Hardware for Collaboration and Community

Plugging in is becoming a nuisance.  Students scheme for outlets in a laptop school.  Teachers usually have access and better organizational skills to strategize for enough battery time to last through teaching periods, but I have often felt plagued by the need to be near the projector.  Even the longest cords and cables are still tethers to one region of the room.  When students show work, unless we can share through the cloud, we have to plug and unplug the laptops, changing convertors to accomodate different machines.  The whole process of plugging in and out slows down flow, causing choppy interruptions.

This fall we opened a new learning community for the middle school at Poughkeepsie Day School.  A key feature of the space is that each of the classroom size learning spaces opens onto a learning commons.  Students no longer spend all of class time in one room.  They may start in a classroom or seminar space, but when working individually or in small groups, they can spill into the learning community.  Since I teach science, my students usually meet in the Da Vinci room, a huge space that includes a seminar style area as well as a wet lab area and tool benches.

When envisioning the new space last spring, I began to picture students sharing work in the new space.  Fluidity was a priority.  Having students be able to quickly share work without having to break up their group configuration was important.  The fewer the delays in setting up projection the better.  If we could untether projection, then class discussions could be illustrated by projecting examples of student work in process.

At the same time that we were planning the learning community, my Hudson Valley Writing Project colleague, Jack, mentioned that he had installed an Apple TV in his classroom.  Wired to his projector, any student with a iPod could project photos to the projector-- no plugging in required.  Meanwhile, NYSCATE announced its spring grant opportunity and a vision of an untethered life began to emerge.

projecting an enlarged picture of an aquifer model through the Apple TV with the iPad camera

NYSCATE funded the grant and we purchased Apple TV's and iPads for the Learning Community.  Anything displayed on the iPads can be mirrored on the projector through the Apple TV.  It's like having a stadium jumbotron in the learning spaces.   With an app called Air Parrot, (or a brand new Apple computer) anything on a laptop screen can be wirelessly projected through the Apple TV.

A colleague, Joe Faitak, has used the iPad & Apple TV combination to teach his classes using the iAnnotate app to make the iPad work like an interactive white board.  Last week he presented his work at the NYSCATE annual conference.  Sitting at home on the second night of the conference, I received an email from him with this movie:

The new hardware is working for collaboration in the adult part of our learning community, too!  Many thanks to NYSCATE for funding the project.

Nothing New? by Laura

I read a very sad (for me) and frustrating (for the author) email a few weeks ago. It was written by a teacher on a listserve I subscribe to. This teacher's school administration forbids teachers from teaching anything new during the first two weeks of school.

Nothing new?

I can't imagine greeting the hopefully faces of a new school year and structuring class around the same things they learned last year. Just review for the first two weeks?! For those students who were successful learning the previous material, the first days of school would be boring. For those students who did not master topics in the previous year, I feel even more sympathy. Coming through the school doors, and being hit with last year's defeat must feel terrible.

 I've started this school year with completely new lab investigations. A new classroom location with a door directly to a school yard, a brilliant string of clear late summer weather, and a desire to connect many of the year's topics to plants and food production inspired me to switch my usual beginning sequence to something new. Trying new activities really is nothing new-- while I teach a core of central concepts, I like to get at them through new labs and assignments. The students themselves change, and they are the inspiration to try new things.

We all need to feel-- teachers and students-- that each school year will bring something new. Starting new lays out a fresh playing field. Starting new brings enough disequilibrium that attention is sharpened. Starting new brings hope.

An Exciting Time to be in Education by Laura

A few days ago, I received an email with the subject line "How to separate an egg."  I didn't know the sender.  This didn't concern me at all.  I subscribe to a listserve and frequently get emails from strangers.

The email contained a message enthusing that it was a beautiful example of air pressure at work.  Below, presumably from another sender since was written in a different font, was the reassuring advice that I shouldn't worry if I couldn't understand the words.

Here is the video:

Whether you are a cook or a science teacher, I hope you enjoyed it.  As much as I enjoyed the movie-- and probably will use it (or do the demonstration live) when I teach air pressure-- I really enjoy thinking about the path this movie took to make it to the blog.

This little video came from a teacher who I don't know, who also subscribes to the listserve.  She was enthusiastic and wanted to connect with colleagues-- during the summer no less, when cynics think teachers are on vacation.  The movie was filmed far away, and not in English.  Through YouTube it's possible to see it anywhere.  Some creative teacher made the connection from cooking to air pressure and voila-- we see the movie here.  Amazing, really.

Very early in my teaching days I took a position as a long term sub teaching earth science.  I had some general background, but was not an earth science teacher.  It was very difficult to find resources.  The school had a few, but it was very hard to tell if an activity would work.  I was the only earth science teacher in the school and had no colleagues to ask.  Frankly, it was not a joyful experience.

Now I get a daily serving of advice, visuals, and activities delivered to me.  Whenever I want, I can seek more-- through Twitter or a multitude of web sites.  Even through the long summer weeks, I am not isolated from other educators.  It's an exciting time to be in education.

What is Authentic, Real Life Learning? By Shirley

As teachers, we often talk about “the real world” and discuss “real life learning” believing that somehow our students know what we mean. I often wonder if they do understand and challenge myself to find out what more I can do to make learning real for them.

We do a lot of project and problem solving learning at PDS and try to be as authentic as possible. This year my 6^th graders participated in a global conference in Geneva with a panel of futurists, connected with other schools around the world during a 20/20 Education for All Challenge, worked in local service learning projects and Skyped with authors and other people globally. Is this enough?

Our latest “real life” project has been to help to design, plan and soon build a solar studio for our school to share. This came about through one of our parents, Glen Callahan from American Green Home Builders who generously offered to sponsor and create this exciting project that would involve the kindergarten and their 6^th grade buddies.

Big and little students were so excited when Glen’s team came to tell us more about this project and ask for our ideas and suggestions. They showed us amazing buildings using Sketch Up (a program many of my students are familiar with) and explained all the reasons for building a “green “ structure.  Our students enthusiastically came up with a whole bunch of great ideas for this dream studio…some unrealistic and some very doable. Some of the most important details in their sketches were seating, electricity, charging stations and windows.

Glen's team presenting their idea to our students

We then used buddy time to worked in small groups to design our own buildings using Sketch Up. The older students became the teachers, explaining the program and guiding their little buddies so they could create their own dream playhouses.

One of the student plans…

We then waited on the final plans to arrive.....

Glen’s team eventually arrived enthusiastically with their computers and tools, as excited students watched the plans being revealed. Included was the important seating, windows, electricity and charging stations… and everyone was delighted.  We learned a lot about how this building would be energy efficient by finding the right angle for our building and how the roof overhang would regulate the amount of sun coming in for winter heat and shade for cooling in the summer. Students were surprised to find out that Sketch Up tools were used to determine the amount of sun and that they are available for anyone to use.

The plans for our solar studio.

The next words were music to my ears as these architects, engineers and builders talked about using open source material to learn new strategies for efficient building, sharing tools with other companies to build more efficient buildings, building on their knowledge and adding to other people’s knowledge. We talk about modeling for our students so what better way than this; to have real people with real jobs share their life long learning with us.

Our next step was to take a field trip to the American Green Homes facility in Kingston, NY and watch as some pre fab structures were being built.  Everyone was amazed at the size of the factory and the huge tools used for construction. I think we had several students who would like to try their hand at this kind of work.  Lunch in the architect's office helped us feel part of the company for the day and we even had an unexpected side trip to behind the factory where a number of antique trains were stored for restoration. Of course, we had to finish off with some ice cream after our day’s work.

Antique Train

Enjoying a break with ice cream

Executive Meeting

A wall almost completed

We are now waiting in anticipation as our walls are built, insulation and wiring inserted and windows installed. The pre fab pieces will soon be delivered to our school and our students will help with some of the assembly. So in this case, I think these students understand and have lived authentic, real life learning…

The First Time I Used a Computer to Teach by Laura

The first time I ever used a computer to teach was in 1989.  I was a student teacher.   I was teaching evolution, and my soon-to- be husband, a scientist, was experimenting with a two year old taxonomy program called MacClade.

MacClade is a software program that helps evolutionary biologists make a type of family tree (called a clade) in order to analyze how organisms are related in evolutionary time.  I  thought that the program would help my students understand the concept that organisms demonstrate that they are related through shared characteristics inherited from a common ancestor.  This is an important concept in science, and it is also a slippery one to grasp.

http://macclade.org/intro.html

If the school had a computer lab, I never saw it.  MacClade runs on the Apple operating system, so we carried my Mac SE into my classroom and set it up as a learning station. Students liked working with the program, and I don't recall their being focused on the computer itself, although they must have been to some extent. 

The memory hit me recently in the context of what it means to educate using technology.  In the days before 1:1 laptop programs-- in the days before laptops at all-- being able to use a computer in class was important.  It was not, though, an end in and of itself.  The Mac SE and the program were part of my class so that I could teach a difficult concept.  The learning drove the decision-- and the access to technology helped the learning a great deal.

Why Do We Use Technology In School?

This is a question I am often asked by parents at the beginning of 6^th grade when students are required to have a laptop for our middle school program. I tend not to say too much, but show them through other students’ work why I think it is essential to be tech savvy in this ever changing world.  The words that do come to mind when thinking about this question are - excitement, passion, empowerment, creation, collaboration and sharing globally.

I recently sat through a long but exhilarating day of student led conferences where my 6^th grade students had used their technology skills to plan, create and share a presentation about themselves as learners. They all used Google presentations and although the frills and level of content differed, each and every student was able to stand proud and share with their parents some very thoughtful reflections about their strengths, challenges and goals. I was amazed at their clarity and conviction of how important their learning was to each one. Parents were delighted to hear the level of self-awareness their children possessed, and one father stated that if this was a job interview, he would definitely hire his son. He also said that he knew many adults who could not do what his son had just accomplished.

So what does this really have to do with technology? I have had very successful student led conferences in the past where students have prepared similarly with observations, reflections and goal settings with a packet of information and work to share.

So what was the difference?  Technology - Google Presentations…

1.     The creation of a presentation that was meaningful to the students

2.     The presenting of themselves, which was so empowering for each student (not reading off a packet of papers)

3.     Students being in total charge of the conference

4.     Making it real by doing what adults in many professions

This was real to the students…they were in charge; reflecting on themselves as learners, creating something powerful and sharing with others. 

I can't wait for the next round....

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What do your students know about Copyrighted work?

What do your students know about copyright? 
By Shirley

How many students and teachers download their favorite music or find pictures on Google Images to copy or embed into their papers, reports and projects, without even thinking that copyright  applies to them? Over the past few years, my students have been using a variety of online sites, and web 2.0 tools to share their work with people around the world, and it has become very clear that copyright applies more online than anywhere else in their daily school life. Fair Use Policy for educators no longer applies when teachers and students are creating and sharing globally.

Copyright Laws have always been difficult to understand and decipher because of the legal terminology and the fact that educators are under the misguided impression that anything can be used for students and teaching as long as it is for educational purposes. The basic rule is that everything is copyrighted unless stated otherwise. Of course these laws were passed before digital copyright was an issue.

Picture by Stuart Miles From Freedigitalphotos

Taking an online course and being part of an Edublog Challenge a few years ago really started me thinking about what was legal to copy or embed and what was not.  And so I found a number of useful sites for public domain pictures, copyright free pictures, Creative Commons (CC) pictures and free music sites – lifesavers in students’ lives so they can use those great pictures to illustrate their work and play background music to enhance their project or presentation, of course with the correct attribution. Attribution should include a link to the site being used and the name of the author, photographer etc.

Teaching about Copyright is an essential part of teaching technology today, especially when students are creating and sharing more of their work globally. Watching videos about copyright, finding helpful sites and using examples with correct attribution have helped my 6^th graders become more aware of copyright laws. 

 

Edublogs has a very helpful page for understanding copyright restrictions and this You Tube video is also enlightening for students... 

 

Here are some useful links for finding usable pictures and free music…

• Flickrcc
• Wikimedia commons
• Compfight
• Behold
• Pics4learning
• Morguefile
• Edupics
• FreeFoto
• ImageAfter
• Photos8
• Jamendo
• Free Music 

One of my 6^th graders recently found an ideal picture to use in a wiki page he was designing and creating on medieval architecture and arts, but realized that the site he has used, The Canadian Center for Architecture, had a copyright license on all of their art in the collection. Lukas decided to email the curator and ask permission to use this picture.  Within two days he had received an interesting reply, “Thank you for your email and your interest in the CCA Collection. Since this particular image is from the 17^th century, it is out of copyright (or in the “public domain”). It will not be necessary to obtain our permission for the use in your wiki. We would love to see your wiki page once it has been completed. If you want to, please send us the link and I will show our curators here at the CCA.I f you have any questions, please feel free to contact me. Good luck with your project!”

                                                                                      Courtesy of the Canadian Centre for Architecture.

Another student, Manny was making a Voki about Poet’s Walk, (which is a favorite local spot) to embed into his blog page and found a local photographer’s pictures that were copyrighted. He also decided to e-mail the owner of the site and ask permission to use two pictures. He too received a great email , “My photographs are copyrighted, so I do appreciate your requesting permission to use the photographs. Normally I do charge for use on a website, but I will waive my fee and you do have my permission to use both photographs in your blog.  Please give me photo credit – Linda T. Hubbard. And please send me the link when you finish your project, as I would like to read it. Please let me know if I can help you any other way.  You have picked two of my favorite places. 

A link to Manny's blog page with his voki and picture.

What a great real life learning experience for these two students who obviously understand the moral issue in this copyright confusion and were able to follow the process to successfully work with copyright restrictions. As we use more technology in schools there will be many more similar questions to investigate and new problems to solve.