior management reward system. Students receive +1 or-1 behavior points but unlike other behavior management systems that focus on nondescript gold stars, ClassDojo allows the emphasis to be based on positive feedback with teachers being able to create their own targeted behaviors.
Class Dojo creates reports that can be shared with students and/or parents publicly or privately.
Each student has an avatar of a little monster (very apt in some cases!) which keeps the app rather fun.

Seesaw is another app that helps keep parents in the loop.

As we all know collaboration between home and school is essential in education. Seesaw is an online portfolio where students can upload their best work to share with their parents and teachers can add examples of students strengths and areas of development.

I see this as a valuable tool for parent-teacher meetings, it could also help parents from feeling excluded from their child's learning, thus reducing the time teachers spend in contact with parents as all the work will be there for them to see.

Remind is another parent contact app with a very good added extra.

It allows you to communicate with students and their parents beyond the classroom, the added extra is that your messages can be translated into over 70 languages, totally eliminating the isolation felt by parents for whom English is not their first language.
You can make class announcements, group chats, or contact individuals privately through the app.
9. Classtree

Classtree is similar to Remind but goes a little further.

It connects teachers, students and parents but acts a little like a social media platform in that you can post photos and documents (like classwork) and the parents, student and teacher in question can "like" and comment on them.
Users get instant notifications (like social media) and teachers and parents can communicate through a chat function.
An added benefit of Classtree is that you can attach consent forms for field trips and get them signed, returned and downloaded through the app.

That one gets a big "like" from me!

10. Google Hangouts

Essentially Google Hangouts is a messaging app but with a whole lot more built-in.

The obvious uses are easy communication with parents, students and other teachers (especially good if you need another teacher or leader to come and collect a student needing to be removed!) however so much more can be done with it.

Google Hangouts allows you to record and save video footage (for instance a visiting speaker that not all students/teachers can get to see) and then send it whoever needs to see it.

You can create groups (e.g. classes) for students to allow them to study for a test together, virtually.

I have even used it for flipped homework; I sent a video I wanted students to debate for homework. In our next lesson, we looked at the conversation the students had and discussed the points raised.

Dropbox has been around a while and is an excellent alternative to Google Drive.
Where Google Drive allows you to create and edit G Suite files, DropBox lets you create and edit Microsoft Office files.
Storing all your teaching files remotely saves you carrying all sorts of drives around with you and the ability to share files with students means you don't have to fill their inbox with huge attachments.

The basic free account gets you 500Mb of storage but my top tip is if you use their referral scheme to invite your students, you get extra storage when they sign up, which they will need to do if you are going to use it for your classes. Win!

Trello is basically an advanced to-do list app with the potential to be very useful for you and your students.

It syncs via a cloud across all devices so they will never be without their work schedule.

You can create multiple lists of tasks to be done. You can upload images assign tasks to other students in a group (particularly useful when students are doing a group project). You or your students can share todo lists to work through together.

I have been using it daily for a couple of years. for work, home and running this website. It helps me keep me organized (rather than having lots of crumpled bits of paper in my pockets which invariably get lost...resulting in missing deadlines!

Edmodo works in a similar but simpler way to Google Classroom in that teachers can post assignments, messages, polls and quizzes to students.

Students, in turn, can submit their work and receive grades.

14. Classcraft

Classcraft has me super excited.
It's a totally nerdy version of a classroom and behavior management reward and sanction system.
It takes all those elements and turns it into a game similar to World of Warcraft. Students "play" in teams and gain XP (experience points) for positive behaviors and lose HP (health points) for negative behavior.

I used this last year when I had a year/grade 7 tutor group and it worked wonderfully for engagement.

I have included a video from the developers as they can explain it more clearly than I can.

Learning and Assessment Classroom Apps For Teachers

Freckle is great! It can be used for practice and reinforcement of ideas but also contains valuable opportunities for engagement; A click from the dashboard takes you to videos and lessons from YouTube, Khan Academy and LearnZillion.
Students can complete activities of work independently and earn coins to spend in the "piggy store".
There a large amount of customizable, printable worksheets in many subject areas. It is a great all-round app for use mainly with younger students in my opinion.

Prodigy is a math game and is very engaging for students, I have seen whole classes get very competitive and work a such a fast and thorough rate through the quizzes, pitting their wits against other classes. Students need to create an account and need a parents email to sign up.

It is mainly aimed at practice rather than initial instruction, it gives excellent feedback for incorrect answers so really helps students of all abilities to show progress.

It is set in a fantasy world where students encounter monsters to battle (with their math skills!). As they defeat the monsters students earn coins, spells and other rewards.

It also has the benefit of allowing parents to track their child's progress.

17. Evernote

Essentially Evernote is a note-taking app and is great for brainstorming presentations and making lists.

You can create checklists, record audio notes, handwrite notes, attach files, drop links and create tables as well. It's great for creating and organizing all of your notes for every subject.
It is great for teachers and students alike.
18. Edulastic

Like other apps I have mentioned teachers can share assignments with their students but as students complete their tasks, teachers can differentiate follow up instructions on an individual basis.

Edulastic even works seamlessly with Google Classroom.

19. Quizalize

Quizalize can be used as a pre-assessment tool as well as for summative and formative assessments.

Students can design their own quizzes to challenge classmates and teachers can share the results of all quizzes with the class (there is a tool to hide anything that identifies the students when doing this).

It contains a multiple-choice mode and survey and self-reflection tools.

Teachers can create entire lessons on Nearpod or use one of a huge number of pre-made lessons (some are free, others chargeable).

You can even upload your PowerPoint lessons to Nearpod but the formatting can be a little off doing it this way but can easily be rectified in the Nearpod dashboard.

When teaching a Nearpod lesson, teachers share the lesson to the screen of all students and can play videos to each individual screen.

You can take polls or ask questions that students can respond to, the teacher gets all the answers individually and can share model answers to the screen of all students. It can take a little while to get prepared but the benefits far outweigh this minor inconvenience.

21. Formative

With Formative, teachers can create formative assessments that students can complete at their own pace and submit them on their device.

One brilliant feature is that it allows file uploads and video and audio to be embedded in the assessments.

You can even attach a Quizlet (see review below).

All data from the assessments can be gathered during or after the lessons to inform future lessons and to challenge misconceptions.

22. Plickers

Plickers is very accessible for ALL students as it doesn't require students to have a device at all!

Teachers set up their assessments on the Plickers website and create classes with the names of their student, they use the Plicker app on their phone to control the live quiz.

Each student is given a pre-printed card (a paper clicker...Plicker!). The is quiz projected on to the screen in the class. The students then hold up their "Plicker" and the teacher then scans the class with the camera tool on the app.

The app then records the student's responses and collates the scores on the projected screen.

This is great for introductions or end of lesson formative assessments. Plickers really builds engagement and students really enjoy the interactive quizzes.

23. Edpuzzle

Edpuzzle utilises any high-quality videos that can be uploaded from YouTube, TedTalks, Khan Academy etc.

They can be clipped to only show the portion that you want the use and you can record a voice-over of instructions for your students.

The best part of Edpuzzle is that it allows you to insert quizzes into the video for your students to do.

Edpuzzle is an excellent flipped lesson tool.

24. StudyBlue

StudyBlue utilizes flashcards but all wrapped up in an app. They can be viewed on any device by logging into your StudyBlue account.

Audio and Video can also be added to the flashcards. The Flashcards can then be shared with your students or students can share them with each other to help study or revise for tests.
A simple digital solution that like the original flashcards works fabulously!
Quiz Classroom Apps For Teachers

Quizizz provides a huge amount of ready-made quizzes for students to take (Teachers can also create their own).

Students answer the questions on their device and a leaderboard is generated on the main classroom screen.

Teachers get a report after the quiz where they can use the data to inform future lessons.

Quizizz can also be launched through Google Classroom, which is a neat feature.

Kahoot is very similar to Quizizz in the way it runs. It is the one that I personally use. It not only has educational quizzes but a vast amount of fun user-made quizzes too.

It is fantastic for formative assessment or just for end of term fun. I like to run a quiz in my class but also join it from my phone, this builds a huge level of engagement with all my students trying to beat me

(Tip: always practise the test at home first so your students have no chance of beating you!)

Gimkit is similar to Kahoot and Quizziz but supercharged.

It allows students to take quizzes in a similar fashion to the other two but unlike both Kahoot and Quizizz students answer questions independently earning "cash" for correct answers.

The quizzes are time-based or are by the amount of cash earned.

Teachers can create their own "kit" (quiz) or use a quizlet, it is VERY easy to set up.

A new feature just released is assignments that can be set in the same way as Google Classroom (In fact Gimkit quizzes can now be set in Google Classroom.

The first few kits you set up are free but after that, there is a monthly subscription, the reason for this is that it was created by high school students as a school project and therefore can't have advertising on there.

It is less than $10 a month and in my opinion well worth that amount.

Quizlet is another quiz app (shocking!) like Quizizz, Kahoot and Gimkit but it also has other tools built-in.

It has flashcards and games. Again, you can make your own resources or use ones that are already made by other users.

As we have seen in a few of the above reviews, you can embed a Quizlet into some other apps, making Quizlet a very versatile tool for the classroom.

Augmented Reality Classroom Apps For Teachers

Augmented reality is changing the face of classroom apps for teachers, they can literally bring infinite possibilities into the classroom. I've tried to describe them in my reviews but I realized that it was tricky to adequately describe their depth with just words so I've included some YouTube clips so you can see how augmented reality works.

29. ChatterPix Kids

ChatterPix is great fun and has classroom applications for both students and teachers.

It allows the user to animate pictures from your device and make them say anything you want them to.

Students could use it to present work they've done on a historical figure or teachers could use it as a great hook to introduce a topic or to challenge common misconceptions.

30. Curiscope Virtuali-tee

This one was actually shown to me by one of my year 8 students (who's mum is an anatomy professor at a local university).

As a Science teacher, I find this app super useful in the classroom but it is also amazing for bringing awe and wonder to younger children too.

It has huge learning potential!

You have to buy a curiscope t-shirt for the app to work but the cost is by far outweighed by the benefit.

When you point the camera tool in the app at someone wearing the t-shirt (or the t-shirt on a hanger) you can see an augmented reality projection of the internal anatomy of the wearer! I

t also works with the camera on selfie mode to allow your students to look inside their own body!

It has clickable parts to the images and audio descriptions and videos that describe the functions of different organs.

There's also the option to explore with a VR headset but this doesn't work in selfie mode and it might be a challenge to persuade a friend to stand still for a long time unless you've both got t-shirts and headsets.

31. Green Screen

For years we've seen green screen technology in films and TV shows but now Green Screen gives you the same experience in your classroom!

The possibilities are endless!

You don't need expensive equipment or a dedicated green screen studio. Just the app and maybe a green curtain or plastic tablecloth (from a dollar/pound shop).
Put yourself or your students into space, at famous monuments or buildings around the world or even undersea!
32. Thinglink

The Thinglink app is amazing for so many classroom activities.

It is a web-based tool that lets you add text, video or web-links to a picture.

The interactive images you create can be shared on social media, links or can be embedded into a web page.

Like many of the other augmented reality apps in this review, the possibilities for classroom applications are endless!

33. Apple Clips

Where there is an opportunity for new tech ideas...you'll find an Apple version somewhere and while this isn't necessarily an augmented reality app it's close!

Apple clips has many possible uses in the classroom. I find it great for flipped learning and to introduce a lesson. It's also great for student project presentation work.

34. HP Reveal

HP Reveal (formerly called Aurasma) is an app that allows the user to create augmented reality triggers in textbooks, class posters or even school bulletin boards.

You take a picture of the "trigger" and add instructions, image or videos that pop up when a student scans that trigger with the app.

You could use a section from a textbook as a trigger that then brings up further learning opportunities when your students scan it.

You could use it on field trips (e.g. a museum) where students can scan areas of the museum that you have set up ahead of time to reveal the learning intentions that you want them to achieve.

35. Figment AR

I've saved the best augmented reality app (in my opinion) to last.

Figment AR allows you to completely manipulate the world around you.

Place animated 3D objects and creatures around you class or portals to different worlds. Add in stock images or videos to the portals or ones you have taken yourself.

No longer does your classroom just have 4 walls and a door, you can now take a journey anywhere in the world and beyond. I have been using this one a lot this year!

Which Educational Apps You Use?

I'm sure that you have some good ideas for what educational apps for students you could use in your lessons now.

From the research I've done for this post I know I will be trying some new ones this year and I'm excited to do so.
Do you know any better ones?
If so, email me or comment below and I'll include your thoughts.

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Chosen App to Learn More About: ClassDojo

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Chosen App to Learn More About: ClassDojo

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After looking through multiple people’s Padlets, I chose an app that Regan Clement posted about: ClassDojo. After researching this app more, I found that ClassDojo is an online classroom management platform and app where teachers can record and track student behavior, facilitate classroom activities, curate student portfolios, and engage in school-to-home communication. Teachers can award or deduct points for customizable positive and negative behaviors. On the home-to-school side, parents or guardians can create accounts to see behavioral and academic progress as well as to message teachers. Teachers can also choose to share classroom events and photos, giving families a chance to feel more connected to the classroom.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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s educators, we can all appreciate the reality that resistance is a part of human nature. We can also be grateful for the lessons we can borrow from history to help teachers overcome modern-day classroom technophobia.

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"I have a great new program! Everyone will love it! It's game changing! A best practice! The best thing since sliced bread! It will change the world!" ... Aaaaaand the teachers show no interest. Can't they see how amazing this idea is? Why aren't they doing the new thing? Do I have to push and prod them? Am I not selling it right? Why can't I get teacher buy-in? Is something wrong with my idea? Is there something wrong with me?

If teachers aren't buying in to an initiative you are excited about, it doesn't necessarily mean it is going to fail or that it's not a great idea. However, when getting teacher buy-in is an enormous struggle, something about your idea or approach needs revising. Here are six questions to ask yourself if you are struggling to get teachers to get on board with a program, idea, or strategy you are excited about.

1. Did I ask teachers what they and their students need?

Teachers know what they need and what their students need. They work with these kids all day, every day. If you are not consulting them, your new magic pill may have no connection to the needs they are seeing, and they will probably feel as though their voice and experience does not matter. No one does well when they don't feel listened to.

Before digging for new things, talk to your teachers about what students need and where they are struggling. And don't just talk to core subject teachers or the teachers you feel comfortable with. Talk to the elective teachers and the special education teachers. Talk to the quiet teachers, the new teachers, the opinionated teachers, and the instructional assistants. Find the threads they share and use them to inspire the programs you look at. They may even have suggestions that blow your original idea out of the park.

2. Do I know what teachers are doing in their classrooms?

If not, they might already be doing the thing you are suggesting. It might be in a slightly different way, with a different name, but it's probably happening. Telling them to change something that they are already doing, just to be in line with a new program, is frustrating and feels like a waste of time.

Visit classrooms more than once or twice a year. Know what teachers are doing. Be someone they feel safe coming to and can trust to support their new ideas and creative solutions. Being present and acknowledging the good things that are already going on will help you determine what's next.

3. When was the last amazing new program implemented?

If it was last year, or last month, or last week, teachers are either overwhelmed or feel like there is no point in adopting something new when it will be gone and replaced in six months. Too many new programs kill teacher buy-in. Before investing in a program, make sure it can last long term. No one can see the future, so it's impossible to know if a program will definitively last or not. However, teachers need to see that you give programs time to work before deciding they need to be replaced.

4. How much money is going into this? Could it be used better elsewhere?

Teachers spend a lot of their own money supplying their classrooms. Spending a bunch of money on a program that teachers feel is not necessary is going to be upsetting, even if that money comes from elsewhere. This is especially true if teachers see students coming to school hungry or without proper clothing.

Before spending money on a program, figure out how to get the most bang for your buck. Does everyone need the same training? Is there a way to inexpensively distribute the information? Do you need all the bells and whistles companies want to sell? Teachers want to feel that money is being spent wisely on their students. If they feel like you're wasting money, good luck getting investment from teachers.

5. Am I suggesting that they are bad teachers who need a new program to get better?

Teachers work hard and want to do their jobs well. If you bring in a new program with an attitude that says that everyone in the room is deficient, you are going to insult hard-working, talented people.

If you have a cool opportunity, present it as such. Show how it can add to classrooms that are already great. Focus on specific teachers who may benefit more than others instead of applying blanket programs. Insults, even when unintentional, do not create teacher buy-in.

6. Is this really a good program, or did I just fall for a sales pitch?

Teachers have strong BS detectors. If a program sounds like it isn't supported by research, doesn't help your specific school community, or just seems too good to be true, they probably won't trust it. Do your research. You should ensure that what you are presenting is supported by solid research and makes sense at your specific school and for your students' specific needs.

Teachers often know what they need. It is one of the school leader's most important jobs to listen and help fulfill those needs. If teachers feel listened to, know their time and experience are respected, and don't feel as though they must change everything they are doing at once, teacher buy-in will happen, and you won't be the only one excited about your new idea.
Join the great conversations going on about school leadership in our Facebook groups at Plus check out this article: When Principals Don't Trust Their Teachers. and High School Principal Life .

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Struggling With Teacher Buy-In? Ask Yourself These Questions.

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"I have a great new program! Everyone will love it! It's game changing! A best practice! The best thing since sliced bread! It will change the world!" ... Aaaaaand the teachers show no interest. Can't they see how amazing this idea is? Why aren't they doing the new thing?

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5 Tips to Help Teachers Who Struggle with Technology

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5 Tips to Help Teachers Who Struggle with Technology

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5 Tips to Help Teachers Who Struggle with Technology

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Guest blogger Josh Work, middle school teacher and Marine Corps reservist, talks about teachers who struggle with technology and offers five professional development tips that can bring staff up to speed for school-wide technology integration initiatives.

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Technology use in classroom instruction can vary greatly from school to school. We asked the Education World Tech Team how their schools encourage -- or discourage -- staff technology use. Included: Tips for encouraging staff technology use.
Some teachers, experts say, still are reluctant to use technology, mostly because of a lack of time, a lack of resources, or a lack of confidence in their ability to use the available technology.

Tips for Encouraging Teacher Technology Use
Robin Smith, an educational technology specialist for the Hollidaysburg (Pennsylvania) Area School District, offers this advice for those encouraging technology use among their school's staff:

* Get support from the top. If your superintendent does not support the push to use technology, and does not use technology himself or herself, it is a hard sell to other employees.

* Make sure you are pushing the district vision and not your own personal agenda.

* Principals need to use technology and support their teachers with extra staff development if necessary.

* Expect bumps in the road. Some things you expect to be a huge success at getting teachers hooked, end up flopping.

* Provide some sort of incentives.

* Show them how it will save time. If the savings won't be apparent for a year, be honest about that. Putting assignments into a grade book program is extra work, but if those assignments can be saved and used next year, it will be a time saver.

* Remember, most teachers are very busy; they're already juggling many tasks. Try to make things as easy as possible, and provide them with time to learn the technology before expecting them to use it.

It appears that technology use varies greatly from school to school. In some schools, technology use among teachers nears 100 percent; in other schools, it is virtually non-existent. We wondered, therefore, what those schools with high technology use are doing to encourage their teachers to use technology -- for instruction, and for classroom and task management. To find out, we went to our experts -- the members of the Education World Tech Team.

We asked the following questions: Are teachers at your school expected to meet certain levels of technology proficiency? What kind of resources do your tech specialists provide? What kind of equipment and training are available to teachers? This is what they told us.

STRONG INCENTIVES

"Teachers here in Fort Knox (Kentucky) are encouraged to use technology in several different ways," educational technologist Stacey J. Wyatt told Education World. "First of all, each staff member (including cafeteria staff, teaching assistants, custodians, and so on) has his or her own e-mail address. We receive a daily e-mail news bulletin that includes important information, and all staff members are expected to read it every morning. We have telephones in each classroom, but most of our communication now is conducted through e-mail. A major benefit is that we have been able to almost eliminate interruptions from the intercom system.

"Our school server provides another incentive for teachers to use technology," Wyatt noted. "Each class has a folder on the server, and each class folder includes individual folders for students. Any work done in the lab or in the classroom can be saved to those folders, which makes it easy for students to access their work from most places in the school. Teachers can download templates, clip art, hotlists, and so on, for easy and safe access by students.

"Our teachers also use special software to maintain student information," Wyatt said. "Teachers have received training in both programs. Our progress report program also is done by computer.

"Each school in the district has a Web site maintained by the school's educational technologists," Wyatt noted. "Teachers e-mail to the Ed Tech site information they want posted, which makes it easy to copy and paste the information into FrontPage. Parents also frequently access the site for breakfast and lunch menus, special events, and so on.

"The students at Pierce Primary School, where I teach, are currently using Accelerated Reader to test reading comprehension," Wyatt added. "Teachers use the report component of that program to track student progress.

"We've also purchased Kidspiration and Inspiration for our building, and teachers are learning to use those programs right along with the kids," Wyatt added. "In some cases, the kids are teaching the teachers! What an incentive for those students!

"Finally," Wyatt said, "each teacher in our building has completed a technology-needs assessment, which is used to develop a plan for personal growth. Each teacher also maintains a technology portfolio and uses it to organize their Web sites, show evidence of technology activities in the classroom, store training handouts, and so on.

"I have been the educational technologist at this school for about four years," Wyatt noted, "and I have seen a great deal of growth. Teachers are at various stages of development, of course, but they are great about offering to help one another whenever they can."

LOTS OF SUPPORT

"Teachers in our division in Lynchburg, Virginia, are well supported in their technology needs," said instructional technology specialist Julia Timmons. "Our division has 16 schools and several magnet sites. Each school has a full-time instructional technology specialist, and the division has an additional five-person technical staff. Our school division also is partnered with our city government to jointly maintain and fund our own fiber optic network.

"We have e- mail for the entire division," Timmons noted. "E-mail cannot be accessed from home, but it can be accessed from anywhere in the division, sent to any address on the Net, and sent between school and home. We have had e-mail for about ten years and rely heavily on it. Teachers are expected to check their e-mail several times a day. The entire division -- from the superintendent to teacher assistants and secretaries -- uses this communication vehicle as well.

"The state of Virginia has Technology Standards for Instructional Personnel, which will become part of our licensure requirements in the spring of 2004," Timmons said. "At that point, if a teacher is not technology certified, he or she will not get a teaching license renewal. Each division is responsible for developing its own method for certification and for having that method approved by the state. Teachers in our division have two years from the time of employment to complete the standards.

"To satisfy state requirements for certification, our division has developed what we fondly refer to as the 'Peach Booklet,'" Timmons added. "That is a guide to assist teachers in achieving the goal of technology certification. The technology specialists in each building offer training sessions several times annually. Individual, small group, and large group sessions are offered. In addition, training is offered online through our Intranet, so teachers can work on their own time. A portfolio is developed and completed by each teacher.

"In our school, teachers are required to implement technology in a variety of ways," Timmons said. "Math and English teachers are required to use the computer lab at least three days every six weeks. All classrooms have five computers and teachers are required to keep a log of their computer use. Each classroom has a large screen monitor, and teachers are required to demonstrate at least bi-monthly use of that device. Teachers also are required to demonstrate the effective use of technology in one of the annual lessons their primary evaluator observes.

"We also offer a variety of other training opportunities," Timmons added. "Each technology specialist offers training specific to the technology, software, and needs of the staff in his or her building. Several times a year, we publish a calendar of workshops available to teachers in the division at any school in the division. Those workshops are generally two hours in duration and include stipend payment through grant funds.

"Teachers also are required to post a basic Web page on their school's Web site," Timmons noted. "We create those pages using a uniform template. This year, we have a dedicated Webmaster for the division, who maintains the Web site and is our building level contact for training and help.

"I am fortunate to be a full-time technology specialist," Timmons told Education World. "My job responsibilities are vast, however, and I struggle to have time to support lesson integration and development. My most effective means of assisting teachers is teaming with them to develop lessons and ideas into integrated technology lessons. Often, I model the resulting lesson for one or two periods, and then change roles and support the teacher while he or she teaches the lesson. Sometimes, I am there to assist; other times, I teach special techniques to students. Often, I am a facilitator, gathering information, videos, Web sites, and tools for teachers to use in the classroom. More and more, teachers know what they want, but find it difficult to find the time to gather materials."

"My principal and staff are very supportive of technology," Rancho Las Positas School K-5 technology specialist Lori Sanborn told Education World. "Each middle and high school in our district has a full-time technology specialist and each elementary school has a half-time tech specialist. They maintain and repair computers, as well as encourage and promote technology use in classroom and lab settings. Once or twice a week, each grade 1-5 class comes to the computer lab, where the technology specialist is available to assist the teacher with instruction. At that time, teachers also can get one-on-one training while students are engaged in their lesson.

"All classrooms have Internet access and teachers have in-school e-mail," Sanborn noted. "There is no expected level of tech proficiency, but all teachers are trained to use e-mail and use it daily. Most day-to-day communication is done via e-mail. Our school also has a Web site and teachers' e-mail addresses are posted on it to encourage communication with parents and the community.

"Some teachers have created their own Web pages, where they post homework, field trip information, school events, and class schedules. As a technology specialist," Sanborn said, "I provide monthly after-school tech training for teachers; the training gives teachers the opportunity to ask questions and learn new skills.

"We also have a committee of teachers which provides technical support to the school, and all teachers have a tech buddy. During grade level articulations, teachers share with one another successful lessons that integrate technology into the curriculum," Sanborn added.

MAKING IT EASY

"The most important thing my district does to encourage teacher use is to assign each school a technology resource teacher (TRT) to work directly in the classrooms," Lexington, Kentucky, district technology resource teacher Mike Johnson told Education World.

"The TRT's model lessons with kids, find online resources for teachers, show teachers how to use equipment, provide one-on-one training during planning time, and so on. Some schools have hired they're own full-time TRTs; others share one TRT among three or four schools. One reason the program has been so successful is that teachers don't have to go to after-school training sessions or figure out technology activities on their own. The TRTs find the teachers, ask what they're doing in their classroom, and work with them to integrate technology into existing lessons.

"The TRT's also develop a variety of online resources that teachers can use in their classrooms," Johnson added. "Those include our Literary Book Club and Technology Assisting Literacy Knowledge (TALK) program."

A LITTLE ENCOURAGEMENT

"As the technology integrator at our K-5 elementary school, I am in charge of teaching teachers and administrators, if necessary, to use computers," Linda George of the Dondero School told Education World. "I currently teach workshops on many subjects, including digital camera use, scanning, using the mobile lab, e-mail basics, and so on.

"All our teachers have e-mail addresses, teacher notices are distributed by e-mail, and our principal sends out notices by e-mail only. That incentive is sabotaged, however, by teachers and aides who run off copies for those teachers who choose not to use e-mail," George noted.

"Although teachers are not expected to meet any specific levels of technology proficiency," George continued, "they are required to accompany their classes to each computer lab session, and lessons in the lab must integrate with what they are doing in their classrooms.

"Our school also has a Web site, and teachers contribute to it if they choose to; however, no one is required to do so. The Web site is attached to the city's Web site, so no teacher has to contribute if they don't want to," George added.

"Currently, we have no classroom technology requirements," Crossroads Christian School computer coordinator Jennifer Wagner told Education World, "and teachers are not required to show that they use technology. However, with a new administration this year, I believe standards for technology use will increase. In the meantime, all we can do is encourage teachers to use technology.

"As part of that effort," Wagner noted, "our school offers online courses in Microsoft Word, PowerPoint, Excel, Access, and Publisher, and in e-mail use. Teachers who complete a six-session course receive a stipend.

"A year ago, our entire faculty attended a one-day seminar on the use of computers in the classroom," Wagner added. "Our school also hosts a yearly one-day seminar for school technologists demonstrating the use of various computer programs. This year we are spotlighting Microsoft Word and Access, as well as Kidspiration and Inspiration.

" Crossroads Christian School and JenuineTech.com also host four online projects per year, which teachers are encouraged to get involved in," Wagner said. "Activities to help teachers use technology in the classroom are provided at the project sites. In addition, several teachers have created their own Web pages, and they receive a stipend for keeping their sites current throughout the year. Each of those teachers is encouraged to teach one other teacher how to create and maintain a Web page.

"During the 2002-2003 school year, we installed Accelerated Reader on all our classroom computers," Wagner added. "Teachers are 'encouraged' to use the program, and we have taken the time to print lists of available tests and to mark the library books for which we have quizzes.

"There is, however, a continual struggle to get teachers to see that technology use will not make their days more stressful; that in many ways, it will make their jobs easier," Wagner noted. "That would be easier, of course, if we had more computers in each classroom. Right now, teachers say they cannot fit every student into a one-week period for computer use. If we had more computers, that would be possible!

"It is my belief," Wagner said, "that until our board and administration state in no-uncertain terms that teachers must demonstrate technology use, our staff's technology use will not change. As new staff comes on, hopefully they will enjoy the use of technology and encourage others to see its benefits!"

A LITTLE ENCOURAGEMENT IS NOT ENOUGH

"All teachers and support staff in our district have e-mail addresses and e-mail accounts," said Lincoln High School social studies teacher Michael Hutchinson. "Weekly bulletins and other teacher information are provided via e-mail. Each school has a Web page, which, in my building, is maintained by the school's Web design class; most teachers don't develop their own pages. I suspect many teachers are intimidated by the thought of building a Web page; others don't think they have enough information to merit their own page.

"Personally, I've used Web pages to post an online resume, to provide project resources for student, and to store student projects for download," Hutchinson noted. "That way, if a student loses paperwork for a project or if a parent wants information about a project, the resources are available. Examples of some of the project pages I've created include The Modern Presidency, Project Resources, and Resources for Civil War Projects.

"At one point," Hutchinson added, "our district offered after-school and summer training, which participants were paid a stipend to attend, as well as training during the school day, for which participants got professional leave time. Teachers generally did not take advantage of either opportunity, however.

"I suspect that the lack of teacher participation was due in part to lack of time," Hutchinson said. "In addition, it seemed as though training focused mainly on the basics, with relatively little training for advanced topics. I also would have liked to have seen more training geared toward what teachers specifically wanted to learn...for example, did they want to build Web pages? Did they want to learn Power Point? Did they want to use Excel?

"I think teachers also felt that the stipend (less than $12 per hour) was relatively small compared to what their time was worth," said Hutchinson. "As a teacher who trained other teachers, I was paid exactly the same stipend as class participants, even though I had to prepare the training materials and, if the session was held during the school day, get materials ready for a substitute as well.

"Perhaps more teachers would embrace technology if they knew they would be rewarded for using it -- versus being punished for not using it," Hutchinson noted. "Why not reward teachers who use technology by providing them with better equipment, software, and so on, as they show an increased interest and proficiency? That doesn't address the problem of what to do about teachers who simply refuse to use technology, of course, and I'm not quite sure how to deal with that. One possible idea is to ask local businesses to donate 'prizes' to teachers who show an interest, and develop a proficiency, in technology use. (For example, a teacher who increases his or her technology use or proficiency in some way might get a $10 coupon from a local restaurant, a free movie ticket, or $5 free gas.) Local businesses could look at it as a community service and advertising, and teachers might be more motivated to use technology."

"Our school doesn't 'require' staff e-mail use, but it does strongly encourage it, and everyone has an e-mail address," said Stew Pruslin, a third grade teacher at T.J. Hood School. "Personally, however, I prefer to stick with my AOL e-mail, and I think it will be hard to get everyone on one system. I know many teachers in the school system use our district's e-mail, but many others don't. Some teachers are still not Internet-savvy, and a number of them never will be inclined to be."

"Sadly, my school has not put any force into encouraging technology use," Alexander Fleming Middle School computer instructor Sith Nip told Education World. "We -- the tech geeks -- have encouraged teachers to ask questions and learn to use available software, but only a few have shown any desire to learn. We do help, and teach those who want to learn, but we are disappointed that so few actually care about the technology we have. Instead of trying to learn to use technology, many teachers only come to us when they are in immediate need of help.

"I have also noticed that many teachers who are unfamiliar with technology are scared of it," Nip said. "They know technology's capabilities, but are afraid they'll destroy it if they don't use it correctly. Until our school provides mandatory training workshops, I don't know how we can encourage teachers to use technology."

A LACK OF RESOURCES

"Our district 'encourages' technology use by teachers, but not in any substantive way," said John Tiffany, science teacher at Wauseon High School. "An inexpensive piece of equipment I ordered took a year and a half to arrive! Teacher notices and announcements are distributed by e-mail, but teachers can request a hard copy if they don't choose to use e-mail. We do have a district Web site and teachers are encouraged to develop their own Web pages. Some have; most have not. The technology department does provide aid in the form of a help line, which they respond to; but sometimes those responses are limited.

"Access to technology also makes its use easier," Tiffany noted. "Until computers are made available for most students, teachers cannot be expected to utilize technology-based activities. There are a lot of activities I would like to do, but I am unable to do so because of a lack of resources.

"A receptive technology department also is key to implementing technology and expecting teachers to use it," Tiffany added. "Nothing is more frustrating than being forced to go through a lot of red tape to get help or equipment."

"Some teachers are reluctant to use technology," Tiffany noted. "If schools really want to encourage technology use, they shouldn't give teachers the option of receiving hard copies of e-mail notices. All teachers should have Web pages and keep them updated. It shows a commitment by the whole system when that occurs."

"Every one of our classrooms has a computer for the teacher's use," said high school webmaster Fred Holmes of the Osceola Public Schools. "Teachers use them for creating tests, carrying on correspondence, and so on. They are not 'required' to use them, however. Our biggest problem is that, although many teachers want to use computers for classroom instruction, we don't have a way to display computer information to a classroom full of students. We only have one LCD projector for the entire school district -- and it is a used one! I use it for computer instruction, and one of our science teachers uses it to teach anatomy, but it is difficult to schedule its use around everyone's needs.

"Our teachers have made the most improvement in their [level of ] use of computer labs for Internet access," Holmes noted. "They bring in students to look up information for class and to create individual presentations. Here again, however, we run into a problem of scheduling.

"Our service unit has provided excellent in-service sessions and training for teachers, but many teachers find reasons not to use technology in the classroom. We also have encouraged teachers to create their own Web pages on our home site, but usually it is left to one of the advanced computer classes to create pages for the teachers. Getting teachers to use computers while dealing with a lack of funds and follow-up opportunities can be frustrating!"

A GOOD START PAYS OFF

"In 1996, District 108 in Pekin, Illinois, received a $5 million Technology Innovation Challenge Grant from the U.S. Department of Education, because of the district's vision and groundwork in the area of technology," teacher and school webmaster Madeleine Decker told Education World. "As a result of that grant, teachers received laptops, docks, and training.

"Our district's pilot program was underway then," Decker remembered. "(Although the program's Web page looks pretty crude today, I still use the photographs in the Monitor/Video Splitter section to hook up my monitor in the fall.) So each classroom teacher, after completing the Pilot Program training, received five networked student stations for his or her classroom.

"A Tech Academy also was established with some of the grant money," Decker added, "and courses in PowerPoint, Excel, and Word and were offered to teachers after school and in the summer. Those courses were free and resulted in advancement on the salary schedule. In the early stages of the grant, we also had 'Webminers' -- teachers who were paid to find great sites and e-mail them to the rest of the staff.

"Today," Decker noted, "the laptops have been retired, and all teachers have new desktop computers. The aged laptops were too expensive to replace and their upkeep required about 90 percent of our tech support's time.

"All communication now is through e-mail," said Decker, "although occasionally we will get a hard copy as well. Each teacher has an e-mail account and is expected to check it frequently. Most messages from the district office arrive via e-mail.

"Courses are still offered free of charge, and they earn continuing professional development units (CPDU's) or advancement on the salary schedule," Decker said. "The Tech Center offers after-school sessions on Web pages, basic Windows administration, hardware, and Excel. We also have extended courses. I recently took a District Integrating Technology course that met for seven, four-hour sessions. It was excellent and had a waiting list!

"Our Tech Center also provides many online tutorials -- on everything from converting Word to PDF to using Photoshop," Decker added. "The Pekin Public School's Technology page is just a small branch of a fantastic Web site maintained by two young men who started out working on the site when they were in eighth grade. Today, one is a senior in high school and the other is a freshman in college. We also have had school Webmasters since about 1997; they each have a digital camera to record school events. In 1998, our school's Web site won a Cool School of the Week Award from Education World!

"Teachers are encouraged to submit material to their school's Web site and to maintain Learning Village Web pages for their classes," Decker said. "Those pages are easy to maintain and can host such items as the spelling list of the week, a calendar of events, the student of the week, and so on. Some teachers print the pages and use them as a classroom newsletter."

A GOOD START IS NOT ENOUGH

"The district I work in had a wonderful start to encouraging teacher technology use several years ago, when we were awarded several grants. Those monies were used to set up a very successful technology mentoring program, in which trained lead teachers worked with individuals and teams of teachers," Richards Elementary School fourth grade teacher Mary Kreul told Education World.

"Teachers were encouraged to use technology in useful ways for themselves and with their students -- through e-mail, listservs, telecollaborative projects, and so on. They were able to take after school and summer sessions on a wide variety of technologies -- basic e-mail use, bookmarking, software use, hardware trouble shooting, and integrating technology into the curriculum," Kreul noted. "Some sessions were held during paid work time, others fulfilled staff development requirements or earned college credits.

"When the funding sources were no longer available, however, other programs became higher priorities, and when staff turnover occurred, many of those opportunities were no longer available," Kreul said. "Problems over the past few years -- such as the network being down for up to six weeks at a time, e-mail that did not function, limited lab time, and so on -- have made the idea of using technology very discouraging for staff members, especially those just beginning to become comfortable with technology.

"Teachers have district e-mail addresses, and some correspond regularly with building and district staff, parents, and peers in other districts. However, teacher notices usually are not distributed via e-mail," Kreul noted.

"Teacher training also has been minimal over the past few years; the focus has been on software, rather than on integrating technology into the curriculum or on teachers using technology professionally. When the district got a new e-mail program last fall, teachers were required to attend a short demonstration, but were given no hands-on training or practice in actually using the new program. Staff members have to depend on one another for support and resources. In our school," Kreul said, "we have a wonderful and overworked media center staff and a very helpful part-time tech support person -- but they cannot provide enough support to build and maintain a consistent program.

"The district Web page -- with all schools included -- was a flourishing site several years ago, used frequently by teachers, students, and parents," Kreul said. "However, due to administrative decisions made along the way, it is no longer a resource that is used regularly by the learning community. Some teachers have their own Web pages at SchoolNotes or Quia, but that is done independently by those staff members.

"One bright spot occurred last year when the school PTA provided funds to purchase digital cameras for each grade level and for several specialists' areas," Kreul noted. "Knowledgeable staff members, along with a parent who is a photographer, taught several sessions on camera use and on integrating digital photography into the curriculum. The library media specialist held also several sessions for interested teachers this year on using the digital camera and scanner.

"Again, staff members who want to learn to use technology either depend on help from their peers, learn it on their own, or take courses online or at local sites," said Kreul. "Unfortunately, without the level of training and support they need, many teachers do not use technology to their advantage -- for grading, organizing lessons, searching for information, communicating with the education community, or in the classroom with their students.

"There is no expectation that staff members reach levels of proficiency or show growth in their skills," Kreul added. "However, with the No Child Left Behind legislation and its expectation of technology use by students, that expectation may be changing."

"We encourage technology use among our staff members in a number of different ways," said educational technology specialist Robin Smith.

"We provide all teachers and administrators with an e-mail address for their professional use. Many notices from the superintendent down are sent via e-mail, so teachers have to log in regularly and check their accounts.

"We use an online conference request and Act 48 program from My Learning Plan, which requires teachers to log in and submit conference requests.

"My Learning Plan also allows us to put course descriptions of all in-house staff development sessions (technology and otherwise) on the system. Teachers also use the system to sign up for the training, which requires them to use technology to participate in any type of staff development.

"For the past several years, the district has provided a minimum of two contracted in-service days devoted to technology training.

"Our district used the Futurekids Professional Development Curriculum to train teachers and administrators on the basics of technology use.

"We have a three-year staff development plan that ends June 30, and we are in the process of writing a new plan. Teachers can see this plan anytime and know the direction our training will take. We make modifications on a yearly basis, as needed.

"The Hollidaysburg Area School District Web site was created using Schoolwires. Each school has its own Web pages on the site, and a team of teachers who work on those pages. Training is provided for all teachers who want to learn how to use the program. Teachers are not required to participate, but the number of teachers who are creating pages is increasing.

"We have a network specialist and two technicians who basically deal with hardware, network, and installation issues. We also have a lead teacher who works directly with K-12 teachers in the district, helping them learn to use new programs and to integrate technology. My title is 'instructional technology specialist,' and although I rarely have time for actual teacher training, I do provide a great deal of help-desk support over the phone.

"We provide short before- and after-school training for teachers on various computer programs available in their own buildings.

"We also provide training during the summer months. This year, the focus will be on integrating technology into the classroom. Now that teachers know the basics, we want them to begin to incorporate technology into their lessons.

"In addition," Smith said, "we are considering adding an online help-desk form that date/time stamps requests; providing hand-held devices for teachers who have large groups of students (physical education, music, and so on) to use to take attendance; and offering an Intel Teach to the Future program for teachers who wish to be trainers. Those teachers then would become master trainers and teach other teachers. In return, they would receive a laptop computer to use as long as they are in the district.

"I also would like to institute technology proficiency testing for prospective teachers to ensure that new teachers know the basics of technology and are comfortable with using it before they're hired," Smith said. "And I would like to provide laptops for every teacher. Until teachers have access to machines 24/7, and develop a comfort level using them, curriculum integration is only a dream. But those are ideas for the future!"

Who Are They?

The Education World Tech Team includes more than 50 dedicated and knowledgeable educational-technology professionals who have volunteered to contribute to occasional articles that draw on their varied expertise and experience. The following Tech Team members contributed to this article:

(Titles current at time of original publication.)

* Madeleine Decker, sixth grade teacher and school webmaster, Washington Intermediate School, Pekin, Illinois

* Linda George, technology integration specialist, Dondero School, Portsmouth New Hampshire

* Fred Holmes, Lan Manager/Webmaster, Osceola Public Schools, Osceola, Nebraska

* Michael Hutchison, high school social studies teacher, Lincoln High School, Vincennes, Indiana

* Mary Kreul, fourth grade teacher, Richards Elementary School, Whitefish Bay, Wisconsin

* Mike Johnson, district technology resource teacher, Fayette County Public Schools, Lexington, Kentucky

* Sith Nip, sixth-through-eighth grade introductory computer instructor, Alexander Fleming Middle School, Lomita, California

* Stew Pruslin, third grade teacher, J. T. Hood School, North Reading, Massachusetts

* Lori Sanborn, K-5 technology specialist, Rancho Las Positas School, Livermore, California

* Robin Smith, educational technology specialist, Hollidaysburg Area School District, Hollidaysburg, Pennsylvania

* John S. Tiffany, high school science teacher, Wauseon High School, Wauseon, Ohio

* Julia Timmons, instructional technology specialist, Paul Laurence Dunbar Middle School for Innovation, Lynchburg, Virginia

* Jennifer Wagner, computer coordinator, Crossroads Christian School, Corona, California

* Stacey J. Wyatt, educational technologist, Pierce Primary School, Fort Knox, Kentucky

Article by Linda Starr
Education World®
Copyright © Education World

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Technology use in classroom instruction can vary greatly from school to school. We asked the Education World Tech Team how their schools encourage -- or discourage -- staff technology use. Included: Tips for encouraging staff technology use.

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When it comes to technology and innovation, how important is teacher buy-in for learning success?

Thinking back to what teachers hated to use in the classroom when I was a young student, the only tools that really come to mind are colored chalk and overhead projectors. But in today's technology-dense culture, when no classroom is spared from the onslaught of new technology and instructional innovations, how much attention should be paid to what teachers prefer and what they loathe?

This may sound like a callous question, but it's one that's been cropping up in wild abundance this year on eSchool News , https://www.eschoolnews.com/ the K-12 tech and innovation news and resource website I manage.

Experts make the case for and against teacher buy-in

Recently, Alan November, the founder of edtech consulting firm November Learning , wrote a piece for eSchool News explaining that the use of technology in the classroom is critical for student achievement, and that teachers must buy-in to ensure that the technology - and pedagogical practices using this technology - is harnessed to its full potential.

Attending the recent Consortium for School Networking (CoSN) conference in Chicago, one of the most pushed points during a panel on what makes a successful "future-ready" school was to acquire teacher buy-in.

"It's critical to remember that you can't leave teachers behind in all of this," emphasized presenter LaShona Dickerson, director of technology for the Lafayette Parish School System, LA. "To get the best expected returns on tech and innovation implementation, you have to involve the teachers."

However, a former long-time teacher (now the vice president of Learning and Development for Discovery Education), recently wrote a piece on why teacher buy-in is sometimes overrated and can actually "paralyze innovation" within the school or district. She writes:
"Understanding the balance between growing buy-in and launching innovation has never been more important than in today's era... as new ideas about teaching and learning go in and out of style, teachers have a right to feel some initiative fatigue. However, the fact remains that today's world is a digital world, and in order for our students to be successful beyond graduation, they need an education that prepares them to operate productively in our society as it is. This reality makes the digital transition not a fad or something we might be able to get to, but rather, an immediate necessity that cannot always wait for optimum levels of teacher buy-in."
This was a sentiment echoed in part by one of the CoSN panel's attendees, the superintendent of one of Virginia's largest school districts, who explained that securing buy-in from everyone in order to launch a new campaign was almost an impossibility - both in terms of number of staff and time constraints.

Going on the gut

As someone who doesn't have hard data in front of her concerning teacher buy-in, I can't say for certain how directly student achievement correlates to educator buy-in.

However, that doesn't mean I can't speculate - based purely on memory and common sense - that buy-in does have an effect on student learning. I may have used that colored chalk in rebellious sprees after school despite the teacher not liking it, but my opinion of my teacher was influenced.

Outside the colored chalk years to more mature ones filled with learning software and computer labs, I continued to see the teachers who take joy in trying new things, or experimenting with the possibilities of what could be, as relics.

And why does a student's personal opinion matter? Because when a student begins to view his or her learning mentor as irrelevant, the information imparted by that mentor is shaded in irrelevancy as well. And nothing says 'don't bother to learn this' than the feeling that it doesn't matter.

Since teacher buy-in matters, make it easier

I agree that taking years or even months to get teacher buy-in is not feasible for schools and districts under pressure to improve student achievement. But since buy-in can influence student learning, how can schools do a better job of getting teacher buy-in, quickly?

According to November , one piece of the buy-in puzzle is to understand that teacher hesitancy in using technology or changing to a new innovative practice is often based in the fear of failing; of being reprimanded by administration or teased by students because of this perception of failure. Hesitancy is also due to a "sense of loss" of tried-and-true methods. He writes:
"I am convinced that the difficult work of transforming teaching and learning with the help of EdTech is not about teaching teachers how to use new tools; it's really about the emotional side of letting go of control and managing the anxiety that comes with a sense of loss.
November emphasizes that in order to build teacher buy-in, administration and leadership must understand these emotional barriers and offer support - both in their communications and school and district practices.

Outside mitigating emotional turmoil, Samuel Mormando, director of Technology for Garnet Valley School District, writes that offering professional development in a style that mimics what the district would like to see in the classroom is a great way to achieve teacher buy-in. He writes:
"All sessions are driven and organized based on feedback from staff and analyzed by the district's LEAP Committee, all utilizing face-to-face, synchronous, and asynchronous blended instruction. Our teachers choose their specific learning topics at their own pace with their preferred instructional model."
The question of teacher buy-in is a critical one at this peak time of technology and innovation saturation in education. We welcome your comments and opinions here and on eSchool News !

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Is Teacher Buy-In Worth the Effort? | edCircuit

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When it comes to technology and innovation, how important is teacher buy-in for learning success? Thinking back to what teachers hated to use in the classroom when I was a young student, the only tools that really come to mind are colored chalk and overhead projectors.

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10 Reasons Teachers Can Struggle to Use Technology in the Classroom

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10 Reasons Teachers Can Struggle to Use Technology in the Classroom

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Some of the issues teachers can face relate to the technology itself. Others relate to student or parent expectations, or whether there’s enough of the right professional development to help teachers become proficient in digital technology.

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Somewhere in a school near you, a teacher is struggling to handle a query from a student whose laptop has a flat battery or another who's watching a funny cat video on a phone. Perhaps the wireless internet connection is dropping in and out, or the electronic whiteboard is playing up.

While teachers are expected to integrate technology into the classroom, the reality can be very different.

Some of the issues teachers can face relate to the technology itself. Others relate to student or parent expectations, or whether there's enough of the right professional development to help teachers become proficient in digital technology.

Without addressing these concerns, we risk creating a generation of students ill-prepared for a digital future.

The pressure to become digital experts

No doubt digital technologies can enhance learning through accessing information and improving communication, as well as providing self-directed and collaborative learning opportunities. ICT skills can also help develop capable, future-ready citizens.

So over the past decade, teachers have been expected to integrate digital technologies.

Students might be "digital natives", comfortable with and immersed in technology, but they depend on teachers to learn through digital means.

The curriculum requires teachers to develop students' general information and communication technology (ICT) capabilities across all fields of study, alongside the " technologies " curriculum.

Governments have prioritised getting digital technology into schools with large-scale programs such as Connected Classrooms in NSW and the national Digital Education Revolution. Pre-service teacher training programs have been advised to " enhance " initial teacher education by using innovative technology practices.

The Australian Institute for Teaching and School Leadership (AITSL) also expects all teaching levels to effectively implement, use, model, lead and support ICT technologies.

In practice, many teachers struggle

Despite significant resources allocated to integrating technology in the classroom, many teachers have struggled with disruptions that devices can bring, had their work negatively impacted or have not used technologies effectively. And many pre-service teachers perceive introducing new technologies as a future teaching barrier.

Here are ten reasons teachers can struggle to use new technologies in the classroom.

1. Introduced technology is not always preferred

Technology isn't always the answer. Pre-service teachers have reflected on having preferences for manual writing (compared to typing) and incidences of doubling up on time writing notes. Students can also prefer reading print and teachers can disengage from introducing new technology when they don't feel it adds anything extra.

2. Differing device capabilities and instructions

When students are required to bring their own device to school, there can be large differences in device capability, for example between what a cheap android phone can do compared with an iPad. Students may have difficulty writing on small devices over long periods. Teachers may need to give multiple instructions for many different devices.

3. It's easy for students to be distracted

Students regularly use devices for social media, playing games, instant messaging, text messaging and emailing rather than for class work.

Students have been described as "digital rebels" (accessing social media and texting), "cyber wanderers" (succumbing to virtual games) and "eLearning pioneers" (undertaking online studies during classtime).

4. Technology can affect lesson time and flow

Lessons are interrupted by regular negotiations that reduce lesson time. This is related to students not putting screens down (during instructions), concealing screens from teachers' view, pretending devices don't work and devices being insufficiently charged.

Digital technology training and preparing lessons to include new technologies can also be time consuming.

5. Teachers need more professional development

There are nearly 300,000 teachers across Australia. They need access to ICT improvements for classroom implementation and to keep up with continuous technological advances. This needs to be regular, scaffolded and sustainable.

Yet, allocation of professional learning resources has been reported as sporadic in scope and quality.

6. Not everyone has technology at home

Not all students or teachers use a computer at home, are frequent users, have sufficient data or internet access. There is a digital divide of reduced computer literacy in students from Indigenous, lower socioeconomic or regional/rural backgrounds.

This creates challenges for teachers if they have to set different tasks for different students, or if they avoid setting homework with a digital component.

7. Teachers need to protect students

Immersion of students in digital technologies has created additional demands for teachers to protect students' behaviours online (safety, legal risks and privacy) and in the classroom (theft and locking of devices).

8. Not all teachers 'believe' in using technology

A wide range of research has established that if teachers don't believe in using digital technologies they will fail to transform classes, align with learning goals and integrate technology into curricular content.

9. Lack of adequate ICT support, infrastructure, or time

Appropriate access to technical support (classroom, informally), availability of infrastructure (computer labs, software), policies (whether to administer digital homework) and time allocated to incorporate new technologies are major challenges for teachers.

10. Tensions between students and teachers

There have been tensions from teachers confiscating "personally owned" devices, difficulties accessing power sockets and when students find information online that conflicts with what the teacher is teaching.

What can we do to overcome these struggles?

There is no single technological solution that applies for every teacher, every course, or every view of teaching. Integrating technology in the classroom is a complex and varied process for many teachers.

Meaningful technology integration depends on more than device use. There are important steps to make sure integrating technology aligns with how you teach and what you are teaching.

Professional development has tried to address teachers' technology struggles. But much of it has been limited to one-shot or "one solution for all" strategies.

We need an approach to ICT professional development with different layers to handle the many various situations teachers find themselves in and to handle varied levels of teaching experience and confidence.

Developing a common vision about the role of ICT in education with stakeholders and creating a shared community of practice is important.

Without holistic improvements to teacher support and training that address the many issues teachers face, there's the risk of creating a generation of ill-prepared students for a digital future.

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Ten reasons teachers can struggle to use technology in the classroom

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Without addressing teacher concerns about integrating IT in the classroom, we risk creating a generation of students ill-prepared for a digital future.

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The resource that I have enjoyed most in this class is Padlet. I had heard of it in the past but have never interacted with it until now. I teach two different homerooms ELA and Social Studies and can think of numerous ways to use this resource. The ease of using Padlet is definitely one of its strongest assets. I can post prompts on my own Padlet, as was done in this class, and allow students to differentiate their own response based on their creativity and the standards we are learning. Modeling how to use this will take some time for my third graders but I think it is a great resource that I cannot wait to implement!

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Padlet is a bulletin board-style site that allows kids to create, collect, and store information in one central place. It works like an online sheet of paper where kids can drag-and-drop content they find online (images, videos, documents, text) onto a board, and share the board with others if they choose to. Kids can share boards with other Padlet users or keep them private. Boards are great for study groups and class projects!

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What is Padlet and How Does it Work? Tips and Tricks.

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What is Padlet and How Does it Work? Tips and Tricks.

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What is Padlet and How Does It Work? Tips & Tricks

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Padlet digitizes the notice board for a rich media space that makes education communications better

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In this tutorial for complete beginners, you will learn the basics of Padlet.

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Padlet Tutorial - How to Get Started Guide

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Students learn the basics of how to use Padlet, including how to sign up for a free account, as well as how to create a basic post.

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How to Use Padlet for Students: The Basics

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20 Useful Ways to Use Padlet in the Classroom Now

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20 Useful Ways to Use Padlet in the Classroom Now

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Padlet is a great place for gathering ideas, sharing them and modifying them later. It’s like a living, breathing webpage. Users can add links, YouTube videos, files and images to Padlet notes. They can move and arrange them. A link to a Padlet can be shared and Padlets can be embedded into webpages.

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Ed Tech

There's a good chance you've done the "write on a sticky note and put it on the wall" activity - or have seen it happen before.
Padlet lets those sticky notes have images, links and videos AND be available with practically any Internet-ready device.
It used to be blocked by my school's Internet filter. This school year, the powers that be have allowed it through on student devices, opening up lots of possibilities in class!

Padlet is a great place for gathering ideas, sharing them and modifying them later. It's like a living, breathing webpage. Users can add links, YouTube videos, files and images to Padlet notes. They can move and arrange them. A link to a Padlet can be shared and Padlets can be embedded into webpages.

Here are 20 ways to use Padlet in class:

15. Collect videos to share in class

Looking for FREE Tech Like A PIRATE resources?
You'll find a treasure trove of additional ideas and activities related to t ​ ​​​​he book at TechLikeAPirate.com!

Looking for some more ideas? These sites have them!
Do you have an idea of how you could use Padlet in class? Post it in a comment below!

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©2023 Ditch That Textbook by Matt Miller.

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20 useful ways to use Padlet in class now

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Padlet is a web app that lets users post notes on a digital wall. The uses for this site in the classroom are virtually endless!There's a good chance