8 Ways to Unplug Your Holidays via @commonsense

Happy Holidays!!

8 Ways to Unplug Your Holidays | Common Sense Media https://t.co/TEUBzxYyB4 via @commonsense #HoltonTechTips

— Mary Dobroth (@MrsDobroth) December 19, 2014

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December 19, 2014 at 02:05PM
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Flipped-Learning Toolkit

Flipped-Learning Toolkit: Let's Talk Tech | Edutopia http://t.co/wbBp9j2aRh #HoltonTechTips #flipped
— Mary Dobroth (@MrsDobroth) December 14, 2014

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December 14, 2014 at 11:56AM
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Mistakes as Part of the Learning Process

It’s a Mistake Not to Use Mistakes as Part of the Learning Process | Edutopia http://t.co/sU07EMqsal #HoltonTechTips

— Mary Dobroth (@MrsDobroth) November 20, 2014

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November 19, 2014 at 06:28PM

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The Basics of Blended Instruction

Educational Leadership:Technology-Rich Learning:The Basics of Blended Instruction http://t.co/CpA7Uyf0pF #HoltonTechTips

— Mary Dobroth (@MrsDobroth) November 17, 2014

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November 17, 2014 at 05:53AM

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RUBICON ATLAS - Viewing and Copying Maps

Each summer our curriculum maps are automatically archived and copied forward. That means each year update the curriculum maps in Rubicon Atlas, teachers will only see the classes they are currently teaching under Curriculum I'm Developing.

Curriculum maps for classes that are not being taught this year can be deleted from the current school year without worry because we can browse past maps as well as copy units from both current and archived courses to another map.

BROWSE MAPS 

Teachers can browse maps in order to view maps from previous years or to view their colleague's maps.

From the main page after logging in, click Browse and then select Curriculum Maps from the drop down menu.

This will take you to a page containing all of the current curriculum maps. You can either scroll through the maps or use the search window on the left to apply filters. Chose which filters you would like to apply and select Browse. Notice that the default is set to Current Year, to view maps for a previous year be sure to select the appropriate parameters.

COPY UNITS

While browsing the curriculum maps, you might find a unit that you would like to copy to your own curriculum map. Most often units are copied from an archived classes that were not taught the previous year. For example if a class was offered in the 2012-2013 school year but not offered during the 2013-2014 school year the 2012-2013 map that was automatically copied over would be deleted. That means when the course is offered again during the 2014-2015 school year we would have to start with a new, empty map. The Copy Units features makes it possible for a  teacher to copy all of the units for that class that was offered in 2012 to a current map in just a few simple steps.

To copy units from another map first navigate to your own curriculum by clicking My Atlas from the main page after logging in and then select My Curriculum from the drop down menu.

Under Curriculum I'm Developing, select Copy Unit. 

Rubicon walks you through the process of copying a unit. First Choose a Course to Copy From (the same browsing filters are available) then Select the Units You Wish to Copy, Choose a Course to Copy To and finally select Copy Units. Once you have copied your units you are free to edit the units for the current class as needed.

As always please let me know if there is something I can do to help you!

AIMS ANNUAL CONFERENCE RECAP 2 of 2

As promised, to finish up the recap of this year's AIMS Annual Conference, I am sharing pieces of Catlin Tucker's second session, "Flipped Classrooms: Don't Just Flip Your Classroom, Transform It!"

Again in this session, Catlin Tucker stressed the idea that it is not about the technology tools, but rather what the tools allow us to do in transforming our classes.

The flipped classroom method is when the delivery of information is flipped to online space in order to allow students to digest the information at their own pace. The "practice" phase of learning is shifted into the classroom where students can be better supported by the teacher. 

Catlin pointed out that the traditional flip does not give any frame or context for the students. Catlin demonstrated this idea by having us watch a very short, but familiar video clip from Ferris Bueller's Day Off and then had us complete a short Socrative quiz to see what we remembered. Despite the fact that most of us had seen that exact clip many times before, our scores weren't so good. 

In order for the flipped classroom model to be effective, students need to be given the context for what they are doing outside of class. For example, this could mean embedding a video into a discussion board and asking a question to not only gives context for the information but makes the students process the information (why do you think that....what can you predict...what is the connection between...etc). 

The goal is to create a learning community where everyone is engaged in research, application of concepts and investigation. Students should be at the center of learning as active members of a group communicating, creating, researching, and solving problems. 

DESIGNING A FLIPPED LESSON

Catlin reminded us that today lessons aren't just for your classroom, we have to think about lesson planning for different mediums. 

FLIPPING WITH DIFFERENT TYPES OF MEDIA

Flipping with VIDEO - Posting recorded demonstrations, current news clips, or presentations, providing a frame of context and asking asking the students to engage with the material in some way. 

While flipping with video is what most people think of when they they think of the flipped classroom, Catlin described how teachers can flip with other types of media as well. Depending on the course or topic it might make most sense to flip with text or images. 

Flipping with TEXT  - Engaging the students around a piece of writing or an article by asking discussion questions or having the students create something to share based on the information (this could look very different depending on the course content)

Flipping with IMAGES - Presenting students with complex graphs, artwork, flow charts, diagrams, or infographics  and providing the students with time to reflect and interact with the images with allow them to construct more meaning from it. 

FINDING AND CREATING FLIPPED CONTENT

There are great tools out there for creating your own flipped content such as Screencast-O-Matic, Explain Everything and EDPuzzle, however there is no need to recreate the wheel! There are so many places where you can find great content to flip your classes created both by professionals in the field and other teachers. 

VIDEO

• YouTube.com/Teachers - content created and vetted by teachers
• Tubechop.com - Select a piece of a YouTube to share
• PBS.org
• Khan Academy - an extensive library of videos, interactive challenges and assessments  
• TED.com - "talks to stir your curiosity"
• ed.TED.com - animated, customization lessons created by teachers

TEXT

• Newslea - relevant articles presented in a range of lexile measures
• Library of Congress
• collaboration with Google Docs -  create a doc with two columns - one column is filed in with the text students need to read, the second column is filled by student groups with questions, ideas, key vocabulary, themes, etc. 

IMAGES

• TIME Magazine
• National Gallery of Art
• Library of Congress

WHAT TO FLIP?

When deciding what to flip think about what you find yourself repeating or what your students seem to struggle with the most. Those pieces are the things that might work best in a form where students can take in the information at their own pace and re-watch or read again if necessary.


If you missed the AIMS ANNUAL CONFERENCE RECAP 1 of 2 where I shared just few of the many ideas and tools Catlin spoke about during her first session, "Blended Learning: Weave Web 2.0 Technology into Your Curriculum" be sure to check it out!

#BlendedLearning #FlippedClassroom #AIMS2014

The Benefits of Students Teaching Students Through Online Video via @MindShiftKQED

The Benefits of Students Teaching Students Through Online Video | MindShift http://t.co/BTGFkq55zy via @MindShiftKQED
#HoltonTechTips

— Mary Dobroth (@MrsDobroth) November 10, 2014

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November 10, 2014 at 04:36AM

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3 Ways to Take Your Students Deeper via @edutopia

3 Ways to Take Your Students Deeper With Flipped Learning | Edutopia http://t.co/AGUV4lCZzH #HoltonTechTips #Flipped

— Mary Dobroth (@MrsDobroth) November 9, 2014

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November 09, 2014 at 03:38AM

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10 Takeaways From Teens on Digital Media via @edutopia

10 Takeaways From Teens on Digital Media | Edutopia http://t.co/LCIEAJAlKM #holtontechtips #digcit

— Mary Dobroth (@MrsDobroth) November 9, 2014

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November 08, 2014 at 06:49PM

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Friday FAVORITES

1. How to Create Infographics Using PowerPoint provides instructions for using a tool you probably already have to create visual displays of information. There are other great tools available that are designed specifically for the creation of infogtraphics, however I think it is great to show students how they can use tools they already have in a new way. (free-powerpoint-templates.com)

free-powerpoint-templates.com

2. Create An Interactive, Label-Based Image Quiz quickly and easily using ImageQuiz, a free, online tool. If you dont have time to create your own, ImageQuiz also has a variety of pre-made quizzes sorted by subject area. (teachbytes.com)

teachbytes.com

3. If you are interested in exploring the word of coding, check out these 19 Free Resources to Learn Coding for any age and level. (longlivelearning.com)

longlivelearning.com

4. A great post by Catlin Tucker on how Teachers Must Be Architects of Learning Experiences. She suggests the term "guide on the side" is too passive to describe the challenging work great teachers are doing everyday. (catlintucker.com)

5. Finally, since it's October 31st, be sure to check out Code Your Own For Halloween - because even monsters are made with code! (madewithcode,com)

madewithcode.com

AIMS ANNUAL CONFERENCE RECAP 1 of 2

Monday, October 20th, the AIMS Annual Conference 2014 took place at the Baltimore Convention Center. One of the conference themes was blended learning with Catlin Tucker leading two different workshops.  If you are not familiar with Catlin Tucker and are interested in technology integration, the flipped classroom, or blended learning I highly recommend learning more about her - it's safe to say she is definitely an expert in the field! [check out her blog and book]

Catlin's presentations are always informative, interactive and inspiring. Although she uses a variety of technology tools in her classroom and demonstrates the use of many of them when she speaks, she always stresses that it is not about the technology, it's about what the technology allows us to do!

While it would be impossible to capture the full experience [or even share a quarter of the notes I took during her workshops] I did want to share a few of the ideas and tools she spoke about during the two workshops she presented. This post will recap her first session, "Blended Learning: Weave Web 2.0 Technology into Your Curriculum". She started off by reminding us all that just because you are using technology, or putting material online does not mean you are blending. Blended learning is about active, engaged learning in the classroom complimented by active, engaged learning online.

Blended learning uses technology to create a dynamic learning community where the person at the front of the room does not have to have all of the answers, it shifts the focus from the teacher and empowers students to control their own learning. Most importantly, blended learning allows teachers to rethink how they use their valuable class time. The following tools are a few of the technology tools Catlin Tucler uses in her own English classes to blend instruction. 

Adding to your teacher tool belt

TOOL	WHAT	WHY
Today's Meet	provides a back channel where anyone with the link can post short responses transcripts can be saved, exported and printed	-collect instant feedback from students -to crowd source for suggestions -provide more information and resources during a presentation, when students need it
Socrative	online, synchronous quizzing tool note- Socrative quizzes are not designed for asynchronous activities	-collecting instant feedback in a quiz format -digital exit tickets -quickly gauge prior knowledge and preconceptions
Google Docs	online, word processing with collaborative capabilities	-create collaborate documents -share drafts with classmates and teachers for comments and editing (take the writing process online) -create collaborative study guides -synchronous editing
Google Slides	online, collaborative presentation application	create collaborative presentations
Newslea	takes news articles and rewrites them at different lexile measures	allows students of varying levels to access the same information.
Diigo	takes active reading strategies and translates them online	annotate online readings, add comments and share the annotated reading with others save a record of your online readings
Padlet	online, collaborative cork board for posting text, images, links and video	students post at home and then revisit in class to help drive discussion or students could post during class to crowd source ideas before a discussion -sharing textual evidence -creating predictions -crowd sourcing - create individual digital poster
Blogger	blog publishing service hosted by Google	-reach a larger audience  -create digital footprints students are proud of

Again it is not about the tools, but what the tools can allow us to do! Providing students with the opportunity to use a variety of tools cultivates technology fluency where eventually students are able to select the right tool for the job. 

Blending online activities and classroom activities

The most important part of blended learning [and oftentimes the most difficult] is determining how the online components are blended with the in class pieces. In order for students to be actively engaged in the online components, it must be clear how those pieces relate to the in class activities. Catlin often has her students participate in 4 Corner Conversations or "speed dating" conversations in order to weave discussions started online back into the classroom. 

While this can all be extremely overwhelming, Catlin offers some great advice when working with technology. 

Stay tuned for AIMS ANNUAL CONFERENCE RECAP 2 of 2 where I will share pieces of Catlin's second session of the day, "Flipped Classrooms: Don't Just Flip Your Classroom, Transform It!" 

#BlendedLearning #FlippedClassroom #AIMS2014

Blended Learning: Making it Work in Your Classroom via @edutopia

Blended Learning: Making it Work in Your Classroom: http://t.co/4FElFKpYA9 via @edutopia #HoltonTechTips #BlendedLearning

— Mary Dobroth (@MrsDobroth) October 16, 2014

from Twitter https://twitter.com/MrsDobroth


October 16, 2014 at 11:12AM

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5 Digital Parenting Questions to Ask via @MartiWeston

5 Digital Parenting Questions to Ask http://t.co/NQVS3FLXvU via @MartiWeston
#HoltonTechTips

— Mary Dobroth (@MrsDobroth) October 15, 2014

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October 15, 2014 at 08:00AM

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SUPER COOL TECH TOOL - EDPuzzle

What is EDPuzzle?

EDPuzzle is a super cool tool - in fact, EDPuzzle is possibly the coolest tool I have found in quite some time!

EDPuzzle gives teachers the ability to turn any video into an interactive lesson. Teachers can crop videos, add audio notes, embed quizzes, and track their students progress - teachers are even able to see whether or not their students viewed the lessons and how far they got. Most importantly EDPuzzle is extremely user friendly!

On top of that teachers and students can log in using Google (no account creation needed) and teachers can embed the video as a resource directly onto your course page so that students can find everything they need in one place.

Check out this example on Note-Taking:

Select Log in with Google for instant access. 

Want to learn more?

EDpuzzle Review: Easy-to-Use Tool Lets Teachers Quickly Turn Online Video into Lessons
EDPuzzle FAQ

Try EDPuzzle for Yourself!

Are you looking for a great way to blend your classes? I would love to see the blended lessons you create using EDPuzzle! 

THE PERFECT COLLABORATION

We are always looking for meaningful ways to incorporate technology into the classroom, one middle school teacher, Alessandra King, took tech integration one step further and the 3D Computer Programming Club to collaborate with her on a recent project.

The Algebra 1 Honors middle school classes began the school year with a study of fractals - mathematical and natural objects that display repeating patterns at every scale.

Among other activities, the MS students drew a Koch snowflake at various recursive stages and programmed their graphing calculators to draw a Sierpinski triangle. However, this year the most memorable activity for the girls was learning to 3-D model the three dimensional version of the Sierpinsk triangle – the Sierpinski tetrahedron - with the help of Upper School Computer Programming and 3-D Printing Club.

 

Why is this important?

Spatial ability is very important for STEM subjects and research shows the gender gap in spatial ability can be reduced through training (www.sciencedaily.com). In this sense, any activity that involves spatial reasoning and visualization such as this 3-D modeling project can be useful –  as well as being  a lot of fun.

The members of the US Club led four classes. They planned and delivered their hands-on lesson, they engaged and guided the MS students, and they ran a very successful project. In the first lesson they introduced the MS students to Tinkercad – a 3-D modeling program – and allowed them to become familiar with it, and in the second they led them to model the planned fractal.

So much more than 3D Printing!

The MS students took to the challenge like wildfire and loved 3D computer modeing; they had a great time building complex structures, collaborating, checking each other’s work and above all working with the US students. The Upper Schoolers showed tremendous leadership: they took on this project with great enthusiasm, they followed up with the Middle School math teacher, they held meetings, planned lessons and printed the objects for each MS student. And they did all of this in their own free time and without any special recognition!

EDpuzzle Review via @edudemic

EDpuzzle Review: Easy-to-Use Tool Lets Teachers Quickly Turn Online Video into Lessons http://t.co/szyjiq55M8 via @edudemic #HoltonTechTips

— Mary Dobroth (@MrsDobroth) October 5, 2014

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October 04, 2014 at 07:20PM

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GOOGLE DOCS + COURSE PAGES = HAPPY TEACHERS!

Posting cycle assignment sheets makes it super easy for students to know what to expect and keep track of all of their assignments – however making changes to the cycle sheets (word documents) and then reposting them to the course page can be frustrating. What if you could post cycle sheets that automatically updated on the course pages when changes are made. Well you can!

Embedded Google Docs automatically update anytime a change is made to the document. That means you can create a cycle sheet (or any other type of document for that matter), save it as a Google Doc and embed it onto your course page. Any change made to the Google Doc will automatically be reflected anywhere that Doc is embedded!

SAMPLE:

Middle School Science teacher, Julia Walthall’s embedded cycle sheets.

DIRECTIONS:  

Check out Julia's easy to follow, step-by-step directions to help you embed your own Google Docs (but of course, please let me know if you have any questions)!

EMBEDDING OTHER CONTENT:

Remember - You can use the same code to embed all sorts of content from the web directly onto your course page!

EMBED CODE: <iframe src="www.samplewebsite.com" width="100%" height="4000" frameborder="0" scrolling="no"></iframe>

If you missed it, check out the Tech Tips Post from February 2014 COURSE PAGES - EMBEDDING WEBSITES.

Friday FAVORITES - Pinterest Inspired

1. 10 Sites for Blended Learning from Technology Tidbits: thoughts of a Cyber Hero [pinned via Alysin Alp]

2. 11 Great YouTube Channels for Teachers from Educational Technology and Mobile Learning [pinned via Mary Dobroth]

3.  The Teacher's Guide to Pinterest in the Classroom by Edudemic [pinned via Nicole Riggs]

4. Top Ten Tech Tips for Teachers by Shake Up Learning [pinned by Love to Learn]


For more great ed tech resources, Follow my EDUCATIONAL TECHNOLOGY board on Pinterest.

BACK TO SCHOOL - PART 3 - MANAGING YOUR EMAIL

OUTLOOK - Folders

Using Outlook more effectively can help you stay organized and help you use your time more efficiently. Creating folders will help you organize your emails so that you can easily reference them later, and (most importantly) keep emails safe from email purges!

Folders located within the Inbox will be emptied during email purges! In order to store emails safe, they must be moved to a folder located within your main email folder!

Check out the step-by-step guide on creating OUTLOOK - Folders for more information.

OUTLOOK - Rules

A rule in Outlook is an action taken automatically on an email message that meets conditions that you specify. Outlook rules can be used to easily and automatically organize email making sure you don't miss important emails.

Effective use of Outlook rules can even make your folders act as drop boxes to immediately sort emails from students.For example, could create a rule that moves messages with a specific title in the subject to folders designated for that class period or project.

Check out the step-by-step guide on creating OUTLOOK - Rules for more information.

The more you use folders and rules to organize your email, the easier it will be see, save, and search for important messages.

21 Things Every 21st Century Teacher Should Do This Year via @mrhooker

21 Things Every 21st Century Teacher Should Do This Year http://t.co/E6R1moawDA via @mrhooker #holtontechtips

— Mary Dobroth (@MrsDobroth) September 9, 2014

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September 08, 2014 at 06:38PM

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BACK TO SCHOOL - PART 2 - CALENDAR SUBSCRIPTIONS

Today the planners arrived! Most anyone will tell you that I love my paper planner as much as (if not more than) most teachers, however digital calendars can be extremely helpful in staying organized and up to date.

STEP 1: HOLTON CALENDARS

Subscribe to the “ical” feeds from the Holton web calendars so that they will appear alongside (or overlaid) with your personal calendar in Outlook.  If any changes or updates are made to a calendar on the website, they will automatically be updated in your Outlook calendar. I recommend at least subscribing to the 14-15 Rotation, your division calendar and the Faculty/Staff calendar.

STEP 2: CLASS SCHEDULE

Did you know that you can also subscribe to your class schedule through the student database? The student database (Veracross) provides the ability to easily pull your class schedule directly onto your Outlook calendar. No longer do you have to manually create each class period as an event on your digital calendar.

STEP 3: ALERTS

Finally don't forget to subscribe to emergency alerts! You'll thank me for this reminder this winter when you are alerted to the first snow day!

Are you ready for the fist day of school? As always, please let me know if you have any questions!

BACK TO SCHOOL - PART 1 - COURSE PAGES

In case you missed the email I sent out earlier this month, I wanted to point out a few reminders and resources that will make setting up your pages for the new school year a little easier.

1. I recommend using Firefox – Chrome seems to be having a few glitches which may be apparent when working on your course page (especially when inserting embedded media)
2. Access archived pages to see what was posted last year – archived classes are now sorted by year to make navigation easier!
3. You can even copy your home page from an archived course by accessing the archived class and selecting COPY in the upper right.
4. You can also easily add archived folders directly from your current page (without having to access your archived class).
5. A few updates have been made over the summer – you are most likely to see a change when embedding media in a content block – Now rather than having to click and open the full pop-up editor, you can embed directly on the new resource window – if you need a larger window you can now click “full screen” to enlarge the new resource window rather than opening a new window.
6. Finally, everything I prepared for Holton’s Course Pages 101 workshop is posted in a resource folder on the Technology Information page appropriately named COURSE PAGES 101. Here you find a self-paced guide for setting up your course page –please let me know if you have any questions! [note: only Holton teachers can access this link]

As always, please let me know if there is anything I can do to help!

Teach Coding in the Classroom via @edutopia

Teach Coding in the Classroom: Resources from ISTE '14: http://t.co/IB1PwyXXsH via @edutopia #HoltonTechTips

— Mary Dobroth (@MrsDobroth) August 11, 2014

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August 11, 2014 at 09:49AM

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THANK YOU @IFTTT

@IFTTT helps me keep my blog up to date even when on vacation wIth a simple Twitter recipe! Thank you! #holtontechtips

— Mary Dobroth (@MrsDobroth) August 6, 2014

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August 05, 2014 at 08:21PM

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10 Things Every Teacher Should Know How To Do With Google Docs via @edudemic

image source: Michael Dolejs

10 Things Every Teacher Should Know How To Do With Google Docs http://t.co/sD5stvmk2g via @edudemic #HoltonTechTips #google

— Mary Dobroth (@MrsDobroth) August 4, 2014

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August 04, 2014 at 08:22AM

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The SAMR Model

Every workshop I facilitate, no matter what the specific topic may be, I always find myself mentioning the SAMR model. While there are many different ways to think about technology integration, the SAMR model is my absolute favorite because it is clear and simple. The SAMR model provides a framework for viewing the process of technology integration in the classroom. The video below does an excellent job of explaining SAMR in 120 seconds using Google Docs as the example technology.

The Padagogy Wheel

The Padagogy Wheel developed by Allan Carrington provides a model to help teachers (and tech coordinators) look at effectively integrating technology into their classrooms. This model sorts sample apps and steps of Blooms Taxonomy into the SAMR Model. While the apps listed serve as useful examples, the connection between Bloom's Cognitive Domains and the SAMR model is most helpful in thinking about effective ways to take learning to a higher level using technology.

[SOURCE - The Padagogy Wheel V2.0]

Holton's Apps and SAMR 

The Padagogy Wheel inspired the creation of a simple graphic to sort many of the apps we use here at Holton into the 4 SAMR categories. I present the graphic below during iPad BootCamp 2014 as a way to show that substitution and augmentation are perfect places to start the process of technology integration (when using the iPad specifically) but where we really want to go is modification and ultimately redefinition. Because most of the iPad apps we use at Holton are creation based they tend to more easily fall into the redefinition stage - but of course it all depends on how the app is being used bu the teacher and students! [click on the image below to view full size]  The graphic below is certainty nothing particularly special, but I do think it helps to think about the different stages of technology integration and see the ways in which different apps can be used.

Resources

SAMR Examples - Ways to explain the progress from S to R (EdofICT)

Redefining Instruction with Technology: Five Essential Steps (edweek.org)

The Padagogy Wheel...it's a Bloomin' Better Way to Teach (unity.net)

4 Tips for Flipped Learning via @edutopia

4 Tips for Flipped Learning: http://t.co/Pbi0BOFNoF via @edutopia #holtontechtips http://ift.tt/1ruGYOv

 — Mary Dobroth (@MrsDobroth) July 28, 2014
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July 28, 2014 at 05:22AM

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Friday FAVORITES

1. New Maker Tool Lets Students Build Apps and Games from Tablets - A new app from maker movement startup Tynker lets students build custom apps, like games and interactive stories, directly from tablets like iPads. (thejournal.com)

2. Are You Automating or Innovating? - A recent post by teachbytes inspired by Alan November's conversation on redesigning the way we use technology in the classroom. As Aditi points out, "this is not a new idea bit a distinction that is often missing". (teachbytes.com)

3. A Wonderful Visual on How to Use the SAMR Model on Different Classroom Tasks - ipaddders.edu has created an interactive visual explanation of the SAMR Model with examples of how to use 6 classroom tasks according to the different SAMR categories. A set of apps and tools are also provided to help you think bout how the task could be carried out at each level. (educatorstechnology.com)

4. Use This Cheat Sheet to Navigate Google's New Drive  - Kasey Bell, the writer of Shake Up Learning, put together a handy cheat sheet to navigating Google Drive the how-to for Drive after the service’s recent relaunch. "I hope everyone finds this useful! It is not a comprehensive guide to the changes in Google Drive, but meant to be a quick cheat sheet for new users who are just getting acquainted with this suite of cloud-based tools". (edtechmagazine.com)

5. Brad Rathgeber's Rule of Thumb #1 - Standard + 2 - The first part of a seven part series on standards for blended learning. Standard + 2 is a rule aimed at making sure the classroom is focused on learning, not the technology. This standard provides consistency for the students and allows them to be able to focus on the content rather than learning how to use a variety of tools. (onlineschoolforgirls.org)

10 Self-Evaluation Tips for Technology Instructional Specialists via Edutopia

10 Self-Evaluation Tips for Technology Instructional Specialists | Edutopia http://t.co/yFDd0640Dw
#holtontechtips

— Mary Dobroth (@MrsDobroth) July 23, 2014

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July 23, 2014 at 12:13PM

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Friday FAVORITES

Between HATTS (Holton-Arms Technology Training Seminars), ISTE, iPad BootCamp and preparing to present at The Lausanne Learning Institute, unfortunately the blog has taken a little bit of a back seat. While I have several blog posts in the works to share bits and pieces both from the conferences I have attended and trainings I have facilitated, I couldn't wait to share a few of my favorites from ISTE 2014.

1. Kevin Carroll, author of Rules of the Red Rubber Ball, delivered an amazing keynote reminding us of the importance of play. He was entertaining, informative and most importantly truly inspiring!

"Some of our greatest lessons are learned at recess" -Kevin Carroll

2. Interestingly enough, two of my favorite sessions were presented by the co-authors of Invent to Learn: Making, Tinkering and Engineering in the Classroom. Gary Stager spoke about making as a way of learning and the need to create a context for meaningful learning. Making things is great - making things work is even better! The following day, Sylvia Libow Martinez presented the Top Ten Tools for Maker Spaces. She did talk about tools and gave great examples of the types of projects students are working on to solve real problems, but more importantly she talked about an educational environment that promotes authentic problem-solving. "Its not the tool that makes something work, its the kids, the environment and most importantly the teachers". The maker movement is about every kid approaching the world and every challenge in front of them and saying "COOL!!"

"Give the kids the tools and materials to solve the problems of the future and change the world!"  - Sylvia Libow Martinez

TECH TIP - Quiet YouTube

Last week during HATTS (HATTS recap coming soon) we began talking about the great teacher resources that can be found on YouTube. We talked about how to embed YouTube videos right onto the course page and how to create YouTube play lists around a specific unit of study. Often when I talk to teachers about YouTube videos, they express concerns with the suggested videos running along the side and the comments. The fact that this extra material can serve as a distraction is an issue, but a bigger concern is that this material is uncontrollable by the teacher. Embedding a video directly on your course page takes care of this problem (unless of course the student selects to open the video in YouTube rather than watching it in its embedded form), but what if you want to show a quick video in class? I have found two quick and easy ways to strip a YouTube video and show it on a clean, white background. 

Method #1: Quietube: Video with the distractions

Quietube provides a bookmark button that quickly and easily allows you to watch YouTube videos without all of the extra distractions. Simply navigate to http://quietube.com/ and drag the quietube button to your browsers bookmarks bar. 

1. Navigate to the desired YouTube link

2. Click the quietube bookmark button - it will automatically redirect your browser to a quietube link that can be shown in class or shared via a link.

(Note: I tested this using Firefox and Chrome and both browsers worked well)

Method #1 turns this:

into this:

Method #2 Quiet YouTube

Quiet YouTube creates a blank white page displaying only your selected video. 

1. Navigate to the desired YouTube link:  https://www.youtube.com/watch?v=A4QcyW-qTUg 

2. Type the word 'quiet' in front of youtube.com: http://www.quietyoutube.com/watch?v=A4QcyW-qTUg

(Note: The website warns this may not work for all videos. In order for it to work for this example also had to remove the https)

Method #2 turns this:

into this:

What do you think?

Is it worth the extra steps to quiet YouTube? 

Which method do you prefer?

7 Apps for Teaching Children Coding Skills via @edutopia

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June 17, 2014 at 10:53AM

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Looking for an online summer course? via @TeachBytes

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TECH FREE SUMMER?

Today is our students' first official day of summer! I hope students are planning to relax, catch up on a few great books, and explore hobbies and crafts they do not have time for during the school year. I hope that they go off to summer camp and when at home spend time outside exercising, exploring and enjoying the summer weather with their families. Unfortunately, I know that summer time today, for many students, means becoming even more connected to their devices and oftentimes with less restrictions. Using the following tips, you can help your kids to be safe and responsible this summer.

Tip #1 - Monitor media use

Monitor not only screen time, but also how they are using technology. Are they using technology as a meaningful, creative tool? Are they visiting educational sites? Make sure they are consuming and creating the right types of content.

Tip #2 - Encourage balanced use

Moderation and balance are key! Create technology free zones in your home or times throughout the day – for everyone, not just the kids! Chances are, everyone will appreciate unplugging and taking a break from technology.

Tip #3 - Get Involved

Share in your kids digital lives the same way you share in other aspects of their lives. Have your child teach you how to do something online, how to play the games they are playing and to show you what they are sharing. Discuss what sites your kids can and cannot visit.

Tip #4 – It’s the rules

Remember it’s the rules not the tools. The same rules apply online as they do in the real world.

For more information, please check out the following resources from Common Sense Media

Customizable Device Contract (commonsensemedia.com)

Kids’ Summer Movie Preview 2014 (commonsensemedia.org)

11 Sites and Apps Kids Are Heading to After Facebook (commonsensemedia.org)

8 Tips for a (Nearly) Tech-Free Vacation (commonsensemedia.org)