# data[].attributes.body
Educators are excited by the extensive possibilities different EdTech tools provide to extend beyond the walls of their classrooms, and to afford their student the opportunity to demonstrate and extend their learning. Eight new EdTech tools were introduced and explained. Education systems need to replace practices of “conformity, compliance and competition” with “diversity, creativity, and collaboration.”

# data[].attributes.attachment_link.readable_text
Heralding the need for a revolution in education, Sir Ken Robinson was the keynote speaker that kicked off the 39th annual Future of Education Technology Conference (FETC) in Orlando, FL. Robinson, a renowned educational leader and speaker, blended advocacy for locally-designed, open-ended student learning with criticism of the over-emphasis of standardization in US educational policy and practice. He noted that contemporary US methods rely on outputs such as achievement, attendance, and discipline as measures of success and perceptions of quality. The labels of school grades and rankings are emphasizing the wrong attributes and reinforcing wasteful decision patterns.

He likened this to the mechanized US farming system, where practices are focused on outputs like a standard size and shape for each fruit or grain. Crops with uniform appearance are prioritized over those with a higher nutritional value or greater sustainability for the future. In contrast, organic farmers have realized that, in order to maximize production, nutrition, and consistency across harvest seasons, they must focus on the soil and environment instead of the outcome. Each plant, fruit, or vegetable will look a little different, but the quality far surpasses traditional crops. Foods that are output in a standardized manner, but lack nutritional quality, will not keep a body healthy no matter how well-labeled. The same is true for our schools.

Robinson clearly stated that the emphasis on standardization in education is even more harmful to students than mechanized farming is to crop quality. Education systems need to replace practices of "conformity, compliance, and competition" with "diversity, creativity, and collaboration." To yield engagement, achievement, and 21st-century skills, educational systems must turn constraints and structures from ends in themselves to ladders for progress and human development.

Robinson threw down the gauntlet to the educators in the room, insisting that they utilize technology in classrooms as a tool to create these kinds of engaging and dynamic learning experiences for all students. Throughout the sessions and expo hall at FETC, educators and vendors, alike, showed that they are already heeding this call, creating opportunities for students across the PK-12 spectrum to create, explore, collaborate, and problem solve.

So, what EdTech tools and resources did I see on the expo floor and in the session rooms that would help create the school culture envisioned by Sir Ken? Here are some that stood out:

Virtual Reality

Zspace - Whether the PC, video games, or now virtual reality, so much of the history of new technologies begins with an individual user. The turn from productivity to creativity, and the explosion of usage leading to significant societal impact, comes with interactivity and open-ended usage. Z-space is a mixed reality learning ecosystem. Hardware, software, and content integration provide student-driven inquiry, risk-taking and collaboration. It is very cool to experience what I have always thought of as future-only educational tools.

Storyfab - Students love to use figures to do open-ended play and storytelling. Carrying the spirit of storytelling into augmented reality this tool allows students to be producer, director and distributor of their own stories. Not only is "all the world a stage", but so are all social media platforms, and this app would make Shakespeare smile.

Nearpod - Provides students and educators with the opportunity to create, curate and procure interactive, 3-D, group-enabled experiences. Amazing ability to connect materials of many different digital types, this tool is estimated to already be in use in 10% of classrooms in the US. Slideshows will be soon be relegated to the history of 20th Century education.

Making and Creation

MakerBot 3-D Printing - Getting those crazy ideas out of students' heads and into their hands has been a desire of teachers since even before thinkers like Plato. And 3-D printing is making it happen. This manufacturer has gone well beyond ensuring reliability and ease of set-up by having a library of lesson plans and a community of users. Families will free up space on their refrigerator as worksheets marked with grades are replaced by knick-knacks on the counter.

Bloxels - Designing video games requires considering narrative, coding, characters, and physics. This toolset structures all of those responsibilities in a manner that is easy for teachers to explain and students to commence creating and sharing games. And since video games can be used to explore history, literature, math, science, and any other explainable topic, it is a natural fit in any classroom.

littleBits - If learning is to have students be able to construct new things given their knowledge and concepts, then one way to make that clear to them is to treat them as inventors. This kit-based (with supplementary components) system provides the components to have students be designers, engineers, and documentation providers with and for each other. Snapping things together has never been so purposeful.

Building AND Programming

Piper - While Dungeon & Dragons, Pokemon, and other games that have consumed young learners outside of school time, they have not been able to penetrate schools beyond after-school clubs. Minecraft is proving to be different. And that success has inspired a product that combines electronics and programming learning by utilizing Minecraft's version of Raspberry Pi. Creativity and mental discipline being developed at the hardware, software, and entertainment architecture level in an age agnostic manner - this is rigorous learning at its best.

Pi-top - Going beyond the spirit of having students have to be responsible for their own laptop now means having students build, program, and create their own devices. Cost effective, rewarding of creativity in real-time and able to scale for group projects, this platform now supports students building either a desktop or a laptop. And like Piper above, Pi-top utilizes the Raspberry Pi as its core component.

The ubiquitous presence of the Google suite of products as a platform for utilizing many tools was notable throughout the conference. Significant adoption of chromebooks by districts (both large and small) was also evident, as sessions on Google-integrated classrooms overflowed with participants. There was a great deal of interest by conference attendees in finding ways to utilize the Google tools to promote collaboration and creation in their classrooms, and to manage learning.

The Future of Education Technology

The enthusiasm and passion of the presenters, vendors, and most importantly, the educators at FETC 2018 made the future of education technology look very bright. Teachers are excited by the seemingly limitless possibilities different EdTech tools provide to extend the walls of their classrooms, to allow their students to use agency and voice to show and extend learning, and to build their own new EdTech tools to fill current voids. The market is truly robust, with new devices, apps, and even completely new technologies entering the fold on a daily basis. And students are eager to bring the creativity, collaboration, and flexibility of their social and home lives to their learning. As we look to the future of education technology, will districts, administrators, and communities have the bravery to buck the current norm of standardization and unleash the potential of our teachers and students? Sir Ken Robinson certainly believes that this is the key to success in the future.

For more, see:
Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update

Erin Gohl is a Getting Smart columnist, and an independent writer focusing on issues of equity, engagement, and technology in educational policy and practice. Connect with her on Twitter: @eringohl

# data[].attributes.attachment_link.title
8 Examples of the Future of EdTech, Fresh from FETC | Getting Smart

# data[].attributes.attachment_link.description
Heralding the need for a revolution in education, Sir Ken Robinson was the keynote speaker that kicked off the 39th annual Future of Education Technology Conference (FETC) in Orlando, FL. Robinson, a renowned educational leader and speaker, blended advocacy for locally-designed, open-ended student learning with criticism of the over-emphasis of standardization in US educational policy and practice.

# data[].attributes.body
Augie Robot is one of the latest innovative creations from Pai Technology. It is a robot that teaches students to code by allowing them to control its movements, voice and sounds. Augie engages student imagination and ingenuity while helping students improve critical thinking and problem-solving skills.

# data[].attributes.attachment_link.description
Your children will grow, develop, and play with Pai Technology; the only technology company that partners with parents to enhance learning through fun.

# data[].attributes.body
Tutormate is an online volunteer tutoring program that assists first grade students in need of Language Arts remediation. Professionals from various backgrounds are able to coach students via computers or laptops with webcams on reading foundational skills. Students are also given follow-up online activities to reinforce reading competencies.

# data[].attributes.attachment_link.readable_text
Teach a child to read, without ever leaving the office. All you need is a computer, a phone and 30 minutes a week.

TutorMate is the nation's preeminent online volunteer tutoring program, helping thousands of at-risk first grade students learn to read. More than 200 of the country's most prominent corporations and organizations partner with Innovations for Learning to recruit an army of volunteers to help young students in under-resourced schools and communities.

An easy way to engage and give back.

Each volunteer tutor is paired with a first grade student for remote 30 minute tutoring sessions once per week throughout the school year. The volunteer can tutor from their office, at home, or wherever there is internet access. During the session, the tutor and student read stories together online and play games that build student word knowledge.

Ready to get involved?

Corporate groups: We're looking for teams of 10 or more active employees at organizations to support our effort. Each team will be assigned to a classroom in your community. Contact Dan Weisberg for more information and get your company involved: dan@innovationsforlearning.org.

Community groups: We are excited to offer tutoring opportunities to community members in select areas. If you are interested in tutoring, please email Nicole Warshauer for more information: nwarshauer@innovationsforlearning.org.

Schools & Districts: We partner with schools and districts in under-served communities. Email Kim Whitten to get your school or district connected with TutorMate: kim@innovationsforlearning.org.

TutorMate for Families

Launched this year, parents can tutor their students at home using their smartphone through the TutorMate for Families app. Our award winning stories and activities are be accessible to the increasingly large number of smartphone-carrying parents in low-income communities. The TutorMate system creates an unprecedented opportunity for schools to engage parents in the reading education of their children in a manner that is aligned with classroom instruction. Technology will truly enable the entire "village" to raise a child!

Schools Served

Innovations for Learning serves the following school districts: Atlanta, Baltimore, Boston, Camden, Charlotte, Chicago, Columbus, Dallas, Denver, Detroit, Ft. Lauderdale, Grand Rapids, Houston, Indianapolis, Jackson, Jacksonville, Jersey City, Los Angeles, New York City, Oakland, Santa Ana, San Jose, Seattle, and Washington DC.

TutorMate London launching September 2018!

Thanks to our pioneer partner, Janus Henderson, TutorMate will be launching in London for the 2018-2019 school year.

# data[].attributes.attachment_link.description
Teach a child to read, without ever leaving the office. All you need is a computer, a phone and 30 minutes a week. TutorMate is the nation's preeminent online volunteer tutoring program, helping thousands of at-risk first grade students learn to read.

# data[].attributes.body
Common Sense Education inspires students to think critically and conduct themselves responsibly and safely online. Videos on this channel address digital citizenship, safe, legal and ethical use of technology and much more!

# data[].attributes.body
Nearpod is an interactive tool for educators to use to engage and stimulate students with interactive lessons. Teachers share live, customized lessons that are synced to all classroom student devices enabling them to go on virtual field trips, collect poll data and take quizzes and assessments.

# data[].attributes.attachment_link.readable_text
Get started creating a lesson, video, or activity. Upload your favorite resources (PowerPoints, Google Slides, PDFs, videos). Or choose from 15,500+ ready-to-teach, customizable, standards-aligned premade lessons, videos, and activities from trusted educational publishers.

# data[].attributes.attachment_link.description
Get started creating a lesson, video, or activity. Upload your favorite resources (PowerPoints, Google Slides, PDFs, videos). Or choose from 15,500+ ready-to-teach, customizable, standards-aligned premade lessons, videos, and activities from trusted educational publishers.

# data[].attributes.body
Offers educators free, engaging, beneficial tips, tutorials and sample lessons to help increase student engagement. Encourages students and teachers to become life-long learners in an ever evolving world.

# data[].attributes.attachment_link.title
Free Online Resources Engage Elementary Kids (Tech2Learn Series)

# data[].attributes.body
Renaissance Flow 360, is a program created to connect assessment, instruction and practice in the classroom to increase student growth and save educators planning time. Provides administrators and educators with valuable feedback which enables differentiation to take place with ease.

# data[].attributes.attachment_link.readable_text
Our dedication to learning started more than three decades ago.

First, we sought to motivate students through guided reading practice, helping students discover the pure joy books bring with Accelerated Reader. Next, we focused on measuring reading skills with quick assessments to guide classroom instruction, and Star Assessments were born. Soon after, Accelerated Math shined a light on math practice, 'aha' moments, and motivation. Most recently, we've forged strong relationships with others to create a seamless cycle of insight from assessment, planning for instruction, resources for reading and math practice, and a universal measure of mastery with Renaissance Flow 360.

Throughout the past three decades, we've amassed more than 2.8 billion real-world data points that show us exactly how students build skills and achieve mastery in core subjects. These data points help us continually refine and improve our solutions. Analysis of these data points-what we call learning analytics-helps us continually refine and improve our solutions.

# data[].attributes.attachment_link.title
Accelerating learning for all - K-12 edtech software | Renaissance

# data[].attributes.attachment_link.description
First, we sought to motivate students through guided reading practice, helping students discover the pure joy books bring with Accelerated Reader. Next, we focused on measuring reading skills with quick assessments to guide classroom instruction, and Star Assessments were born. Soon after, Accelerated Math shined a light on math practice, 'aha' moments, and motivation.

# data[].attributes.body
ReadWorks is a scientifically driven, non-profit platform that provides   K-12 teachers with the content and how to teach it in an online setting.   It's free of charge and can be widely shared throughout the school community. Readworks aims to improve comprehension and vocabulary in students and increase teacher effectiveness.

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.body
Teachers work in collaborative planning teams to critically examine and discuss standards-based learning expectations for students. Professional Learning is always better with friends so establishing an efficient and collaborative PLC with educators who are committed to seeing all students achieve optimal academic success is paramount.

# data[].attributes.attachment_link.readable_text
Professional learning community (PLC)

An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.

Read what advocates say about the impact of PLCs.
What Are Professional Learning Communities?

It has been interesting to observe the growing popularity of the term professional learning community. In fact, the term has become so commonplace and has been used so ambiguously to describe virtually any loose coupling of individuals who share a common interest in education that it is in danger of losing all meaning. This lack of precision is an obstacle to implementing PLC processes because, as Mike Schmoker observes, "clarity precedes competence" (2004a, p. 85). Thus, we begin with an attempt to clarify our meaning of the term. To those familiar with our past work, this step may seem redundant, but we are convinced that redundancy can be a powerful tool in effective communication, and we prefer redundancy to ambiguity.

We have seen many instances in which educators assume that a PLC is a program. For example, one faculty told us that each year they implemented a new program in their school. In the previous year it had been PLC, the year prior to that it had been "understanding by design," and the current year it was "differentiated instruction." They had converted the names of the various programs into verbs, and the joke on the faculty was that they had been "UBDed, PLCed, and DIed." The PLC process is not a program. It cannot be purchased, nor can it be implemented by anyone other than the staff itself. Most importantly, it is ongoing-a continuous, never-ending process of conducting schooling that has a profound impact on the structure and culture of the school and the assumptions and practices of the professionals within it.

We have seen other instances in which educators assume that a PLC is a meeting-an occasional event when they meet with colleagues to complete a task. It is not uncommon for us to hear, "My PLC meets Wednesdays from 9:00 a.m. to 10:00 a.m." This perception of a PLC is wrong on two counts. First, the PLC is the larger organization and not the individual teams that comprise it. While collaborative teams are an essential part of the PLC process, the sum is greater than the individual parts. Much of the work of a PLC cannot be done by a team but instead requires a schoolwide or districtwide effort. So we believe it is helpful to think of the school or district as the PLC and the various collaborative teams as the building blocks of the PLC. Second, once again, the PLC process has a pervasive and ongoing impact on the structure and culture of the school. If educators meet with peers on a regular basis only to return to business as usual, they are not functioning as a PLC. So the PLC process is much more than a meeting.

So, what is a PLC? We argue that it is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. The following section examines the elements of the PLC process more closely.

A Focus on Learning

The very essence of a learning community is a focus on and a commitment to the learning of each student. When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it. In order to achieve this purpose, the members of a PLC create and are guided by a clear and compelling vision of what the organization must become in order to help all students learn. They make collective commitments clarifying what each member will do to create such an organization, and they use results-oriented goals to mark their progress. Members work together to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions that ensure students receive additional time and support for learning when they struggle, and extend and enrich learning when students have already mastered the intended outcomes.

A corollary assumption is that if the organization is to become more effective in helping all students learn, the adults in the organization must also be continually learning. Therefore, structures are created to ensure staff members engage in job-embedded learning as part of their routine work practices.

There is no ambiguity or hedging regarding this commitment to learning. Whereas many schools operate as if their primary purpose is to ensure that children are taught, PLCs are dedicated to the idea that their organization exists to ensure that all students learn essential knowledge, skills, and dispositions. All the other characteristics of a PLC flow directly from this epic shift in assumptions about the purpose of the school.

A Collaborative Culture With a Focus on Learning for All

Collaboration is a means to an end, not the end itself. In many schools, staff members are willing to collaborate on a variety of topics as long as the focus of the conversation stops at their classroom door. In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.

Collective Inquiry Into Best Practice and Current Reality

The teams in a PLC engage in collective inquiry into both best practices in teaching and best practices in learning. They also inquire about their current reality including their present practices and the levels of achievement of their students. They attempt to arrive at consensus on vital questions by building shared knowledge rather than pooling opinions. They have an acute sense of curiosity and openness to new possibilities.

Collective inquiry enables team members to develop new skills and capabilities that in turn lead to new experiences and awareness. Gradually, this heightened awareness transforms into fundamental shifts in attitudes, beliefs, and habits which, over time, transform the culture of the school.

Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.

Action Orientation: Learning by Doing

Members of PLCs are action oriented: they move quickly to turn aspirations into action and visions into reality. They understand that the most powerful learning always occurs in a context of taking action, and they value engagement and experience as the most effective teachers. Henry Mintzberg's (2005) observation about training leaders applies here: deep learning requires experience, which requires taking action. It "is as much about doing in order to think as thinking in order to do" (p. 10). In fact, the very reason that teachers work together in teams and engage in collective inquiry is to serve as catalysts for action.

A Commitment to Continuous Improvement

Inherent to a PLC are a persistent disquiet with the status quo and a constant search for a better way to achieve goals and accomplish the purpose of the organization. Systematic processes engage each member of the organization in an ongoing cycle of:

Gathering evidence of current levels of student learning

Developing strategies and ideas to build on strengths and address weaknesses in that learning

Implementing those strategies and ideas

Analyzing the impact of the changes to discover what was effective and what was not

Applying new knowledge in the next cycle of continuous improvement

The goal is not simply to learn a new strategy, but instead to create conditions for a perpetual learning environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business- forever. Furthermore, participation in this process is not reserved for those designated as leaders; rather, it is a responsibility of every member of the organization.

Results Orientation

Finally, members of a PLC realize that all of their efforts in these areas (a focus on learning, collaborative teams, collective inquiry, action orientation, and continuous improvement) must be assessed on the basis of results rather than intentions. Unless initiatives are subjected to ongoing assessment on the basis of tangible results, they represent random groping in the dark rather than purposeful improvement. As Peter Senge and colleagues conclude, "The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results."

This focus on results leads each team to develop and pursue measurable improvement goals that are aligned to school and district goals for learning. It also drives teams to create a series of common formative assessments that are administered to students multiple times throughout the year to gather ongoing evidence of student learning. Team members review the results from these assessments in an effort to identify and address program concerns (areas of learning where many students are experiencing difficulty). They also examine the results to discover strengths and weaknesses in their individual teaching in order to learn from one another. Most importantly, the assessments are used to identify students who need additional time and support for learning. Frequent common formative assessments represent one of the most powerful tools in the PLC arsenal.
Please also see What Is a "Professional Learning Community"?DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work™, pp. 2-4.

# data[].attributes.attachment_link.description
An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.

# data[].attributes.headline
THE BEST EDTECH TOOL IS AN EMPOWERED TEACHER

# data[].attributes.subject
THE BEST EDTECH TOOL IS AN EMPOWERED TEACHER

# data[].attributes.body
This resource provides three ideas to help educators infuse and utilize technology in schools and classrooms. Technology should make learning more engaging, fun and appealing to students and less stressful, effective and simplified for educators.

# data[].attributes.attachment_link.readable_text
The field of education technology has grown considerably in recent years, both with new companies launching and with existing tech corporations (like Google) focusing on education initiatives. At a high level, it's undoubtedly a good thing to have more people and resources dedicated to such an important part of our society. However, we're now seeing the edtech market become oversaturated, and it's actually harming education in some ways.

Simply put, there is too much focus on new technology. Schools have all this new technology, but they don't know how to use it. Teachers receive all these shiny new tools, and they have to use them because the school has spent money on them. Without a plan in place for how these tools will actually improve student learning, this technology is often used simply for the sake of being used.

Worse yet, there is no interoperability between these different tech tools - the data is living in silos and it's not being utilized to form a complete picture of student achievement, much less make informed decisions about students. It takes a monumental effort to use all of these tools properly and in conjunction with each other. Teachers find themselves drowning in technology that was meant to make their lives easier, and that leads to worse outcomes for everyone.

This may sound counterintuitive coming from someone who works at an edtech company, but it's a truth we've had to reconcile with. We know tech isn't the most important factor in changing education for the better: the best edtech tool is an empowered teacher.

So, how can edtech be used to empower teachers, rather than overwhelm them? Here are three keys that we prioritize at my company, Otus:

Interoperability. I've already mentioned this as an issue - teachers already have too many tools to try to keep track of, and if these tools don't talk to each other, it becomes almost impossible to keep track of data. Effective edtech should give teachers one thing to keep track of, not one more. By bringing separate edtech tools together into one solution, we can make things easier for teachers, saving them time and effort that can be better spent on their students.

Streamlined communication. It's not just edtech tools that teachers have to keep track of - it's people as well. At various times throughout their days, teachers have to interact with their school's administrators, their students, and their students' parents. What if teachers could communicate with all of those parties through the same platform? Better yet, what if that platform housed information that could answer many potential questions before they even needed to be asked? It all comes back to easing the burden on teachers and giving them tools that simplify things, rather than complicate them.

Effective data use. People are wary of data these days, and for good reason. There are too many stories in the news about misuse of personal data, and we have to be extra careful with children. But not all data is bad - the right kind of data can empower teachers to make meaningful decisions about what is best for their students, thereby allowing them to teach to their students' strengths. Most edtech tools these days collect some sort of data - by combining this data and making it simple to analyze, we can enable teachers to see a full picture of their students, and adapt accordingly.

These three ideas sound simple, and they are. But in simplifying a crowded edtech field, we get back to the true purpose of educational technology: edtech is not meant to teach students itself, but to enable teachers to better teach students.

For more, see:
Keith Westman, Ed.D., is the Chief Operating Officer at Otus, a technology platform for K-12 classrooms, schools, and districts. Connect with him on Twitter: Stay in-the-know with all things EdTech and innovations in learning by signing up to receive our weekly newsletter, Smart Update. @KeithWestman

# data[].attributes.attachment_link.title
The Best Edtech Tool is an Empowered Teacher | Getting Smart

# data[].attributes.attachment_link.description
The field of education technology has grown considerably in recent years, both with new companies launching and with existing tech corporations (like Google) focusing on education initiatives. At a high level, it's undoubtedly a good thing to have more people and resources dedicated to such an important part of our society.

# data[].attributes.body
Flipgrid is an innovative video discussion platform that can be used by early childhood and adult level learners all over the world. Educators post topics to discuss and students reply with short videos. A grid is your classroom or community of learners. Give your grid a title that suits your class and set the privacy settings. Only those with the grid URL can find your grid.

# data[].attributes.attachment_link.readable_text
We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

# data[].attributes.attachment_link.title
Flip is a video discussion and sharing app, free from Microsoft.

# data[].attributes.attachment_link.description
Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

# data[].attributes.body
This article addresses the need for educators to "buy-in" to the vision and culture of the school.
It discusses how staff and faculty are exposed to current technology tools and how these tools will help move toward a more contemporary professional learning model.

# data[].attributes.attachment_link.readable_text
"Leadership and learning are indispensable to each other," John Kennedy intended to say in Dallas on November 22, 1963.
These words are as relevant to us today in Albemarle County as they were when John Kennedy asked America to relearn the world - through efforts such as the Peace Corps - and relearn the universe - through the then seemingly improbable "moon shot." If our students are to be successful in today's increasingly complex and demanding global environment, we must be constantly learning and we must be modeling learning. To do that we must help our educators develop the learning and leadership skills which help our children learn to become leaders.

This only happens when professional learning supports educators in becoming "makers" of their own learning and not simply consumers and re-transmitters. Professional learning in our district is not found in "one size fits all" training packages created by corporations or even universities. It is discovered through the research and imagination of our highly innovative professionals.

Recent history is a guide. Dramatic gains in the manufacturing quality movement in the U.S. over the past 30 years happened when those closest to the process were empowered to make decisions. No one was better positioned to know how to produce a quality outcome than the professionals actually doing the hands-on work.

The same is true in today's learning laboratories. What better way to energize and capture the highest levels of enthusiasm, creativity, and to stretch goals for student achievement than to call upon the talents and capabilities of more than 1,200 Albemarle educators who know our students better than anyone else. In doing this, we help our educators to become "pedagogical entrepreneurs" by supporting them in exploring, creating, connecting, and communicating their own innovative approaches to curricula, assessment, and instruction. And we leverage contemporary tools to do this.

Making Teachers "Makers" of Their Learning

Our first step, in Albemarle, is to familiarize our staff and faculty with the tools of today. We use social media and web-based tools such as Yammer, Twitter, YouTube, TodaysMeet, Instagram, Vine, Blackboard Learn, and Collaborate. We employ Google Apps for Education to plan and deliver professional development that instantly lands in a teacher's lap or on their laptop. We are also building engaging, complex environments for face-to-face sharing and learning. Our professional learning model is built on a collaborative Professional Learning Network within schools and across the district and personalized through globally accessible social media.

We see two catalysts as supporting our change from a traditional professional development to a contemporary professional learning model; a combination of our Instructional Coaching program and a 24/7 informal peer education model which can be observed most closely by watching our Twitter streams at #acps. Both offer a collaborative environments in which educators are supported to self-initiate learning, cross-pollinate ideas, test new strategies, and share resources.

In concert with such technology affordances, is an equally robust human capital strategy. Coaches focus on helping teachers develop and reach thoughtful and even unconventional professional goals such as how a middle school science teacher can introduce more play into learning. In our model, teachers take ownership of their development by seeking out a coach, rather than a coach being "assigned" by a principal.

We also know that the most effective support is often the one-to-one, just-in-time assistance available from the classroom down the hall or the answer to a Twitter 'call for help.' For instance, when Robert Munsey, @Munseyclass shared the YouTube video below he solicits ideas about how to engage middle schoolers in 3-D printing of toys as strategy for learning science concepts.
Teachers in Albemarle imagine and promote, "Pedagogical Entrepreneurship"
Beyond Traditional PD Spaces

Flexible professional learning provides more varied opportunities for teachers to work together in groups or as partners, replacing "sit and git" sessions with interactive environments with multiple screens/focal points and multiple simultaneous activities. Flexibility also comes through choices - where, when, and how - face-to-face or online - teachers gather. And while more of our teachers are attending and presenting at global and virtual education conferences, we are also developing outreach to alternative learning spaces, with professional learning trips to museums, parks, and retail environments.

This past summer, a team traveled to the Children's Museum in Chicago to spend time learning how to choose elementary-level maker tools and set up Tinker labs. They returned and helped create maker summer school programs in four elementary schools that have carried forward into the school year. A few of our Middle School "Career Tech" teachers joined us on a trip to the World's Maker Faire and New York Hall of Science early this fall and within a month three of of our Middle Schools had cross-curricular environments using the tools of museum-informal learning to drive engagement.

This combination of access to virtual resources, face time with colleagues, and different learning opportunities leverages a global talent pool. Our connected educators learn from and with others from other schools, states, and nations. At "Making Connections," our annual professional learning gathering day, teachers plan and share with each other in formal sessions as well as informally similar to the edcamp model. In our "Breaking Traditions" virtual conference our international friends join us annually to share creative practice. In ourour professional learning Seven Pathways work, all content and methodology are developed by our teachers and presented in ways which encourage viral learning.

To encourage learning and leadership in our educators we cannot have professional learning scripted from afar - instead we need to harness the tremendous transformative power of our teachers to lead the way.

That's why we believe grassroots leadership and professional learning are inextricably linked to empowering young people to embrace learning, excel and own their future. And that's our moon shot.

Additional Contributors to This Article:

Ira Socol is Design Program Manager at Albemarle County Schools.

Becky Fisher is Director of Education Technology, Professional Development and Media Services at Albemarle County Schools.
Phil Giaramita is the Strategic Communications Officer at Albemarle County Schools.

# data[].attributes.attachment_link.title
'Makers' Of Their Own Learning - EdSurge News

# data[].attributes.attachment_link.description
"Leadership and learning are indispensable to each other," John Kennedy intended to say in Dallas on November 22, 1963. These words are as relevant to us today in Albemarle County as they were when John Kennedy asked America to relearn the world - through efforts such as the Peace Corps - and relearn the universe - through the then seemingly improbable "moon shot."

# data[].attributes.headline
4 WAYS TO MAKE YOUR PLC MEETING MORE PRODUCTIVE

# data[].attributes.subject
4 WAYS TO MAKE YOUR PLC MEETING MORE PRODUCTIVE

# data[].attributes.body
Provides four useful strategies to guide professional learning community meetings. It speaks to the needs for teacher collaboration, administration planning and diversified delivery of information in meetings.

# data[].attributes.attachment_link.title
4 Ways to Make Your PLC Meetings More Productive!

# data[].attributes.attachment_link.description
The quickest way to send any teacher into a frenzy is to make us sit in an ineffective PLC (professional learning community) meeting. We'd rather grade a million essays, meet with an irate parent or even hear nails scratched on our chalkboard--anything but another meeting that tells us how to use graphic organizers.

# data[].attributes.body
Kahoot is a free, game-based learning program that is flexible, engaging and diverse.          Teachers can use the app or a computer to bring the wonder of game-based learning outside the classroom. Students are able to create fun learning games with multiple choice questions, videos and diagrams.

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.body
Storybird is a state-of-the-art program that allows students to create books and poems in minutes using storybird graphics. It lets students share their remarkable stories and poetry with their classmates and discover other publications from across the globe.

# data[].attributes.attachment_link.title
Storybird - Read, write, discover, and share the books you'll always remember.

# data[].attributes.attachment_link.description
Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

# data[].attributes.body
Canva affords educators and students with an innovative way to design. Its drag and drop features enables students to easily create presentations, posters, one-page documents and social media posts bringing stories and presentations to life!

# data[].attributes.attachment_link.description
Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

# data[].attributes.body
Sumdog offers engaging adaptive learning for K-8 math, K-6 spelling, and K-5 grammar. This creative tool adapts its questions personally to each student, is Common Core aligned and aspires to narrow the achievement gap by assisting students in reaching their full academic capacity.

# data[].attributes.attachment_link.description
We've designed Sumdog to engage all students - especially those who haven't found learning easy. Our adaptive learning engine targets questions to each individual, letting everyone find success.

# data[].attributes.body
LGL English Language Arts Edge is a web-based learning system for high school and adult students that combines diagnostic reading assessment with inclusive, supplemental reading coaching. Students practice individualized lessons in grammar, phonemic awareness, decoding, vocabulary and comprehension.

# data[].attributes.attachment_link.description
Let's Go Learn's Diagnostic Online Reading Assessment (DORA) serves as the foundation for LGL ELA Edge. DORA diagnostically assesses students in seven subskills of reading, adapting to students as they respond to each question in the online program.

# data[].attributes.body
Web-based mathematics learning program for grades K-9 the provides individualized lessons and assessments for students based upon their level of need. Animated videos, songs and games engage students and keep them focused on the instruction. Common Core aligned and used in conjunction with ADAM and DOMA online assessments.

# data[].attributes.attachment_link.title
Online Reading Assessment, Math Assessment and Supplemental Instruction

# data[].attributes.attachment_link.description
Online reading assessment and math assessment to diagnose fundamental skills of children and adults. Individualized differentiated reading instruction and math instruction also.

# data[].attributes.body
Prezi is a presentation software that uses motion, zoom and 3-D relationships to bring your concepts and ideas to life.  Presenters pride themselves on their ability to present material in the most intuitive and interesting ways, that’s what makes Prezi so attractive because it allows presenters to promptly adapt and streamline their presentations for their audience.

# data[].attributes.attachment_link.readable_text
Open Canvas

Create, organize, and move freely on an open canvas. Create seamless presentations without the restrictions of linear slides.

Ready-made asset libraries

Choose from millions of images, stickers, GIFs, and icons from Unsplash and Giphy.

# data[].attributes.attachment_link.title
Presentations and videos with engaging visuals for hybrid teams | Prezi Present

# data[].attributes.attachment_link.description
Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

# data[].attributes.body
This digital resource helps students learn new words by systematically revealing a variety of questions and assignments that will assist them in comprehending the definitions and distinctions of the words they are being introduced to and studying. Words are reinforced and reassessed on a continual basis. Watch words come alive right before your eyes!

# data[].attributes.attachment_link.title
Find out how strong your vocabulary is and learn new words at Vocabulary.com.

# data[].attributes.attachment_link.description
Vocabulary.com helps you learn new words, play games that improve your vocabulary, and explore language.

# data[].attributes.body
Common Core aligned K-8 differentiated that helps students reinforce and improve on skills in Literacy, Writing, Mathematics and Interdisciplinary Studies. It provides tiered levels of assessment for teachers to monitor and utilize for data analysis and instruction.

# data[].attributes.attachment_link.readable_text
For administrative security, we will verify your email address before you can sign in to MobyMax. Please allow 24 hours for us to verify with a telephone call to your office.

We will leave a voice mail message upon verification.

To expedite this process, please call (888)793-8331.

# data[].attributes.attachment_link.description
For administrative security, we will verify your email address before you can sign in to MobyMax. Please allow 24 hours for us to verify with a telephone call to your office. We will leave a voice mail message upon verification. To expedite this process, please call (888)793-8331.

# data[].attributes.body
A cool and informative digital tool that affords parents and students the opportunity to communicate with the teacher in an online class forum. Students are given individual profiles and parents are able view behavior, assignments, school and class events and instant message the teacher in the event of emergency or times of uncertainty. Awesome tool! I've been using it for two years now.

# data[].attributes.attachment_link.description
ClassDojo helps teachers, parents, and students build amazing classroom communities.

# data[].attributes.body
Free, collaborative social website that is geared toward students who are interested in coding, 3-D printing, robotics and much more!  Students can work together with their peers and classmates inside and outside of the classroom by sharing projects they are working on, asking other students for suggestions and discussing new skills that they acquired.

# data[].attributes.attachment_link.description
Welcome to Raspberry Pi, Getting set up with the Raspberry Pi, Navigating the Raspberry Pi Software, GPIOs and more Python, Soldering, Wearable Electronics: Digital Input, Wearable Electronics: Digital Output, Drilling Metal

# data[].attributes.body
Spoke to developing the social and emotional skills of elementary, middle and high school students through independent and collaborative writing activities. Students of all ages should learn that writing is more than grammar, penmanship and memorization. It involves teamwork, critical thinking, communication and understanding.

# data[].attributes.attachment_link.readable_text
Elementary School

At my school, we use the following lessons to help fourth-grade students feel comfortable expressing themselves.

Assigning group writing: Group workshops give elementary students a chance to engage with different perspectives. After brainstorming writing prompts as a class, we divide students into groups, and they work together as each writes an individual paragraph for a group essay. This cultivates a sense of shared ownership and empathy for others.

"They're working with students at different reading and writing levels, and my class is also very multicultural," said Danielle Pierson, a fourth-grade teacher at Milton Hershey School, where I teach. "It's helpful for them to hear how other kids are processing information instead of just listening to me."

Providing meaningful prompts: Next we challenge them to write a completely independent piece. Students generally feel intrinsically motivated to produce their best work when we allow them to choose from a variety of writing prompts-when they have a choice, they feel more connected to their work and more comfortable expressing themselves.

For example, they can write about a person who serves as their "power of one"-a term we use to refer to staff and students when they make a difference in each other's lives. This prompt allows students to apply their social skills by sharing their admiration and appreciation with others.

Middle School

In middle school, it's important to build a culture of acceptance and empathy through activities that promote expression.

Fostering open dialogue: In one exercise, students receive challenge cubes with parts of speech and universal topics such as art, sports, and animals on the faces. They roll the cubes and then write a poem or claim statement using the topics and parts of speech they rolled. They can choose to work in groups and model their writing for each other.

"The dialogical approach is very important because for the students who know it, they have a chance to be mentors for their peers," said Tony Sedun, an MHS middle school teacher. "For the students who aren't sure, it gives them a ledge to hold on to by pairing up with a peer."

This type of close collaboration also helps students learn about effective leadership techniques. If they feel more comfortable working independently, the challenge cubes can motivate them to apply their knowledge in creative ways.

Working in visual journals: Visual journals promote creativity and linguistic and visual expression, and guide students to take risks during the writing process. In his weekly journal writing assignments, Tony writes alongside students and shares his journal on a document camera. He encourages students to share their work if they feel comfortable. Learning how to listen with empathy and respect is a significant part of social and emotional learning.

"When students struggle with writing, there's hesitancy, risk taking, and fear of audience acceptance," Tony said. "I try to verbalize that process. I explain the expectation that we listen respectfully and give insightful comments to show students how to talk about writing."

High School

In high school, students are beginning to understand language conventions and making discoveries by using noteworthy authors as models.

Studying language conventions: I use literature as a model for my high school students. For example, after my class read a novel by Octavia Butler, we selected a sentence from the book, and students highlighted the punctuation, circled important word endings, and then rewrote the sentence, using the same form and structure but replacing the words with their own to form a sentence that would be appropriate for their college essays.

Exercises like this give students a chance to model complex sentence structures and describe grammar rules in ways that make sense to them, which expands on our SEL curriculum: They become self-aware about how they interpret grammar conventions and gain a firsthand look at the different ways their peers are crafting sentences. By making these grammar discoveries on their own, students develop important decision-making skills and learn how to respect the decisions their classmates are making.

Imitating models: I frequently refer to Walt Whitman's poem "There Was a Child Went Forth" in an attempt to guide my students, who all come from impoverished backgrounds, to embrace a growth mindset as they begin to accept imperfection, confront failure, and gain the confidence to share their unique experiences.

Using Whitman's structure and line length as models, students insert their own perspectives, sharing them with the class if they feel comfortable. Modeling Whitman's language helps them gain a deeper understanding of language conventions, and listening to each other's narratives fosters an empathetic environment. As students listen to their peers being vulnerable and honest through their writing, they learn important lessons on navigating diverse relationships and relating to one another.

For students of all ages, writing is more than conventions and memorization. It involves expression, critical thinking, empathy, discovery, and collaboration-skills that set students up for success in work and life in general.

# data[].attributes.attachment_link.title
Double-Duty Writing Instruction | Edutopia

# data[].attributes.attachment_link.description
At my school, we use the following lessons to help fourth-grade students feel comfortable expressing themselves. Assigning group writing: Group workshops give elementary students a chance to engage with different perspectives. After brainstorming writing prompts as a class, we divide students into groups, and they work together as each writes an individual paragraph for a group essay.

# data[].attributes.body
Google Slides is a presentation editor in Google Docs that allows you to create and edit presentations individually and collaboratively. It permits you to produce and format online and offline presentations as tool in the Google Docs and Drive productivity suite.

# data[].attributes.attachment_link.readable_text
Create and collaborate on online documents in real-time and from any device.

Seamless collaboration, from anywhere

Edit together in real-time with easy sharing, and use comments, suggestions, and action items to keep things moving. Or use @-mentions to pull relevant people, files, and events into your online Docs for rich collaboration.

Write faster with built-in intelligence

Assistive features like Smart Compose help you write faster with fewer errors, so you can focus on ideas. And save time with spelling and grammar suggestions, voice typing, and quick document translation.

Seamlessly connect to your other Google apps

Docs is thoughtfully connected to other Google apps you love, saving you time. Reply to comments directly from Gmail, embed charts from Google Sheets, and easily share via Google Meet. You can even search the web and Google Drive for relevant content and images, directly from Docs.

Bring collaboration and intelligence to other file types

Easily edit Microsoft Word files online without converting them, and layer on Docs' enhanced collaborative and assistive features like action items and Smart Compose. You can also import PDFs, making them instantly editable.

Do more with add-ons

Access a variety of third-party applications, right from Docs. Whether it's an e-signature app or project management tool, open it from Docs to work faster.

Work on fresh content

With Docs, everyone's working on the latest version of a document. And with edits automatically saved in version history, it's easy to track or undo changes.

Stay productive, even offline

You can access, create, and edit Docs even without an internet connection, helping you stay productive from anywhere.

Security, compliance, and privacy

Secure by default

We use industry-leading security measures to keep your data safe, including advanced malware protections. Docs is also cloud-native, eliminating the need for local files and minimizing risk to your devices.

Encryption in transit and at rest

All files uploaded to Google Drive or created in Docs are encrypted in transit and at rest.

Compliance to support regulatory requirements

Our products, including Docs, regularly undergo independent verification of their security, privacy, and compliance controls.

Private by design

Docs adheres to the same robust privacy commitments and data protections as the rest of Google Cloud's enterprise services.

You control your data.

We never use your Docs content for ad purposes.

We never sell your personal information to third parties.

Find the plan that's right for you

Google Docs is a part of Google Workspace

Try Docs for Work

For Personal (Free)

Business Standard

$12 USD

per user / month, 1 year commitment info Or $14.40 per user / month, when billed monthly

done

done

15 GB per user

2 TB per user

done

done

100 participants

150 participants

remove

done

Self-service online and community forums

24/7 online support and community forums

Collaborate from anywhere, on any device

Access, create, and edit your documents wherever you are - from any mobile device, tablet, or computer - even when offline.

Get a head start with templates

Choose from a variety of dashboards, project trackers, and other professionally-designed templates to kick things off quickly.

Projects

Sales

Recipes

Reports

Projects

Sales

Recipes

Reports

# data[].attributes.attachment_link.title
Google Docs: Online Document Editor | Google Workspace

# data[].attributes.attachment_link.description
Use Google Docs to create, and collaborate on online documents. Edit together with secure sharing in real-time and from any device.