16 Things to Consider When Going Google One to One


world_bridge1. Ask Why?
There are millions of connected educators around the world who would be delighted to answer that question for you. You must answer it for your own education context. Best not to try doing so alone. Which leads to…
2. Engage a Diverse Array of Stakeholders from the Beginning.
Moving teachers and students to a digital workflow, and considering all of the associated infrastructure and cultural changes that come along with this switch, is a big deal. Bring in student and parent voices. And lift the voices of the classroom educators as facilitators whenever possible.
3. Identify and Communicate a Collectively Determined Set of Goals.
No goals = no go. There are hundreds of reasons to go Google and move everyone to a digital workflow. Long before devices arrive en masse, a community engagement process should be underway. Stop anyone in the hallway and they should be able to offer two or three reasons for making the move.
4. Research Models of Best Practice.
Why re-create the wheel? Get connected, if you are not already (Google Plus is a great place to start), and find a few schools or districts that share some of your demographics. Visit them or at least arrange some Google Hangouts to learn about their successes and challenges.

Read More at the Hapara Blog

Google Plus Made My Students Say More


I didn’t get it at first, but I’m an experimenter so I persisted. To me Facebook is a bit of a nuisance. I have a profile that I created a few years after everyone else in the world did (or at least after about 500 million of them did). And like many of my generation, I made the mistake of friending all of my old high school classmates that were already there, lying in wait.

I did the same things you did; searched for an old girlfriend or two, and joined some groups, thinking that the conversation might be a bit loftier. It wasn’t. I even started a group of my own and tried to seed it with what I thought were provocative posts that would inspire discussion. Fail. When my youngest brother’s maniacal posting rate about food justice clogged my feed, seemingly to the exclusion of all else, I nearly shut it down; my account, that is, not Facebook. Then I learned how to block.

Blocking the posts of all those that I did not want to offend by unfriending them, re-invigorated my interest in Facebook for a while – even if only because it satisfied my desire to clean up the mess that I felt I’d made by joining this social network in the first place. But even blocking was not enough to sustain my interest.

It has come to this: Facebook is the place I go when I want to see what my young teen nieces are up to. They have yet to reach the age where they don’t want the older family members commenting on their posts. If my nieces lose interest in Facebook, I suspect my account will go the way of my Yahoo email account; a ghost town that occasionally haunts me with the fear that my unwatched profile might be an inroad for an identity thief. One major difference is that I don’t need Facebook as an email address when online shopping so that all my junk mail stays away from my gmail account.

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One Year of Blended Learning One to One with Chromebooks


Reflections on a year of Blended Learning with 1:1 Chromebooks

Physics teachers have a unique privilege in most high school settings. Most of us work with students that have elected to take our academic course, and with the exception of a growing number of physics first programs, we teach older students. Consequently, we tend to serve a population of learners that are more likely to match our enthusiasm for ideas, and entertain our whimsical diversions than might an average sampling of the student body as a whole. Many of us take advantage of the opportunity presented by this context to innovate with novel uses of technology in our practice. I am no exception to that rule.

When my idea of teaching physics in a one to one setting with Chromebooks was met with enthusiasm by both my colleagues and my administration eighteen months ago, I jumped in with both feet. Now, in April, at the cusp of another punishing two weeks of low quality standardized testing, it is time to reflect on the first year of the blend.

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What would Maria Montessori Say About Edtech?


What would Maria Montessori say about the use of the edtech available to us as we approach the year 2013?

Heaven forbid any actual Montessori educators should read this post. My summaries of Montessori ideas and structures most certainly do not do justice to the wonderful body of work Maria Montessori left behind, nor do I adequately represent the many mindfully conceived and executed programs based on Montessori’s work. For this I offer an a priori apology.

Maria Montessori was a revolutionary in education. During the first half of the 20th Century, she commanded global attention for her work with pre-kinder Italian street children, and later for her inquiries into the education of children of all ages. The Montessori Method requires an observer scientist’s habit of mind for educators of children and adolescents, which relies upon a carefully constructed environment that promotes individual determination. Further, the Montessori teacher becomes a student of each child, observing them work, and carefully noting their accomplishments and challenges so as to be ready to introduce the learner to an appropriately timed task that suits both his interests and abilities.

Read more at the New Media Consortium..

Resources for Schools That Have Gone Google


http://www.google.com/a/help/intl/en/images/appscircle.gifThere are many benefits for educational institutions that adopt Google Apps for Education. Many of the benefits are not visible right away, however. There are online resources and communities to help us find the hidden gems and guide us in best practices. In this post I will list all of the support structures that I am aware of, and that the few folks I consulted on this shared with me. Undoubtedly there will be many that we missed. Please tell us of other resources in the comments and I will add them to the original post as they come in.

..see the full list at the Hapara blog

Forget About One to One, Let’s Talk Two to One


This summer I wrote a post about the Bay Area Maker Faire entitled, My Son Met His People at the Maker Faire. Today I met mine. I am presenting on my blended learning experience with Teacher Dashboard by Hapara at the New England Google Apps for Education Summit in Burlington, Massachussetts.

A guy from New York showed us how three Nexus devices running Android could simultaneously allow students to compose and edit each other’s work on the same document – without typing a word! The voice recognition is now good enough and the web-based collaboration capabilities of docs are now robust enough that this actually works. Continue reading

Blended Learning Pilot End of Week 2


Me outside of school:

  • Jing screencasting
  • Google site reading and commenting
  • Goorulearing.org collection re-ordering
  • Assessment co-creating
  • End of project survey writing
  • Frantically laptop cart fundraising (1/3 of the way there as of this writing)

Students in my classes:

I ran an electronic survey today in two of the blended classes; sixty two responses in all. I asked students to compare the various types of learning that we do in class in this new blended method against our prior unit that I taught in a traditional fashion. Here are some of my takeaways.
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