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Artificial Intelligence is not something that I have given very much thought to even though it is all around us. In the article We Have Already Let The Genie Out of The Bottle, simple things like face recognition is mentioned and I never would have considered that to be artificial intelligence. The students today are tech savvy students. Each day they discover new ways to get around firewall measures that the system has placed to stop them from doing noneducational things on their chrome books. I'm from the generation where technology was rolling in the television on the cart or using the overhead projector. Students today are engaged in technology. Using artificial intelligence in education is a good tool to engage students in learning. There is a lot of emphasis on Science Technology Engineering and Math(STEM) in schools now. The role of artificial intelligence should be embraced.

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Prompt 2 Hybrid Learning Tools and Digital Collaboration Environments

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Prompt 2 Hybrid Learning Tools and Digital Collaboration Environments

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Hybrid Learning and Digital Collaboration have become the norm in education since COVID-19. Both resources point to the shift that has been made in school systems as a means to respond to the need for safety in the midst of the pandemic.
Hybrid learning was the solution to transition back to in person school. For our school, we chose to use Google Classroom and Google Meet as the Hybrid Learning Format. We had the option to use Zoom but was strongly encouraged to use Google Meet. There were many challenges with students at home turning on cameras and being appropriate for class. As a first time use, it was also very difficult to navigate between those in Google Meet and those in the classroom.
Digital Collaboration is another norm that emerged during COVID-19. Students in my class learned to share documents in Google Docs. Students could not work in traditional groups to create projects so the use of Google Docs and Google Slides allowed them to share documents with each other and see what each other was contributing to the assignment.
The traditional classroom set up has been maintained for the past two years. All of our students have their own chrome book. It would be a good idea going forward to set up the class with tables that allow students to charge devices since that was a big issue in some classes. Our media center was reorganized to be more like a Barnes and Nobles atmosphere rather than the traditional library to allow students to work in a relaxed atmosphere.

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Attached is a link that I found that gives insight on Hybrid Learning Environments.

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Hybrid learning is quickly becoming one of the most important teaching methods to use. Because it is associated strongly with technology it may be scary to adapt this change, especially if you already are already facing other challenges in the classroom. Knowing how to set up your hybrid learning space is key for not only avoiding future issues, but also it is essential for enhanced student-centered learning. Thanks to reliable EdTech and strategic classroom design, hybrid learning is made easy. With these strategies and design, your hybrid learning space is going to be optimized. Read on to learn more about hybrid learning and the hybrid learning space. Or see ViewSonic's hybrid learning solutions.
Hybrid learning is a newer teaching strategy using technology. Because many modern classrooms now use technology, teachers are coming up with new ways to shift the paradigms of education so that they are more student-centered. A part of this paradigm change is hybrid learning.

Hybrid learning is beneficial to all kinds of students. Whether they are receiving special education, are A+ students, or are the lovable troublemaker, hybrid learning offers a solution for them. Most importantly, hybrid learning offers flexible teaching strategies and classroom setups for teachers.

A part of this hybrid strategy is to know how to format your students' learning spaces. This is important because half, if not more, of your students are not physically present in the classroom. Without proper classroom design, distanced students will be bored, perform poorly, and potentially even fall behind. Thankfully, we have some tips and suggestions for you!

Brief Introduction to Hybrid Learning

Hybrid learning is a type of blended learning that refers to implementing synchronous lessons that are taught simultaneously in-person and online.

Hybrid learning is great because it allows the children who need face-to-face instruction to receive that while those who desire a more flexible approach can receive that as well. Hybrid learning also allows for varying teaching strategies to be used with only a fraction of the challenge.

You can also learn more about synchronous and asynchronous learning here: Asynchronous vs Synchronous Learning" What's Best for Distance Education?

Why Are Hybrid Learning Spaces Beneficial?

Hybrid learning is beneficial for several reasons. One of the most bragged about reasons hybrid learning is encouraged is that it increases flexibility for students. This is because flexibility is an important part of a student's learning experience. Whether it be for pacing issues, scheduling due to family matters, chronic illnesses, or other factors, hybrid learning closes the gap for these students.

But flexibility is just one of the many benefits of hybrid learning. Some of these include more inclusive classrooms, student centered pedagogy, increased student collaboration, active learning and so much more! Here are 4 more benefits to hybrid learning you should know!

How to Set Up Hybrid Learning Spaces

Hybrid learning seems great on paper, but there are some challenges you should consider when adapting to a hybrid learning strategy. The biggest factor is the learning spaces involved and how to utilize them productively. Learning spaces for hybrid learning should consider not only the physical location, but how these physical locations interact and build upon one another.

Hybrid Learning at Home

Hybrid learning at home is probably one of the more difficult learning spaces to set up. You, as a parent, or a teacher offering suggestion, must consider what is the best option for the student. For example, if the student has poor microphone quality or video quality, then it can be difficult to be heard or seen in the physical classroom and so on.

Ensure at the bare minimum, that your student has a decent computer and a functioning Internet connection so that they will not be left behind in class. And consult with all students what their capabilities are. Do not use lessons that can only be done with one type of technology. Always be considerate of accessibility as well as the living situation for the student.

What is also important for the home learning space is where you choose to learn. Let the student pick the spot that is most comfortable to them. Whether it is near a noisy window or a peaceful corner, they know where they feel more comfortable and productive. Khan Academy provided 7 tips for setting up a productive learning space at home if you'd like to learn more!

Hybrid Learning in the Classroom

Hybrid learning in the classroom means deciding what technology you will use. It also may involve determining if this subject is really fit for hybrid situations. Some lessons can only be taught face-to-face, however most can be adapted and modified to hybrid learning environments.

After you have set up the frameworks, you can start to consider the technology you need. However, there are three main technologies your classroom will need for successful hybrid learning.

Interactive Whiteboard

Interactive whiteboards are a catch-all term for interactive touch displays that respond to real-time action and act like traditional whiteboards. Every classroom needs a chalkboard or a whiteboard but transforming it into the digital is highly important. With a high functioning and high-quality interactive whiteboard with the right software, you can promote student collaboration, share content, use remote teaching strategies and so much more on a single device.

If you are looking for a high functioning and high-quality interactive whiteboard with pre-installed software, check out ViewSonic's ViewBoards for Education.

Video Hardware and Software

Having good video recording or live steaming hardware is extremely important for hybrid learning spaces. Since half or more of your students will be presented on video, one of the biggest challenges of hybrid learning is getting everyone to hear one another, cancelling out noise, and loss of connection.

To help solve this issue, purchase laptops, interactive whiteboards, or other hardware with built-in microphones, as well as consider investing in professional external microphones If you are using recordings. You can also use external screens and use a projector so that all in-class students can easily see distanced students clearly.

If you are interested in a projector, check out how to choose the perfect education projector, or learn more on why videos are so important in hybrid learning with video-assisted learning and myViewBoard Clips.

Assistive Technology

One of the benefits of hybrid learning is the ability to create more inclusive classrooms. This is because we can utilize more types of assistive technologies in the classroom or make lessons available to students who have difficulty being physically present in the classroom. Assistive technology is defined as any device, piece of equipment, or system that helps to enhance and accommodate people with special needs, impairments, or disabilities.

Assistive technology in this case can be the laptops, video equipment, or other technologies you use to include students with certain needs into your classroom. Not to mention, the ViewBoard has functions like live-closed captions, recording, screen sharing, and other functions to easily modify your lesson plans to fit all students whether they are distanced or in-class.

If you'd like to learn more about assistive technology for all kinds of situations, you can learn more here.

Hybrid Learning as a Workspace

The final hybrid learning space you need to consider is the workspace. The workspace, in this sense, refers to how students will work and collaborate with one another. This means targeting more of the classroom design rather than the hardware required. However, you should consider your and your students' hardware and software when creating an optimal classroom design for collaboration between students.

Think-Pair-Share

Think-pair-share is one of the most common group collaboration strategies around. This strategy requires a few minutes of individual thinking, pairing two or more students, and then sharing ideas among themselves. The benefit of this is that it is easy to pair distance students with in-class students. You can even mute the distanced students for them to discuss among themselves or other variants of the process.

When deciding this classroom design, you can use traditional design formats. This can be all desks facing the front towards a screen. You can also consider using varieties of what are called SCALE-UP classrooms. However, these kinds of set up are best suited for schools who can have access to tablets or laptops for individual students.

Jigsaw

Jigsaw is also sometimes called "snowballing." This form of collaborative strategy relies on students building upon each other to create the final concept. The two teams are broken into what are called "home" and "experts". To use the jigsaw method in groups, one or more students who are the "experts" will leave their group, collect information on a particular topic then return to their "home" group to share. Once discussion has finished, all groups will share and collaborate to finish the "jigsaw."

When setting up a classroom for jigsaw strategies, it would be best to have two displays of some kind, whether it is two interactive whiteboards or two projectors. Place in-class students in the middle while the distance students will be on the outside or projected on the wall. That way everyone is visible in various directions.

Fishbowl

Fishbowl method is unique in that it can use both strategies of think-pair-share and jigsaw. However, it focuses highly on discussion and creativity. You can use fishbowl for several different reasons such as text readings, discussion, collaborative problem-solving and more. Most importantly it is a fun way to encourage student to communicate and not to be shy when sharing their ideas.

Fishbowl may be more difficult to design in hybrid learning as it is meant to be in a circle or "campfire". However, if you have multiple classroom tablets, or if all students have a cell phone or other video/microphone technologies, each distance student can be paired with an in-class student. There are multiple different ways you could emulate a fishbowl in your hybrid learning workspace.

Final Considerations for Hybrid Learning Spaces

Hybrid learning spaces are ideal for a multitude of scenarios. So, if you ever feel your setup or strategy is not working, try another one! Hybrid learning allows teachers and students to have more freedom and options in their learning and teaching experiences.

If you would like more information on how hybrid learning can benefit your students, or would like to contact us for more information on how to get accessible EdTech solutions, visit our hybrid learning education solutions page to get all that and more. Or learn more about the distance learning component of hybrid learning here.

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How to Set Up a Hybrid Learning Space | ViewSonic Library

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Hybrid learning is quickly becoming one of the most important teaching methods to use. Because it is associated strongly with technology it may be scary to adapt this change, especially if you already are already facing other challenges in the classroom.

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The idea of coding is something that is new to me. I must admit that I am not the tech savvy teacher. The school that I teach in is a one to one school when it comes to technology. Each student is issued their own chrome book at the beginning of the school year. The students that I teach lack basic skills such as typing and knowing how to efficiently search the internet for sources. As I initially read the articles on coding, I was thinking I had never used it before but after doing more in depth research, I realized that I had. The article link to Edutopia lists some coding tools that can be used in classrooms. This year, we used Tynker during our enrichment time at least two days out of the week. While it is listed as a primary tool, students were challenged to use coding to solve various problems. Another coding tool that we used in my class was Break-Out Edu. This program can be used across the curriculum and helps students think critically. There are breakouts already created and teachers can create their own.  I believe that students need to be taught the proper way to use technology so that it is beneficial to them now and later. “Just as important as coding, backers add, are foundational concepts such as computational thinking. This approach to computer science provides students with a way to solve problems by breaking them down into parts, and it can be integrated across subjects as early as kindergarten.” Students have devices as soon as they are old enough to hold their own bottles so it seems. Using the computer science approach would definitely be rewarding for all age groups. “In some states, computer-science standards overlap with math standards and involve concepts such as sequencing, ordering, and sorting. Standards can also include science concepts such as devising a hypothesis, testing it, refining it, and perhaps redesigning an experiment after “debugging.” In looking at the standards of excellence for the state of Georgia, there is a coding class for grades 9-12 and many of the skills emphasized can be used in other subjects.

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Elementary School

These sites and apps can be used independently by upper elementary students, and kids as young as kindergarten may have fun working one-on-one or in small groups with the teacher.

ScratchJr: ScratchJr is an app version of the popular Scratch site (below) that's aimed at beginners. It's a drag-and-drop coding language, meaning that users snap together colorful blocks on the screen to make their own programs that can do complex tasks, like tell an interactive story about something they're learning. It's a great way for kids to get interested in programming without needing to navigate programming terms like bool. (iOS, Android)

Scratch: Once kids are comfortable with the interface in ScratchJr, they can move online to a fuller version. The best part about Scratch is that kids share the games and animations they create on the site, so other kids can see their code and learn from it. MIT, which developed Scratch, provides resources for teachers, including tutorials and lesson plans. Consider having students build an animation in Scratch for their next book report-a modern, digital update for the shoebox diorama. (web-based)

Tynker: There are many ways to use Tynker in the classroom, some paid and some free. On the paid end, Tynker has a program for classroom use that teaches basic coding concepts without a lot of teacher input. Online lessons cover a wide range of subjects, like using coding to create a map of Pangea splitting apart for geography or an animation to quiz peers on types of government systems in social studies. And Tynker has pulled together some free games and activities for Hour of Code that can be used throughout the year. (web-based)

Middle School

Many of the tools here can be used by a variety of age groups. Scratch is very versatile that way-while elementary students get a lot out of it, it's also used by middle and high school students to build projects with increased complexity. Similarly, while the apps and sites in this section are great for middle schoolers, students in upper elementary school may want to try their hand at Hopscotch or Blockly.

Hopscotch: Another drag-and-drop coding app that's great for the classroom. Hopscotch specifically helps bridge the gap between ScratchJr and more complex drag-and-drop programs by providing a transition guide. Students can use this tool to add creativity to class projects-for example, by building an explorable map for world studies or making a quiz for a fellow math student to prep for a test. (iPad, iPhone)

Blockly Games: These web-based coding games go hand-in-hand with the main Blockly site, Google's response to Scratch. Blockly is a great bridge between Scratch and more advanced coding languages because it still uses colorful blocks but introduces proper terminology. The 52 Blockly Games are arranged in seven categories that teach core coding concepts to get students familiar with computer language basics. The games are great for independent work time in a math class. (web-based)

Swift Playgrounds: Swift is Apple's coding language, and this app is a great transition for middle schoolers who are moving from drag-and-drop to word-based programming. There are still blocks that can be tapped to create a program, but these blocks have the words of the command written on them-students can tap a block or type the command. These lessons-structured like coding puzzles-can be tucked into open time at the end of math class. (iPad)

High School

If your students are ready to move into word-based programming, try the tools below. While these may be enjoyed by someone comfortable enough with programming to sign up for an AP computer science course, they're also for students who are just learning how to write a program or want to learn programming so they can utilize it for projects in a wide range of classes.

Code.org: JavaScript, HTML, and CSS are great language starting points, and Code.org has tutorials for students so they can learn how to build apps, design games, and build a web page. These self-guided units are perfect for students who learn best at their own pace and can be tucked into any science or math classroom. (web-based)

Twine: Ever wanted to walk around inside a story? With interactive fiction, you can. Twine is a simple-to-learn language that incorporates many facets of JavaScript and is perfect for new coders. Students can create web-based choose-your-own-adventure stories or use text to create a setting and then allow for directional exploration. For instance, students can build 19th-century London with words, and then allow the user to explore the nooks and crannies of Clerkenwell, maybe even running into characters like Oliver Twist and the Artful Dodger. This is the perfect language for learning core coding concepts such as loops, variables, and arrays, and it can be worked into any humanities course. You'll find more ideas in my book on using Twine in the classroom. (web-based)

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With these apps and games, you can work coding lessons into any subject and any grade from early elementary through 12th.

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Augmented Reality and Virtual Reality are two forms of emerging technology that I am not familiar with and have never used in class. A few years ago, we were introduced to Virtual Reality. Our school system purchased a set of VR headsets that had the phone inserted in them. There were only three sets purchased for the entire system and teachers had to reserve through the technology administrator for the system in order to use them. For Virtual Reality at the time, funding and availability of the resource was limited. In the History class that I teach, it would be cool to take a Virtual Reality field trip to see the pyramids in Egypt or tour the Sistine Chapel especially since many of the students I teach have never left the state of Georgia.

The article on Augmented Reality is very interesting. What I find most interesting about it is the fact that it can be used with a cell phone. That would work well for my school if we allowed students to bring their own devices. I like that it seems to be more accessible than VR. Like many educators, I get excited about new technology and trying something different to engage students. The author of the article gives a clear warning about the use of AR. He states, “The best role for augmented reality is as a supplementary tool, rather than as a primary method of delivering content. So, while teachers can use it to bring lessons to life, they also need to maintain a focus on more traditional ways of delivering content. Augmented reality is best suited to enhancing those traditional lessons rather than acting as stand-alone methods of instruction.” (educationcorner). As a teacher, I have to examine the content that I teach and the resources that are already available to make sure that when I use AR in the classroom, it is supplemental and does not take away from the main objective of the lesson.

According to Dick in the government technology article when it comes to AR/VR, “Cost is still an issue, and generally, understanding how these technologies can fit into existing curricula and pedagogical approaches really needs to happen before this can actually explode in a way a lot of people would like to see it.”  It is my hope that we can find funding through grants or in the budget to expand our access to these two resources. History is viewed by most students as a boring subject. Any tool that will make the content more engaging for students would be helpful.

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This article I found on Augmented Reality is embedded with videos and ideas for ways to use AR in various classroom settings. As a teacher who is unfamiliar with Augmented Reality, I would look for resources such as this to help me properly use the technology in class.

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Does augmented reality have a place in your classroom? Across subject areas and grade levels, educators are bringing augmented reality learning experiences to their students. But if you've wondered how to use augmented reality in your classroom, I'm excited to share a handful of ideas and a fantastic back-to-school promotion to get you started.

I was first introduced to the possibilities of augmented reality in education at my very first ISTE Conference in San Antonio, Texas, in 2013. I already had an idea of what augmented looked like and what it might be able to do. But most of my "experience" was from watching science fiction movies. After that first conference, my wheels started spinning about potential use cases for augmented reality. However, it was hard to find clear curriculum connections that made AR more than a "wow" factor in my classroom.

Augmented Reality in Education

Last year I connected with the folks behind 3DBear, an AR tool that turns teachers and students into creators. I've talked about 3DBear on the blog in the past, including its connection to Web 3.0, ways to use augmented reality for storytelling, and project ideas for science classrooms. 3DBear can help support phenomenon-based learning too.

If you're a regular follower of the blog or listener of the podcast, you've probably seen me use the phrase "tasks before apps." With any open-ended creation tool, for as much as I'm excited to see it does, I care way more about teachers and students can use it in the classroom.

So in addition to sharing 3DBear's special back-to-school promotion, I also want to make sure you have some ideas to customize and tailor to the needs of your students. First off, here are the details about the promotion. From July 30th to September 30th, 2019, if you sign up for the free trial from within the 3DBear app, you'll automatically get one month extra, for a total of two months free.
Head straight to your favorite App Store and download the 3DBear app for iOS (iPad & iPhone) and Android (on the Google Play Store).
How To Use Augmented Reality

If you're interested in ways to use augmented reality in your classroom this year, I have a few subject area-specific ideas to share with you. It's important to remember that there isn't one right way to integrate technology into your instruction, and these are ideas you can customize. Of course, you might have goals for using AR with students that go beyond traditional curriculum connections, like building empathy or problem-solving.

AR Activity Ideas

English Language Arts: Students can read a short passage and recreate a scene. You might ask them to write a paragraph that goes along with their augmented reality representation. This is a great opportunity for students to make connections to the text. For a collaborative project, a class can create a video retelling scenes from a book they've read as a call. You might even have small groups of students create a video for different scenes. Then, they can play these scenes in the order they appear in the book. Here is a link to a video based on Goodnight Moon.

Science: 3DBear has an extensive collection of dinosaur elements that can fly around your students' screens. This feature makes it an excellent choice for discussing habitats and parts of the world once inhabited by these creatures. In the video below, you get a feel for what it looks like to place a T-Rex outside of your school building!

Social Studies: Students can explore festivals from around the world and create a scene with a special celebration. 3DBear has a large collection of elements for students to add to their scenes, or they can design their own.

Math: You might ask students to redesign a space in their school or community, and use augmented reality to represent their design proposal. Students can use Tinkercad to build elements with specific, scaled measurements to add to 3DBear.

Design Thinking with Augmented Reality

With 3DBear, students can explore design thinking principles within an augmented reality space. After accepting a challenge and researching the topic, students can discuss potential solutions and obstacles and decide on their design. 3DBear has collections of elements students can use to layer a virtual object on top of a real place. By layering elements over a space, students can create an augmented reality experience. Students can also design elements using third-party integrations.

Then students can compose a description of their planned response to a problem and build a scene in augmented reality in 3DBear. 3DBear provides users with a few different options for documenting and presenting their final augmented reality scene too. So students can create a video or snap a picture to go along with their written description.

Standards for Teaching Augmented Reality

When reviewing your standards and learning goals for the upcoming school year, you might not see the term augmented reality listed in any state-wide or school-wide documents. However, a quick review of the Standards for Mathematical Practice in the Common Core reminds us that "model with mathematics" can take many forms - including an augmented reality model.

The same is true when reviewing the English Language Arts Anchor Standards and the goals you have for students as speakers and listeners this school year. Here is a link to a slide deck with high level ELA, Science, Math, and Social Studies standards. You can see how building stories and solutions in augmented reality hits so many of the areas we want children to learn.

In the video above, you can see some of the ways augmented reality is used in schools across the country. I had the opportunity to meet with Susan Sclafani last year. She is a passionate educator at a school just a few miles from where I grew up. It was so exciting to hear about the ways she is using 3DBear in her classroom. Thinking about how to use augmented reality this school year? I definitely encourage you to explore this dynamic tool!

Ready to dive in? Just download the app and sign up for a free trial! Head straight to your favorite App Store. Use this link to find the 3DBear app for iOS (iPad & iPhone) and Android (on the Google Play Store).

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Tags: augmented reality, virtual reality

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How To Use Augmented Reality in Any Subject Area - Class Tech Tips

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Does augmented reality have a place in your classroom? Across subject areas and grade levels, educators are bringing augmented reality learning experiences to their students. But if you've wondered how to use augmented reality in your classroom, I'm excited to share a handful of ideas and a fantastic back-to-school promotion to get you started.

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Virtual Reality in the Social Studies Classroom

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Virtual Reality in the Social Studies Classroom

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The article linked above gives very detailed information about the various ways Virtual Reality can be used in the classroom. What was most surprising to me was the price of the goggles mentioned in the article. The lesson ideas are a great resource for History teachers and would definitely engage students in the learning.

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Virtual Reality (VR) field trips provide exciting educational experiences for students, whether you're teaching kids in a virtual classroom or a real one. In my last year of teaching, my social studies students took VR visits to iconic World War II locations, met a Syrian refugee in a Jordanian refugee camp, explored coral reefs, and learned about Cuban dance.

Preparation for VR field trips was easy. Since many of my students already had smartphones, the investment in a VR lab was relatively cheap. The goggles are inexpensive, about $6 a pair. They are made of cardboard and contain two lenses. Smartphones are placed inside the goggles, allowing students to experience a powerful three-dimensional environment with the inexpensive VR viewers. It's not as powerful, but you can have students simply access VR field trips on their computers or tablets, too.

The Google Expeditions website provides educational VR field trips. The App, downloaded on smartphones, is free. Teachers serve as field trip guides. For example, I showed my students eight panoramic scenes from World War II. We viewed a 360-degree photo of Pearl Harbor, while I explained the Japanese surprise attack on December 7th. Students entered a museum dedicated to the Tuskegee Airmen, visited the beaches at Normandy for D-Day, and walked among the monuments and statues of the Hiroshima Memorial Peace Park.

The still images were educational, but my students found Virtual Reality videos more powerful and engaging. There are a number of excellent VR video Apps useful for the classroom, including: The New York Times VR, The Discovery Channel 360 degree videos on YouTube, and Within.

On the Within App I found a poignant VR story of a 12-year-old Syrian refugee, Sidra, living in a Jordanian refugee camp. In Clouds Over Sidra our young narrator takes us on a tour her world, her tent, classroom, and refugee camp. Most importantly, students hear Sidra's hopes and dreams in her own words.

Students wearing the goggles were riveted by this video. The VR experience brought them into Sidra's world in a way that other mediums could not. After they watched the VR video, students discussed the experience with a partner, answering questions from the Clouds Over Sidra discussion guide I designed.

After partners talked, we had a class wide discussion with questions I projected from the Clouds Over Sidra slideshow. I also had my students read a 2015 Associated Press article, Refugee Tent Camp for Syrians Grows into a Busy Jordanian City. This deepened their understanding of the Syrian refugee crisis.

This experience convinced me of the power of VR in a classroom setting. For my next lesson, I asked students to find a short VR video with an educational purpose and to design a discussion guide. Students found an array of VR videos from exploring coral reefs to learning about the history of Cuban dance.

There was a lot of excitement as students shared their VR discoveries with classmates. You can see their enthusiasm in a short video I made, Take a Virtual Field Trip.

For teachers, the smartphone has introduced a level of distraction in our classrooms, especially when it comes to student texting and social media. However, you can make powerful educational use of all those small screens in your classrooms by taking Virtual Reality field trips with your students.

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A Veteran Teacher's Lessons: Virtual Reality Field Trips for Your Classroom

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Virtual Reality (VR) field trips provide exciting educational experiences for students, whether you're teaching kids in a virtual classroom or a real one. In my last year of teaching, my social studies students took VR visits to iconic World War II locations, met a Syrian refugee in a Jordanian refugee camp, explored coral reefs, and learned about Cuban dance.

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Jamboard is an app that can be downloaded from a mobile app or web browser. It is a digital whiteboard that allows students to collaborate and share ideas. I like using Jamboard because students can create in real time and see posts made by other students. It is also a way for students to organize thoughts. There are many tools such as draw and write that can be used with the app and images can be inserted as well.

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Nearpod is an interactive app that allows the teacher to develop lessons embedded with activities such as questions, polls, quizzes, and written response to engage students throughout the learning. What I like most about nearpod is that it is a good way to formatively assess students throughout the lesson. It can be teacher paced or student paced.

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Pear Deck is an add on to Google Slides. Most teachers want to get students more engaged in lessons but find it hard to do by simply using power points or Google slide presentations. Pear Deck allows teachers to add the student engagement component. It has templates that teachers can use that align with the framework for instruction. It is very similar to near pod and can easily be used with existing Google Slide presentations.

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Favorite App from Katelyn Wilhite Post: Blend space

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Favorite App from Katelyn Wilhite Post: Blend space

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Katelyn shared that Blendspace is an app similar to nearpod. Teaching history can often be boring so I look for different ways to engage students. Blendspace has many useful tools that I can use in my classroom. Features like creating a class, connecting to google classroom, embedding quizzes and videos, as well as other ways to monitor student progress are essential tools for our course framework. I also like that there are lessons already prepared and some resources that I already use such as crash course world history videos.

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Education has shifted to become more student centered. The teacher is no longer trained to be the one that stands in the front of the room lecturing but rather facilitating student learning. One way that happens is for students to utilize technology in the classrooms.  In order for that to happen, teachers must embrace the use of technology and desire to learn more about new ways to use technology in the classroom. What can be done by teachers to gain more knowledge and use emerging technology? It begins with a simple desire to connect and engage with students. In the article on Student’s Perception of Teachers Technology Use, the author shares results of a survey questioning children who were born in the early 2000s. The survey indicated that those students were immersed in technology. The author states, “The students who participated in this survey  indicated  they  are  very  confident in  using  technology  while  accessing  information  daily  from  their  smartphones. This  should  indicate  to  us  as  educators that students are comfortable using technology in navigating their learning”. Every teacher that I know wants their students to be successful. In order for that to happen, teachers have to connect the use of technology with that desired success.

Administrators play a key role in teacher buy in to new technology as well. According to the article 7 strategies to get teacher buy-in on new technologies, “Professional development focused on technology can secure teacher buy-in by clearly showing teachers how new tools will help them build a better classroom. By doing this, you can effect meaningful changes quickly, in a way that motivates everyone–parents, teachers, and students”. I agree with this because I have seen it work first hand. About 6 years ago, our school district had a professional learning day solely for technology. Teachers chose four or five new technology ideas they wanted to learn about and rotated classes as if we were in school. What made the professional learning meaningful is that teachers from the various schools were presenters. The professional learning provided us the opportunity to see how the technology could work with the demographic of students that we teach.

Finally most teachers probably think they are doing a good job when it comes to technology however the author of the Student’s Perception article makes a very good point when the article states, “Teachers should see how they are being perceived in their tech usage. They may believe that they are being innovative with technology; however, as an example, students may not see the use of slides as innovative. Having teachers take a reflective  innovative  technology  usage  survey and  compare  it  to  students’  perceptions of innovative technology use among their students  could  provide  interesting  and relevant results”.  One of the things I do as a teacher is reflect on what I do and do student surveys. I  plan to add a technology component to my student survey at the end of the school year.

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Article on Administrators Role in Teacher Buy-In to Technology

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Article on Administrators Role in Teacher Buy-In to Technology

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This article is written from the perspective of an assistant principal who learned through trial and error of what it takes to get teachers to buy-in to new technology. The advice is practical and engaging for teachers as adult learners.

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I went back to my fundamentals and immediately knew that answers could be found among the teacher leaders right in front of me.

Conceiving a Digital Learning Team

I decided that we needed a team that would function much like a professional learning community (PLC) and that I would call it a Digital Learning Team (DLT); the way I envisioned it, through this team, colleagues could connect to support each other, share ideas, and build student engagement.

At my high school, the DLT is composed of five innovative and tech-savvy teachers from various content areas including chemistry, Spanish, and social studies, as well as our media specialist. Each one has unique skills and experience, so they are equipped to meet the diverse needs of the student body. The DLT gets together every other week to continually assess and develop new ideas and techniques that meet the needs of our teachers and students.

Starting With Grounding Questions and Feedback From Teachers

The DLT immediately asked critical questions to frame their work:

How can we continue to promote authentic learning?

How can we implement platforms/websites that teachers can use indefinitely, even after the pandemic?

How can we use platforms as replacements for techniques that teachers used previously in in-person classrooms?

How can we re-create formative assessments for students in the virtual classroom?

What can we do to effectively assist teachers and directly connect with them?

Our goal was to help teachers navigate today's circumstances and build student engagement in a way that was easy for teachers to understand. But it was quickly clear that the questions weren't enough to guide us; we also needed feedback from teachers with detail about their needs that could keep us on track. We developed a comprehensive survey for teachers, and the data from it demonstrated that they wanted short professional development sessions from their peers to help connect content to technology. Data from the surveys also helped us to understand which platforms teachers implemented most and therefore which ones we should focus on.

A Plan and Strategies Emerge

Armed with that data, we developed a plan with four comprehensive strategies to connect and support teachers while providing information, engagement strategies, and professional development opportunities.

Digital learning teams and team captains: Each of the five DLT members is assigned to a department to coach and support; these team captains provide individualized instruction showcasing platforms such as Flipgrid, Pear Deck, and TeacherMade, as well as innovative applications for new Zoom or Google platforms. The captains regularly check in with the departments they coach and provide mini-lessons specific to their content areas, such as how to use the whiteboard feature in Pear Deck so that students can solve multiple math problems simultaneously; how to use Flipgrid for debates in social studies; or how to use Kami to teach about text structures. DLT members share a platform and then ask the department teachers if they have used the platform (if so, how; if not, why), how the DLT member can help them, and if they plan on attending presentations to learn more.

For example, Gabriela Sikorski, a Spanish teacher and team leader, worked alongside her World Language department to share Jamboard as an assessment tool. Since her demonstration in September, the utilization of formative assessments via Jamboard has increased and provided teachers with necessary daily data to make informed decisions about student understanding of new material. This information is used to differentiate students' needs and plan the next day's lesson.

Digital learning newsletter: Each month the staff receives a digital learning newsletter highlighting a platform or website. Every newsletter contains an overview, video tutorial, and engagement technique. For example, for a newsletter focused on Flipgrid, Spanish teacher Laura Tetto wrote about Flipgrid engagement strategies, while Gina Policastro, our media specialist and technology coach, provided a video tutorial covering related content. She also shared specific ideas for using Flipgrid during lessons, such as for character analysis review or a virtual debate, or for practical purposes like video response exit tickets.

Digital learning app: Our staff survey told us that we needed to condense and organize the resources into a user-friendly app. Jennifer Allessio, our high school chemistry teacher and science coach, designed the DLT app, which teachers can easily access from their desktop or phone. The app was created in just minutes using Google Slides by resizing the slides and linking them together, and it can be updated throughout the year as new ideas and materials surface.

Lunch and Learns/Tech Talks: As the fall progressed, teachers voiced the desire for models and interaction with experts. In response, we developed Lunch and Learns and Tech Talks, in which the DLT reviews a specific platform in brief, live sessions.

We record each session so that they are available on demand for teachers who cannot attend the live session. Staff members can engage with the expert and are encouraged to ask questions and share ideas. These 20-to-30-minute sessions have yielded great results for the teachers and the students. After one session, a teacher commented, "The quick, teacher led sessions are the BEST, [I] can not wait to try the new techniques like posing a Do Now question on Pear Deck and getting immediate responses from students." After a Lunch and Learn focused on TeacherMade, teachers felt a sense of relief when they realized the platform could save them precious time; the DLT demonstrated how teachers could use the platform to easily convert existing documents to a digital format that students could engage with directly and that teachers could use for automatic grading.

Prior to each Lunch and Learn or Tech Talk, we send teachers a video teaser (not unlike a movie trailer and made with Biteable) that emphasizes reasons for attending and what specifically teachers can learn. I also created a calendar of the offerings in advance so that teachers can plan ahead of time and choose which sessions they want to attend.

The Digital Learning Team has been essential during hybrid and virtual learning. Teachers rely on the team to help them learn new platforms and take risks in their classrooms. They feel supported and are applying strategies they never thought were possible. Carolyn Bonifazi, an English teacher in my school, is a case in point. She shared that the support of this team and access to her team captain bring a sense of relief and community to her work: she now confidently applies Pear Deck to check for understanding, Kami for students to read and show their text evidence, and Flipgrid for presentations and student collaboration and response. She also refers to the DLT app and newsletters to bring new ideas into her virtual learning classroom every day.

The Digital Learning Team continues to create new content to advance the success of its staff and students. We are creating an Instagram account to share simple strategies for the various platforms and are hosting a Tech Showcase where teachers from all content areas can share what tools they use and how they use them. We also continue to expand our tech series lessons, share new platforms such as Parlay Ideas, and keep teachers up-to-date on new features from standard platforms such as Google Classroom and Zoom.

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How to Help Teachers Learn New Technology

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I went back to my fundamentals and immediately knew that answers could be found among the teacher leaders right in front of me. I decided that we needed a team that would function much like a professional learning community (PLC) and that I would call it a Digital Learning Team (DLT); the way I envisioned it, through this team, colleagues could connect to support each other, share ideas, and build student engagement.

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This article examines the question of teacher buy in by looking at reasons why teachers are not embracing new technology. By reading this article it helps one understand what can be done differently to promote teachers accepting new ideas as it relates to technology use in the classroom

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While reflecting on my time spent in the classroom, I'm sometimes embarrassed to admit that I rarely used technology in the classroom to differentiate learning for my students. During my first two years with Teach for America, I was exposed to a wealth of community knowledge, plenty of professional development opportunities, and variety of pedagogical perspectives. And though I was surrounded by innovative educators eager to share their knowledge, I rarely used technology to differentiate learning for my students. By sharing my experiences now, I hope to encourage other tech-averse educators to reexamine their mindset.

When I was teaching, my use of technology in the classroom was limited to Smartboard and WiFi access. I regret that I did not put technology into the hands of my students as often as I used it to illustrate my lessons. While playing funny videos in class helped me to engage my students, I now know that the full benefits of technology in the classroom can only really be seen once devices are in the hands of students. Students need hands-on experience to learn how to type with speed and accuracy, conduct and synthesize online research, and collaborate with people on the other side of the world.

Even in the 21st century, some schools still lack access to reliable internet, effective devices, and educational software. Sure, most kids may be adept at playing games on their smartphone and watching YouTube videos, but students who do not know how to navigate a keyboard, create digital presentations, or revise word documents are limited in their abilities to compete on the same level as other students with those skills. Early access to edtech tools ensures that students have the skill set needed to learn and utilize rapidly changing technology.

So, why are some teachers still so hesitant to embrace the use of technology in the classroom?

1. Administrators aren't doing enough to encourage teacher buy-in.

If administrators fail to clearly communicate the benefits of technology in the classroom to their staff, teachers may view edtech as an inconvenience rather than a necessity. The transition to new technology can be challenging for some teachers. If administrators are unable to prove to their teachers that one-size-fits-all lesson plans do not meet the needs of all students, teachers may be unwilling to add yet another thing to their plate.

When structuring a pilot, it's important to build teach buy-in by regularly asking for and listening to teacher feedback. Before launching a new technology initiative, administrators should make sure that teachers have time to get comfortable with new technology, clearly express their expectations for technology usage, outline any instructional shifts, and create a safe space for trial and error.

The most successful edtech programs are supported by both administrators and teachers. This means that district officials should visit classrooms and attend professional development sessions alongside teachers. Schools with influential and inclusive leaders can drive meaningful change.

2. Teachers don't have a strong support system.

It's hard to hop on the edtech bandwagon when there's not a bandwagon to hop on to. Despite best intentions, if a lone teacher tries to implement classroom technology in an otherwise pen and paper school, her efforts may fall short.

I recently attended an eSpark launch in Cleveland, MS. We visited a total of 6 schools, and helped students and teachers learn to use their new iPads. The excitement in the air was palpable as we visited classrooms, and almost immediately students were up and running on eSpark, seamlessly navigating between instructional videos and educational apps. In each classroom that I visited, teachers were presenting the same instructions to their students, practicing the same skills, and using the same instructional strategies. Camaraderie and shared best practices can go a long way in making a new initiative successful. In a school or district-wide edtech program, teachers can share tips, problem-solve together, and encourage each other.

3. Teachers doubt their ability to learn and implement new instructional strategies.

When teachers say they don't have the time, energy, desire, or training to introduce the effective use of tech in the classroom, what they're usually saying is that they're scared. I get it-classroom technology can require huge instructional and mindset shifts that can be overwhelming to many teachers. Teaching is one of the hardest professions because it requires dedication of heart and mind. Learning something new can incite a range of emotions because the prospect of failing your students is daunting. Plenty of teachers, regardless of age or experience level, harbor doubts about their ability to successfully use technology in the classroom.

Thankfully, the most effective classroom tools are designed to be intuitive and easy to troubleshoot.

Since joining eSpark, I've seen firsthand the ways that technology can change the culture of the classroom and how a child learns. Differentiated learning on iPads can help narrow the achievement gap and engage high performing students who would otherwise be disengaged from a one-size-fits-all lesson. While making major instructional shifts can be a challenging process, the risks of transitioning to a blended learning classroom pale in comparison to the rewards of successfully meeting the needs of every student.
Ready to see what eSpark can do for your classrooms?

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eSpark Learning | Small Group Resources for K-5

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While reflecting on my time spent in the classroom, I'm sometimes embarrassed to admit that I rarely used technology in the classroom to differentiate learning for my students. During my first two years with Teach for America, I was exposed to a wealth of community knowledge, plenty of professional development opportunities, and variety of pedagogical perspectives.

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I was one of the students who was very apprehensive about this class. I do not consider myself a tech savvy person and the thought of being immersed in technology gave me a little anxiety. I thought about images I've seen of a person learning to swim and how in order to do so, you have to get in the water. Once I realized that concept, my anxiety eased. There are so many things that I learned from this class. I had no idea about coding, robotics, or many of the technology resources.
Going forward I plan to build on the use of apps and websites to get students more engaged. I even discovered two myself which were Jamboard and Pear Deck. One app I definitely plan to incorporate is Blend Space. Many students approach history with a negative mindset and it is easy to get caught up in telling the story without student engagement. I want to engage my students more in the learning. Using apps like Blend Space, Nearpod, Pear Deck, and JamBoard will definitely get students actively participating in lessons.

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This testimonial expresses the thoughts and minds of me and probably most teachers who are initially resistant to technology. I hope to see continued changes in the attitudes of students who enter my classroom because of the connection and integration through technology.

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How Integrating Technology Transformed My Classroom