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Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>SAN DIEGO — Vista High School principal Anthony Barela had a vivid image of what school here could look like after a $10 million grant to reimagine learning: Rolling desks and chairs, with students moving freely and talking about their work. Better attendance, class participation and graduation rates.\u003c/p>\n\u003cp>One year later, Barela has watched some of this vision flourish — including new classes and ways of teaching — while other parts never took off.\u003c/p>\n\u003cp>“Oh, I hate [the furniture],” observed teacher Catherine Connelly one spring morning, as she watched a student propel himself across the room in a rolling chair. Connelly, who is pioneering a new course in social and emotional wellness, added: “I don’t know who thought white desks and rolling chairs were good ideas for high school students.”\u003c/p>\n\u003cp>Vista’s trials and errors started when the school became an \u003ca href=\"http://vhs.vistausd.org/vhs-reimagined/xq-super-school/\">XQ\u003c/a> Super School Project, with a five-year grant by the national nonprofit to bring a personalized-learning approach to this suburban district. With year one down, teachers, students and administrators are still negotiating the promise and pitfalls of personalized learning on a large scale, lessons that may shed light on the relatively new reform that so far seems to be facilitating \u003cstrong>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/15/what-emerging-research-says-about-the-promise-of-personalized-learning/\">modest achievement gains. \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Barela contends that Vista’s approach is making a tangible impact in an area he’s long considered paramount: attendance. More kids are coming to school; attendance rates among last year’s ninth-grade class were up 15 percent from the previous year’s freshmen, according to Barela, and 10 percent from the same class’s eighth-grade rates. The average GPA for freshmen was slightly higher (0.2 percent) as well.\u003c/p>\n\u003cp>This nearly majority-Latino city began its experiment with personalized learning three years ago, after a districtwide survey revealed that thousands of high schoolers felt their education wasn’t relevant. District officials theorized that students’ disillusionment with the curriculum contributed to Vista High’s 10 percent dropout rate. In response, they launched an experimental Personalized Learning Academy for 150 juniors and seniors deemed at risk of dropping out.\u003c/p>\n\u003cp>Grades and attendance rates for students who signed up for the new academy rose slowly over the next two years, giving Vista officials sufficient evidence that their approach could work on a larger scale. They applied for and \u003ca href=\"http://www.sandiegouniontribune.com/news/education/sd-no-vista-superschool-20160914-story.html\">won\u003c/a> the $10 million XQ grant, which meant that they would need to replicate the features that had made their academy successful on a much larger scale: creating smaller communities, making changes gradually, giving students more control, and focusing on students’ social and emotional wellness.\u003c/p>\n\u003cp>\u003cstrong>Smaller communities\u003c/strong>\u003c/p>\n\u003cp>Vista school officials started by trying to replicate the academy’s intimate structure, in which four teachers shared the same group of 150 students and got a block of time each day to plan lessons together and review who needed additional help. Sharing information helped them develop closer relationships with students and better tailor their lessons.\u003c/p>\n\u003cp>For the 2017-18 school year, they broke up Vista’s freshman class of almost 700 students into six self-contained “houses.” Teachers say they appreciate the chance to work more closely with the students, along with a small group of their colleagues, and believe it’s helped contribute to a drop in disciplinary incidents.\u003c/p>\n\u003cp>“Because of the relationships and collaborations between the teachers,” said freshman math teacher Amanda Peace, “those issues are able to get settled a lot faster than they would in a previous year.”\u003c/p>\n\u003cp>Yet some teachers also said that the intimacy of the house system — in which freshmen often ended up in three or more classes with the same students — caused friction.\u003c/p>\n\u003cp>While students in the pilot academy chose to join the close-knit community, last year’s freshmen had no choice. When they had conflicts, they didn’t get time away from each other, so Peace said her team decided to switch several students’ schedules midyear.\u003c/p>\n\u003cp>But even with such frustrations, the house system kept freshmen who would otherwise be scattered across Vista’s sprawling outdoor campus feeling “like a little family,” said 14-year-old, then-freshman Peyton Kemp.\u003c/p>\n\u003cp>And having small groups of teachers sharing the same students also paid academic dividends.\u003c/p>\n\u003cp>\"I think the students were a little shocked by the connection between teachers,” freshman science teacher Lexi Kunz said. “They hadn’t seen that before. We would have times when they’re working on one assignment and there’d be a very explicit connection in another class, and I think they went, ‘Oh, this is real, they’re really talking to each other.’ ”\u003c/p>\n\u003cfigure id=\"attachment_51904\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51904\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Vista’s large freshman class was broken down into “houses” as part of the transformation, creating closer relationships and more interdisciplinary learning. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Making changes gradually\u003c/strong>\u003c/p>\n\u003cp>Teachers and administrators in the academy also found that for change to stick, it had to come gradually; students and teachers both needed time to adjust. At the beginning of the 2017-18 school year, freshman history teacher Matt Stuckey, one of the school’s most experienced personalized-learning practitioners, told students that change wouldn’t happen all at once.\u003c/p>\n\u003cp>“Some days, it’s going to feel like what school felt like last year,” Stuckey told them. “Then there’s going to be times when you’re really going to have the independence to show what you’re learning in different ways.’ ”\u003c/p>\n\u003cp>\u003cstrong>More student control over learning\u003c/strong>\u003c/p>\n\u003cp>Personalized learning encompasses a range of techniques meant to give students more control over what they learn and how they learn it. Much of the momentum has come from foundations with roots in Silicon Valley, whose founders believe that a proliferation of cheap technology allows new possibilities for personalizing education. The idea has also appealed to educators who see benefits in letting students learn at their own pace, after years of standardized testing.\u003c/p>\n\u003cp>In Kunz’s windowless freshman physics class on an April school day, a group of about 15 mixed special and general education students squinted up at a projection of a graph.\u003c/p>\n\u003cp>“I had a lovely conversation with Ms. Peace about graphing,” Kunz explained to her students. Peace teaches in the same house as Kunz, and had noticed that this group of students struggled when choosing increments for labeling the x-axis of a graph.\u003c/p>\n\u003cp>Kunz devoted the entire lesson to reinforcing the skill. Students worked quietly — a couple listened to music through headphones — and the special education teacher who co-teaches the course walked around spending additional time with some students.\u003c/p>\n\u003cp>That kind of communication — in which Kunz and Peace tag teamed their teaching of the same concept — is a clear benefit of the house system and of personalized learning’s approach, and simply wouldn’t have happened in previous years, teachers say.\u003c/p>\n\u003cp>But communicating with each other about where to focus is just the first step, according to Craig Gastauer, the former science teacher who’s now in charge of training Vista’s teachers in personalized learning.\u003c/p>\n\u003cp>For example, if Kunz’s reinforcement lesson on graphing had allowed students to fill in the x-axis in the way they thought was correct, then compare answers, they would have understood the process more deeply because they would have found the answers on their own, Gastauer said.\u003c/p>\n\u003cp>From his tiny office in an out-of-the way corner of the campus, Gastauer said that the whole experiment is about trial and error; he ultimately wants to overhaul the school’s grading system, removing letter grades and switching to “competency-based” diplomas that would allow students more flexibility in how to demonstrate they’ve acquired the knowledge necessary to graduate from high school.\u003c/p>\n\u003cp>“We want to make sure first we have a curriculum that’s inviting to the students where they can work with teachers to co-create parts of the curriculum,” he said.\u003c/p>\n\u003cp>Teachers have come a long way since the beginning of the last school year, when many said they felt “under the microscope” and fearful they’d be criticized for not adapting quickly enough to the changes, Gastauer said. They felt additional pressure from amped-up media around the XQ grant, which celebrated its 10 “super schools” last September with a flashy national TV event featuring actor Tom Hanks.\u003c/p>\n\u003cfigure id=\"attachment_51905\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">With part of the grant money, Vista turned its library into a “learning commons.” The space now serves as one of the school’s primary gathering spaces, a gallery for student art and a technology hub. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>War, peace and Chromebooks\u003c/strong>\u003c/p>\n\u003cp>History teacher Caroline Billings embraced the changes. Instead of the traditional global history course she’d taught in the past, in 2017-18 she led a “challenge” class in which freshmen designed self-directed projects based on the \u003ca href=\"http://www.unfoundation.org/features/globalgoals/the-global-goals.html\">United Nations Sustainable Development Goals.\u003c/a>\u003c/p>\n\u003cp>On an April morning in Billings’ class, students chatted in groups and surfed the internet on Chromebook laptops, as part of a unit on peace. Later, as a final project, the groups would propose ways to incorporate the study of peace into the 2018-19 history curriculum.\u003c/p>\n\u003cp>Billings assigned each group of three a different aspect of peace studies to research. One group typed “France” into the Google search bar, another browsed search results for “domestic peace.”\u003c/p>\n\u003cp>Avery Mortensen, 14, appreciated that Billings started the unit by having students read a critique of teaching peace in history class, and called the class more “student involving” than previous history courses.\u003c/p>\n\u003cp>Other students struggled with the freedom of toting the personal Chromebook laptops the school gave out. “It’s more like a personal thing when you get distracted on the Chromebook, not the Chromebook itself,” said 15-year-old Emiah Mills.\u003c/p>\n\u003cp>Finding the right balance with the new technology is a focus for teacher training. Gastauer instructs teachers to “plan learning and then ask how can tech enhance. Don’t start with the app.”\u003c/p>\n\u003cp>Before the Chromebooks, Mills had to borrow her grandmother’s computer. Now she gets more done at home, although she admits she also video chats with her friends while working on essays.\u003c/p>\n\u003cp>\u003cstrong>Can wellness be taught?\u003c/strong>\u003c/p>\n\u003cp>Teachers knew that students would at times struggle with the increased freedom and responsibility of personalized learning, and they were ready with a solution they’d piloted in the academy: “wellness” classes dedicated to helping students cope with social and emotional discomfort.\u003c/p>\n\u003cp>Wellness teacher Cindy Brooks said the course supports the broader goal of Vista’s personalized learning push “to get those kids that get lost in the shuffle. Try to bring them in.”\u003c/p>\n\u003cp>Ultimately, wellness class became something of a metaphor for the rollout of personalized learning as a whole, illustrating the challenge of making a concept that worked with a small, self-selecting group succeed on a much larger scale.\u003c/p>\n\u003cp>Eight teachers volunteered to teach the course and write the curriculum, but they had no idea where to start. “It’s a class that no other place was doing,” said wellness teacher Rick Worthington. They cobbled together curriculum materials meant for guidance counselors and health teachers.\u003c/p>\n\u003cp>“We’re literally learning as we go along,” Worthington said. “You can know what stress is and what anxiety is, but how do you teach a teenager?”\u003c/p>\n\u003cp>In the beginning, students were antagonistic. “That’s the worst beginning of a school year I’ve ever had,” Worthington said. The eight teachers were directly encountering aspects of their students’ lives they used to see only from a distance, but had little framework for teaching them coping skills for what came after school.\u003c/p>\n\u003cp>The wellness class gave teachers a chance to “step back from the content area of teaching to make that a priority,” former English teacher Cindy Brooks added.\u003c/p>\n\u003cp>In addition to daily lessons on topics like how to receive a compliment, wellness teachers checked in with students every week about grades and helped mediate conflicts in other classes.\u003c/p>\n\u003cp>Gradually, students started to look forward to wellness class. “It’s a good break from school work,” said 15-year-old Namrit Ahluwalia. “Regular school days take our mind away from who we actually are.”\u003c/p>\n\u003cp>At some point in the school year, administrators realized that none of the eight wellness teachers had experience with English Language Learners. ELL specialists like Kim Collier tried to help, but Collier had no experience with the curriculum wellness teachers were creating on the fly.\u003c/p>\n\u003cp>“We tried to make some adjustments, but the train was moving,” Collier said. This year, Collier will run a training with wellness teachers before school starts to make sure the course is accessible to ELL students.\u003c/p>\n\u003cp>\u003cstrong>What changes are ahead?\u003c/strong>\u003c/p>\n\u003cp>There will be other adjustments going forward as well. This fall, Vista’s house system will migrate to the 10th grade, and will expand each year until the whole school runs under the new system.\u003c/p>\n\u003cp>There are still open questions about how the school will shift into its second year. Some freshmen teachers want to follow their current students to the 10th grade. There will also be a new leader: Principal Barela stepped down to be near family in Colorado. He will be replaced by \u003ca href=\"http://vhs.vistausd.org/about/welcome-vista-high-school/\">Kyle Ruggles,\u003c/a> a former elementary school principal who most recently oversaw academic and behavioral support programs for the Vista school district.\u003c/p>\n\u003cp>Much of Barela’s vision will remain. And science teacher Blaine Darling says teachers sound different now when speaking about personalized learning. “For the first time, it’s given everyone a common language,” Darling said. “The conversations that are happening are happening outside of staff meetings.”\u003c/p>\n\u003cp>That’s exactly what Vista is hoping for: a new kind of teaching that will last, long after the grant is spent. It’s why science teacher Gastauer wasn’t upset at criticism of the moving furniture: Already, Vista has introduced a new version with individual desks instead of long tables, and has gotten much better feedback from teachers.\u003c/p>\n\u003cp>“The focus has always been on our teachers feeling like they’re comfortable,” Barela said, “and making sure the reason we’re doing that is for our students to be able to leave here better off than when they arrived.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In the first year of a new personalized learning program, a large San Diego district experiences small victories despite growing pains.","status":"publish","parent":0,"modified":1534490496,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":2566},"headData":{"title":"Personalized Learning: Mistakes, Moving Furniture and Making it Work | KQED","description":"In the first year of a new personalized learning program, a large San Diego district experiences small victories despite growing pains.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51901 https://ww2.kqed.org/mindshift/?p=51901","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/17/personalized-learning-mistakes-moving-furniture-and-making-it-work/","disqusTitle":"Personalized Learning: Mistakes, Moving Furniture and Making it Work","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Mike Elsen-Rooney, The Hechinger Report\u003c/a>","path":"/mindshift/51901/personalized-learning-mistakes-moving-furniture-and-making-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>SAN DIEGO — Vista High School principal Anthony Barela had a vivid image of what school here could look like after a $10 million grant to reimagine learning: Rolling desks and chairs, with students moving freely and talking about their work. Better attendance, class participation and graduation rates.\u003c/p>\n\u003cp>One year later, Barela has watched some of this vision flourish — including new classes and ways of teaching — while other parts never took off.\u003c/p>\n\u003cp>“Oh, I hate [the furniture],” observed teacher Catherine Connelly one spring morning, as she watched a student propel himself across the room in a rolling chair. Connelly, who is pioneering a new course in social and emotional wellness, added: “I don’t know who thought white desks and rolling chairs were good ideas for high school students.”\u003c/p>\n\u003cp>Vista’s trials and errors started when the school became an \u003ca href=\"http://vhs.vistausd.org/vhs-reimagined/xq-super-school/\">XQ\u003c/a> Super School Project, with a five-year grant by the national nonprofit to bring a personalized-learning approach to this suburban district. With year one down, teachers, students and administrators are still negotiating the promise and pitfalls of personalized learning on a large scale, lessons that may shed light on the relatively new reform that so far seems to be facilitating \u003cstrong>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/15/what-emerging-research-says-about-the-promise-of-personalized-learning/\">modest achievement gains. \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Barela contends that Vista’s approach is making a tangible impact in an area he’s long considered paramount: attendance. More kids are coming to school; attendance rates among last year’s ninth-grade class were up 15 percent from the previous year’s freshmen, according to Barela, and 10 percent from the same class’s eighth-grade rates. The average GPA for freshmen was slightly higher (0.2 percent) as well.\u003c/p>\n\u003cp>This nearly majority-Latino city began its experiment with personalized learning three years ago, after a districtwide survey revealed that thousands of high schoolers felt their education wasn’t relevant. District officials theorized that students’ disillusionment with the curriculum contributed to Vista High’s 10 percent dropout rate. In response, they launched an experimental Personalized Learning Academy for 150 juniors and seniors deemed at risk of dropping out.\u003c/p>\n\u003cp>Grades and attendance rates for students who signed up for the new academy rose slowly over the next two years, giving Vista officials sufficient evidence that their approach could work on a larger scale. They applied for and \u003ca href=\"http://www.sandiegouniontribune.com/news/education/sd-no-vista-superschool-20160914-story.html\">won\u003c/a> the $10 million XQ grant, which meant that they would need to replicate the features that had made their academy successful on a much larger scale: creating smaller communities, making changes gradually, giving students more control, and focusing on students’ social and emotional wellness.\u003c/p>\n\u003cp>\u003cstrong>Smaller communities\u003c/strong>\u003c/p>\n\u003cp>Vista school officials started by trying to replicate the academy’s intimate structure, in which four teachers shared the same group of 150 students and got a block of time each day to plan lessons together and review who needed additional help. Sharing information helped them develop closer relationships with students and better tailor their lessons.\u003c/p>\n\u003cp>For the 2017-18 school year, they broke up Vista’s freshman class of almost 700 students into six self-contained “houses.” Teachers say they appreciate the chance to work more closely with the students, along with a small group of their colleagues, and believe it’s helped contribute to a drop in disciplinary incidents.\u003c/p>\n\u003cp>“Because of the relationships and collaborations between the teachers,” said freshman math teacher Amanda Peace, “those issues are able to get settled a lot faster than they would in a previous year.”\u003c/p>\n\u003cp>Yet some teachers also said that the intimacy of the house system — in which freshmen often ended up in three or more classes with the same students — caused friction.\u003c/p>\n\u003cp>While students in the pilot academy chose to join the close-knit community, last year’s freshmen had no choice. When they had conflicts, they didn’t get time away from each other, so Peace said her team decided to switch several students’ schedules midyear.\u003c/p>\n\u003cp>But even with such frustrations, the house system kept freshmen who would otherwise be scattered across Vista’s sprawling outdoor campus feeling “like a little family,” said 14-year-old, then-freshman Peyton Kemp.\u003c/p>\n\u003cp>And having small groups of teachers sharing the same students also paid academic dividends.\u003c/p>\n\u003cp>\"I think the students were a little shocked by the connection between teachers,” freshman science teacher Lexi Kunz said. “They hadn’t seen that before. We would have times when they’re working on one assignment and there’d be a very explicit connection in another class, and I think they went, ‘Oh, this is real, they’re really talking to each other.’ ”\u003c/p>\n\u003cfigure id=\"attachment_51904\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51904\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Vista’s large freshman class was broken down into “houses” as part of the transformation, creating closer relationships and more interdisciplinary learning. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Making changes gradually\u003c/strong>\u003c/p>\n\u003cp>Teachers and administrators in the academy also found that for change to stick, it had to come gradually; students and teachers both needed time to adjust. At the beginning of the 2017-18 school year, freshman history teacher Matt Stuckey, one of the school’s most experienced personalized-learning practitioners, told students that change wouldn’t happen all at once.\u003c/p>\n\u003cp>“Some days, it’s going to feel like what school felt like last year,” Stuckey told them. “Then there’s going to be times when you’re really going to have the independence to show what you’re learning in different ways.’ ”\u003c/p>\n\u003cp>\u003cstrong>More student control over learning\u003c/strong>\u003c/p>\n\u003cp>Personalized learning encompasses a range of techniques meant to give students more control over what they learn and how they learn it. Much of the momentum has come from foundations with roots in Silicon Valley, whose founders believe that a proliferation of cheap technology allows new possibilities for personalizing education. The idea has also appealed to educators who see benefits in letting students learn at their own pace, after years of standardized testing.\u003c/p>\n\u003cp>In Kunz’s windowless freshman physics class on an April school day, a group of about 15 mixed special and general education students squinted up at a projection of a graph.\u003c/p>\n\u003cp>“I had a lovely conversation with Ms. Peace about graphing,” Kunz explained to her students. Peace teaches in the same house as Kunz, and had noticed that this group of students struggled when choosing increments for labeling the x-axis of a graph.\u003c/p>\n\u003cp>Kunz devoted the entire lesson to reinforcing the skill. Students worked quietly — a couple listened to music through headphones — and the special education teacher who co-teaches the course walked around spending additional time with some students.\u003c/p>\n\u003cp>That kind of communication — in which Kunz and Peace tag teamed their teaching of the same concept — is a clear benefit of the house system and of personalized learning’s approach, and simply wouldn’t have happened in previous years, teachers say.\u003c/p>\n\u003cp>But communicating with each other about where to focus is just the first step, according to Craig Gastauer, the former science teacher who’s now in charge of training Vista’s teachers in personalized learning.\u003c/p>\n\u003cp>For example, if Kunz’s reinforcement lesson on graphing had allowed students to fill in the x-axis in the way they thought was correct, then compare answers, they would have understood the process more deeply because they would have found the answers on their own, Gastauer said.\u003c/p>\n\u003cp>From his tiny office in an out-of-the way corner of the campus, Gastauer said that the whole experiment is about trial and error; he ultimately wants to overhaul the school’s grading system, removing letter grades and switching to “competency-based” diplomas that would allow students more flexibility in how to demonstrate they’ve acquired the knowledge necessary to graduate from high school.\u003c/p>\n\u003cp>“We want to make sure first we have a curriculum that’s inviting to the students where they can work with teachers to co-create parts of the curriculum,” he said.\u003c/p>\n\u003cp>Teachers have come a long way since the beginning of the last school year, when many said they felt “under the microscope” and fearful they’d be criticized for not adapting quickly enough to the changes, Gastauer said. They felt additional pressure from amped-up media around the XQ grant, which celebrated its 10 “super schools” last September with a flashy national TV event featuring actor Tom Hanks.\u003c/p>\n\u003cfigure id=\"attachment_51905\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">With part of the grant money, Vista turned its library into a “learning commons.” The space now serves as one of the school’s primary gathering spaces, a gallery for student art and a technology hub. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>War, peace and Chromebooks\u003c/strong>\u003c/p>\n\u003cp>History teacher Caroline Billings embraced the changes. Instead of the traditional global history course she’d taught in the past, in 2017-18 she led a “challenge” class in which freshmen designed self-directed projects based on the \u003ca href=\"http://www.unfoundation.org/features/globalgoals/the-global-goals.html\">United Nations Sustainable Development Goals.\u003c/a>\u003c/p>\n\u003cp>On an April morning in Billings’ class, students chatted in groups and surfed the internet on Chromebook laptops, as part of a unit on peace. Later, as a final project, the groups would propose ways to incorporate the study of peace into the 2018-19 history curriculum.\u003c/p>\n\u003cp>Billings assigned each group of three a different aspect of peace studies to research. One group typed “France” into the Google search bar, another browsed search results for “domestic peace.”\u003c/p>\n\u003cp>Avery Mortensen, 14, appreciated that Billings started the unit by having students read a critique of teaching peace in history class, and called the class more “student involving” than previous history courses.\u003c/p>\n\u003cp>Other students struggled with the freedom of toting the personal Chromebook laptops the school gave out. “It’s more like a personal thing when you get distracted on the Chromebook, not the Chromebook itself,” said 15-year-old Emiah Mills.\u003c/p>\n\u003cp>Finding the right balance with the new technology is a focus for teacher training. Gastauer instructs teachers to “plan learning and then ask how can tech enhance. Don’t start with the app.”\u003c/p>\n\u003cp>Before the Chromebooks, Mills had to borrow her grandmother’s computer. Now she gets more done at home, although she admits she also video chats with her friends while working on essays.\u003c/p>\n\u003cp>\u003cstrong>Can wellness be taught?\u003c/strong>\u003c/p>\n\u003cp>Teachers knew that students would at times struggle with the increased freedom and responsibility of personalized learning, and they were ready with a solution they’d piloted in the academy: “wellness” classes dedicated to helping students cope with social and emotional discomfort.\u003c/p>\n\u003cp>Wellness teacher Cindy Brooks said the course supports the broader goal of Vista’s personalized learning push “to get those kids that get lost in the shuffle. Try to bring them in.”\u003c/p>\n\u003cp>Ultimately, wellness class became something of a metaphor for the rollout of personalized learning as a whole, illustrating the challenge of making a concept that worked with a small, self-selecting group succeed on a much larger scale.\u003c/p>\n\u003cp>Eight teachers volunteered to teach the course and write the curriculum, but they had no idea where to start. “It’s a class that no other place was doing,” said wellness teacher Rick Worthington. They cobbled together curriculum materials meant for guidance counselors and health teachers.\u003c/p>\n\u003cp>“We’re literally learning as we go along,” Worthington said. “You can know what stress is and what anxiety is, but how do you teach a teenager?”\u003c/p>\n\u003cp>In the beginning, students were antagonistic. “That’s the worst beginning of a school year I’ve ever had,” Worthington said. The eight teachers were directly encountering aspects of their students’ lives they used to see only from a distance, but had little framework for teaching them coping skills for what came after school.\u003c/p>\n\u003cp>The wellness class gave teachers a chance to “step back from the content area of teaching to make that a priority,” former English teacher Cindy Brooks added.\u003c/p>\n\u003cp>In addition to daily lessons on topics like how to receive a compliment, wellness teachers checked in with students every week about grades and helped mediate conflicts in other classes.\u003c/p>\n\u003cp>Gradually, students started to look forward to wellness class. “It’s a good break from school work,” said 15-year-old Namrit Ahluwalia. “Regular school days take our mind away from who we actually are.”\u003c/p>\n\u003cp>At some point in the school year, administrators realized that none of the eight wellness teachers had experience with English Language Learners. ELL specialists like Kim Collier tried to help, but Collier had no experience with the curriculum wellness teachers were creating on the fly.\u003c/p>\n\u003cp>“We tried to make some adjustments, but the train was moving,” Collier said. This year, Collier will run a training with wellness teachers before school starts to make sure the course is accessible to ELL students.\u003c/p>\n\u003cp>\u003cstrong>What changes are ahead?\u003c/strong>\u003c/p>\n\u003cp>There will be other adjustments going forward as well. This fall, Vista’s house system will migrate to the 10th grade, and will expand each year until the whole school runs under the new system.\u003c/p>\n\u003cp>There are still open questions about how the school will shift into its second year. Some freshmen teachers want to follow their current students to the 10th grade. There will also be a new leader: Principal Barela stepped down to be near family in Colorado. He will be replaced by \u003ca href=\"http://vhs.vistausd.org/about/welcome-vista-high-school/\">Kyle Ruggles,\u003c/a> a former elementary school principal who most recently oversaw academic and behavioral support programs for the Vista school district.\u003c/p>\n\u003cp>Much of Barela’s vision will remain. And science teacher Blaine Darling says teachers sound different now when speaking about personalized learning. “For the first time, it’s given everyone a common language,” Darling said. “The conversations that are happening are happening outside of staff meetings.”\u003c/p>\n\u003cp>That’s exactly what Vista is hoping for: a new kind of teaching that will last, long after the grant is spent. It’s why science teacher Gastauer wasn’t upset at criticism of the moving furniture: Already, Vista has introduced a new version with individual desks instead of long tables, and has gotten much better feedback from teachers.\u003c/p>\n\u003cp>“The focus has always been on our teachers feeling like they’re comfortable,” Barela said, “and making sure the reason we’re doing that is for our students to be able to leave here better off than when they arrived.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51901/personalized-learning-mistakes-moving-furniture-and-making-it-work","authors":["byline_mindshift_51901"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_495","mindshift_20784","mindshift_1040","mindshift_21195","mindshift_21088","mindshift_20865","mindshift_20877","mindshift_421","mindshift_21194","mindshift_943","mindshift_21199"],"featImg":"mindshift_51903","label":"mindshift"},"mindshift_51739":{"type":"posts","id":"mindshift_51739","meta":{"index":"posts_1591205157","site":"mindshift","id":"51739","score":null,"sort":[1533100617000]},"guestAuthors":[],"slug":"how-to-use-chromebooks-for-powerful-creation-in-school","title":"How To Use Chromebooks For Powerful Creation in School","publishDate":1533100617,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As technology becomes more ubiquitous in classrooms, many schools are choosing Chromebooks because it’s one of the least expensive devices, a big win for schools balancing spending priorities. A 2017 report of the education market found Chromebooks dominate with \u003ca href=\"https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html?_r=0\">58 percent\u003c/a> of the market for school mobile device purchases. But many teachers aren’t using these new tools for much \u003ca href=\"https://www.kqed.org/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms\" target=\"_blank\" rel=\"noopener\">more than notetaking and slideshow presentations\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.tanyaavrith.com/about/\" target=\"_blank\" rel=\"noopener\">Tanya Avrith\u003c/a> is a self-proclaimed techy-teacher. She piloted iPads in one school she worked at and Chromebooks in another. “By January I felt like I hit a wall,” Avrith said. She found the Chromebook more limited for student project creation than iPads and started digging for Google apps and plug-ins that could add functionality.\u003c/p>\n\u003cp>She teamed up with \u003ca href=\"http://www.hollyclark.org/about/\" target=\"_blank\" rel=\"noopener\">Holly Clark\u003c/a>, an education strategist, to write \"\u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\">The\u003c/a> \u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\" target=\"_blank\" rel=\"noopener\">Google Infused Classroom\u003c/a>,\" a book they hope will help teachers see Chromebooks as more than a testing device or an expensive notebook.\u003c/p>\n\u003cp>“We’re trying to use the devices to make student thinking visible, to hear from every kid in our classes, and to share work,” said Holly Clark during a presentation at the 2018 gathering of the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> in Chicago.\u003c/p>\n\u003cp>Technology like Socrative can make quick checks for understanding immediately visible so teachers know if a lesson landed, or when shared to the whole class, can offer opportunities for students to compare and contrast answers. The metacognition embedded in that process is the goal, but the technology allows it to happen quickly and easily.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is why the people at the district office got you Chromebooks,” Clark said to the audience. “They want to keep the learning going.”\u003c/p>\n\u003cp>Avrith and Clark focused on two powerful tech tools to bring creation to Chromebook classrooms, encouraging teachers to think beyond the obvious uses for these tools.\u003c/p>\n\u003cp>\u003cstrong>BOOK CREATOR\u003c/strong>\u003c/p>\n\u003cp>“When people see Book Creator they see a place where kids can write a story,” Clark said. While that’s true, she and Avrith have seen teachers using the freemium tool (the first 40 books created are free, and after that there are fees) in many more innovative ways. (Note: Clark and Avrith are volunteer Book Creator \u003ca href=\"https://bookcreator.com/ambassadors/\">ambassadors\u003c/a>, a program through which they receive an upgraded account.)\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=pQ6PjQ7JpDQ\u003c/p>\n\u003cp>Avrith recently used \u003ca href=\"https://bookcreator.com/\" target=\"_blank\" rel=\"noopener\">Book Creator \u003c/a>for a digital citizenship lesson she taught to third-, fourth- and fifth-graders. She didn’t want to lecture students about appropriate online behavior and \u003ca href=\"https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship\" target=\"_blank\" rel=\"noopener\">media literacy\u003c/a> because she knows those kinds of lessons are easily forgotten. Instead, she got students creating a collaborative book -- 114 students contributed to it -- that took on a digital citizenship scenario from four potential angles.\u003c/p>\n\u003cp>“I want to shift the conversation with my students to being digital leaders,” Avrith said.\u003c/p>\n\u003cp>Students worked together to come up with solutions to the scenario Avrith presented. They were excited to share their ideas with peers and to read one another’s solutions. The project was memorable and it took only two 40-minute periods.\u003c/p>\n\u003cp>In another example, Avrith told her students she would be going to Haiti to work with some students there. Her American students were curious about their Haitian counterparts, so Avrith had them post their questions to Book Creator, where she translated them into Creole. When she was in Haiti, she showed the questions to the Haitian students while teaching them how to use Book Creator, and they posted answers. It turns out both Haitian students and American students like soccer and pizza.\u003c/p>\n\u003cp>“It was a really powerful way of collaborating with another place and building empathy and understanding,” Avrith said.\u003c/p>\n\u003cp>Clark likes to use Book Creator as a repository for learning over time. “They can show you what they learned from point A to point Z,” she said.\u003c/p>\n\u003cp>Students can upload videos of themselves reading, for example, and demonstrate improved fluency as the year progresses. Or, when studying the narrative arc, students might write and illustrate a comic book instead of a short story. Clark admits she hates the narrative writing unit in seventh grade because she has to read so much writing on the same themes. But when she encouraged students to represent their narrative any way they wanted in Book Creator, she received a much more varied display of students’ narrative understanding.\u003c/p>\n\u003cp>Other creative examples for Book Creator include an 11th-grade math teacher who made a supplemental math tutorial book for students, including video explanations. Or a U.S. history teacher who asked students to write their own history textbook in Book Creator using videos, text artifacts and anything else they wanted.\u003c/p>\n\u003cp>A newer version of Book Creator now allows students to embed almost anything: YouTube videos, Google Maps, Tynker, SoundCloud, Desmos, 360 videos, Flipgrid (now free for educators), Google forms and more.\u003c/p>\n\u003cp>“You can have them create their own 360 videos that they can then embed,” Avrith said. Then, students can annotate their videos to explain their thinking. “It’s not just the cool factor, it’s the thought processes. Through this tool you’re now able to make their thinking visible, hear from all your learners, and have them share.”\u003c/p>\n\u003cp>Avrith even uses Book Creator to make coding journals. She loves what students \u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\" target=\"_blank\" rel=\"noopener\">can do in Scratch\u003c/a>, but finds managing all the projects cumbersome. Now, students can embed Scratch projects in Book Creator, offering a digital portfolio of their skill progression.\u003cbr>\n“You can app smash in ways you could never app smash before!” Avrith said.\u003c/p>\n\u003cp>\u003cstrong>ADOBE SPARK\u003c/strong>\u003c/p>\n\u003cp>Clark and Avrith are also excited about updates to \u003ca href=\"https://spark.adobe.com/edu/\" target=\"_blank\" rel=\"noopener\">Adobe Spark\u003c/a> that allow teachers of students younger than 13 to sign up for administrator accounts that then give students access to enterprise accounts for free. If students are older than 13 they can already access enterprise accounts, which open up features and tools that previously required a paid account.\u003c/p>\n\u003cp>“Adobe is doing for creation what Google did for collaboration,” Avrith said. “You have this suite of amazing tools that are so simple to learn.” That’s particularly exciting to her because Chromebooks haven’t had many great video production tools. And, she’s found younger students have no trouble figuring out how to use Spark, which allows students to use templates or build their own from scratch.\u003c/p>\n\u003cp>Students can also upload their own photos or use those supplied by Spark, which are already Creative Commons licensed. The tool also allows students to pull free icons from the \u003ca href=\"https://thenounproject.com/\" target=\"_blank\" rel=\"noopener\">Noun Project\u003c/a> and it saves automatically as they work, “which is magic because how many fourth-graders remember to save anything? No. never,” Avrith said.\u003c/p>\n\u003cp>She has seen students make beautiful presentations with video on one side, text on the other. And students or teachers can add audio to every slide to explain the thinking or walk through a learning process.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“That takes creation and digital literacies to a whole other level,” she said. She’s excited to see tools that make it easier and more equitable for “creative problem-solving and telling beautiful stories” so that teachers and students can control the narrative about their own work.\u003c/p>\n\n","blocks":[],"excerpt":"Chromebooks have grown in popularity in education, but their use is often limited to note-taking and slideshow presentations. Two educators describe tools for Chromebooks, like Book Creator, that can help students tap many platforms within the same story creation program. ","status":"publish","parent":0,"modified":1533100617,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1232},"headData":{"title":"How To Use Chromebooks For Powerful Creation in School | KQED","description":"Chromebooks have grown in popularity in education, but their use is often limited to note-taking and slideshow presentations. Two educators describe tools for Chromebooks, like Book Creator, that can help students tap many platforms within the same story creation program. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51739 https://ww2.kqed.org/mindshift/?p=51739","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/31/how-to-use-chromebooks-for-powerful-creation-in-school/","disqusTitle":"How To Use Chromebooks For Powerful Creation in School","path":"/mindshift/51739/how-to-use-chromebooks-for-powerful-creation-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As technology becomes more ubiquitous in classrooms, many schools are choosing Chromebooks because it’s one of the least expensive devices, a big win for schools balancing spending priorities. A 2017 report of the education market found Chromebooks dominate with \u003ca href=\"https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html?_r=0\">58 percent\u003c/a> of the market for school mobile device purchases. But many teachers aren’t using these new tools for much \u003ca href=\"https://www.kqed.org/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms\" target=\"_blank\" rel=\"noopener\">more than notetaking and slideshow presentations\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.tanyaavrith.com/about/\" target=\"_blank\" rel=\"noopener\">Tanya Avrith\u003c/a> is a self-proclaimed techy-teacher. She piloted iPads in one school she worked at and Chromebooks in another. “By January I felt like I hit a wall,” Avrith said. She found the Chromebook more limited for student project creation than iPads and started digging for Google apps and plug-ins that could add functionality.\u003c/p>\n\u003cp>She teamed up with \u003ca href=\"http://www.hollyclark.org/about/\" target=\"_blank\" rel=\"noopener\">Holly Clark\u003c/a>, an education strategist, to write \"\u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\">The\u003c/a> \u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\" target=\"_blank\" rel=\"noopener\">Google Infused Classroom\u003c/a>,\" a book they hope will help teachers see Chromebooks as more than a testing device or an expensive notebook.\u003c/p>\n\u003cp>“We’re trying to use the devices to make student thinking visible, to hear from every kid in our classes, and to share work,” said Holly Clark during a presentation at the 2018 gathering of the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> in Chicago.\u003c/p>\n\u003cp>Technology like Socrative can make quick checks for understanding immediately visible so teachers know if a lesson landed, or when shared to the whole class, can offer opportunities for students to compare and contrast answers. The metacognition embedded in that process is the goal, but the technology allows it to happen quickly and easily.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is why the people at the district office got you Chromebooks,” Clark said to the audience. “They want to keep the learning going.”\u003c/p>\n\u003cp>Avrith and Clark focused on two powerful tech tools to bring creation to Chromebook classrooms, encouraging teachers to think beyond the obvious uses for these tools.\u003c/p>\n\u003cp>\u003cstrong>BOOK CREATOR\u003c/strong>\u003c/p>\n\u003cp>“When people see Book Creator they see a place where kids can write a story,” Clark said. While that’s true, she and Avrith have seen teachers using the freemium tool (the first 40 books created are free, and after that there are fees) in many more innovative ways. (Note: Clark and Avrith are volunteer Book Creator \u003ca href=\"https://bookcreator.com/ambassadors/\">ambassadors\u003c/a>, a program through which they receive an upgraded account.)\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/pQ6PjQ7JpDQ'\n title='//www.youtube.com/embed/pQ6PjQ7JpDQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Avrith recently used \u003ca href=\"https://bookcreator.com/\" target=\"_blank\" rel=\"noopener\">Book Creator \u003c/a>for a digital citizenship lesson she taught to third-, fourth- and fifth-graders. She didn’t want to lecture students about appropriate online behavior and \u003ca href=\"https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship\" target=\"_blank\" rel=\"noopener\">media literacy\u003c/a> because she knows those kinds of lessons are easily forgotten. Instead, she got students creating a collaborative book -- 114 students contributed to it -- that took on a digital citizenship scenario from four potential angles.\u003c/p>\n\u003cp>“I want to shift the conversation with my students to being digital leaders,” Avrith said.\u003c/p>\n\u003cp>Students worked together to come up with solutions to the scenario Avrith presented. They were excited to share their ideas with peers and to read one another’s solutions. The project was memorable and it took only two 40-minute periods.\u003c/p>\n\u003cp>In another example, Avrith told her students she would be going to Haiti to work with some students there. Her American students were curious about their Haitian counterparts, so Avrith had them post their questions to Book Creator, where she translated them into Creole. When she was in Haiti, she showed the questions to the Haitian students while teaching them how to use Book Creator, and they posted answers. It turns out both Haitian students and American students like soccer and pizza.\u003c/p>\n\u003cp>“It was a really powerful way of collaborating with another place and building empathy and understanding,” Avrith said.\u003c/p>\n\u003cp>Clark likes to use Book Creator as a repository for learning over time. “They can show you what they learned from point A to point Z,” she said.\u003c/p>\n\u003cp>Students can upload videos of themselves reading, for example, and demonstrate improved fluency as the year progresses. Or, when studying the narrative arc, students might write and illustrate a comic book instead of a short story. Clark admits she hates the narrative writing unit in seventh grade because she has to read so much writing on the same themes. But when she encouraged students to represent their narrative any way they wanted in Book Creator, she received a much more varied display of students’ narrative understanding.\u003c/p>\n\u003cp>Other creative examples for Book Creator include an 11th-grade math teacher who made a supplemental math tutorial book for students, including video explanations. Or a U.S. history teacher who asked students to write their own history textbook in Book Creator using videos, text artifacts and anything else they wanted.\u003c/p>\n\u003cp>A newer version of Book Creator now allows students to embed almost anything: YouTube videos, Google Maps, Tynker, SoundCloud, Desmos, 360 videos, Flipgrid (now free for educators), Google forms and more.\u003c/p>\n\u003cp>“You can have them create their own 360 videos that they can then embed,” Avrith said. Then, students can annotate their videos to explain their thinking. “It’s not just the cool factor, it’s the thought processes. Through this tool you’re now able to make their thinking visible, hear from all your learners, and have them share.”\u003c/p>\n\u003cp>Avrith even uses Book Creator to make coding journals. She loves what students \u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\" target=\"_blank\" rel=\"noopener\">can do in Scratch\u003c/a>, but finds managing all the projects cumbersome. Now, students can embed Scratch projects in Book Creator, offering a digital portfolio of their skill progression.\u003cbr>\n“You can app smash in ways you could never app smash before!” Avrith said.\u003c/p>\n\u003cp>\u003cstrong>ADOBE SPARK\u003c/strong>\u003c/p>\n\u003cp>Clark and Avrith are also excited about updates to \u003ca href=\"https://spark.adobe.com/edu/\" target=\"_blank\" rel=\"noopener\">Adobe Spark\u003c/a> that allow teachers of students younger than 13 to sign up for administrator accounts that then give students access to enterprise accounts for free. If students are older than 13 they can already access enterprise accounts, which open up features and tools that previously required a paid account.\u003c/p>\n\u003cp>“Adobe is doing for creation what Google did for collaboration,” Avrith said. “You have this suite of amazing tools that are so simple to learn.” That’s particularly exciting to her because Chromebooks haven’t had many great video production tools. And, she’s found younger students have no trouble figuring out how to use Spark, which allows students to use templates or build their own from scratch.\u003c/p>\n\u003cp>Students can also upload their own photos or use those supplied by Spark, which are already Creative Commons licensed. The tool also allows students to pull free icons from the \u003ca href=\"https://thenounproject.com/\" target=\"_blank\" rel=\"noopener\">Noun Project\u003c/a> and it saves automatically as they work, “which is magic because how many fourth-graders remember to save anything? No. never,” Avrith said.\u003c/p>\n\u003cp>She has seen students make beautiful presentations with video on one side, text on the other. And students or teachers can add audio to every slide to explain the thinking or walk through a learning process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That takes creation and digital literacies to a whole other level,” she said. She’s excited to see tools that make it easier and more equitable for “creative problem-solving and telling beautiful stories” so that teachers and students can control the narrative about their own work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51739/how-to-use-chromebooks-for-powerful-creation-in-school","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_495","mindshift_21209","mindshift_862","mindshift_785","mindshift_20678","mindshift_20784","mindshift_1040"],"featImg":"mindshift_51762","label":"mindshift"},"mindshift_14803":{"type":"posts","id":"mindshift_14803","meta":{"index":"posts_1591205157","site":"mindshift","id":"14803","score":null,"sort":[1314306008000]},"guestAuthors":[],"slug":"back-to-school-with-google-chromebooks","title":"Back to School with Google Chromebooks","publishDate":1314306008,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/back-to-school-with-google-chromebooks/chromebook1-2/\" rel=\"attachment wp-att-14806\">\u003cimg class=\"alignleft size-full wp-image-14806\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/chromebook11.jpg\" alt=\"\" width=\"250\" height=\"191\">\u003c/a>Yesterday was the first day of school for \u003ca href=\"http://www.graceoshkoshwels.net/\">Grace Lutheran School\u003c/a> in Oshkosh, Wisconsin. Among the various tasks that the students had to accomplish today were establishing their \u003ca href=\"http://www.google.com/apps/intl/en/edu/\">Google accounts\u003c/a> and setting up their new Chromebooks. There's already a certain excitement that comes with a new school year, but according to principal Peter Iles, the students' reaction to the Chromebooks was \"pretty magical.\" Several told him it was their favorite part of the day and the thing they were most looking forward to using for the rest of the academic year. That's a ringing endorsement for Google's new venture into hardware, sure, but it's also a great attitude to start the school year.\u003c/p>\n\u003cp>Grace Lutheran is one of many schools that is taking advantage of the new \u003ca href=\"http://www.google.com/chromebook/business-education.html\">Chromebooks for Education\u003c/a> program, announced earlier this summer at \u003ca href=\"http://www.google.com/events/io/2011/\">Google I/O\u003c/a>. For \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">$20 per month\u003c/a> per device, schools can rent the netbook-like, Web-only devices. There have been lots of \u003ca href=\"http://www.readwriteweb.com/archives/the_chromebook_ready_for_the_web_not_ready_to_repl.php\">criticisms\u003c/a> of the Chromebooks from tech bloggers -- they are underpowered computers for the price. But according to Iles, Chromebooks were the logical choice for his school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, but some schools are proving otherwise.\u003c/aside>\n\u003cp>The Grace Lutheran computer lab was woefully out-of-date. The machines were six or seven years old. To refresh the lab with new desktop computers would have cost around $35,000, not including all the software and licensing. To replace the old desktops with laptops would have cost about $15,000, again plus software costs, according to Iles. Instead, he opted to go with the Chromebooks -- 20 of them will run his school about $14,000. But as the Chromebooks are rented, not purchased, that's a monthly bill, and Iles said that it was far easier for the school to handle a small monthly payment than come up with a big chunk of money at once.\u003c!--more-->\u003c/p>\n\u003cp>And just as importantly, perhaps, the Chromebooks were easier for Iles to administer and support. He's the principal, the seventh and eighth grade teacher, \u003cem>and\u003c/em> the school's head of technology. He describes himself as \"pretty computer savvy,\" but he confesses he just couldn't maintain a server environment. With Chromebooks plus Google Apps for Education, he doesn't have to.\u003c/p>\n\u003cp>In contrast, the staff at \u003ca href=\"http://www.fessenden.org/podium/default.aspx?t=128188\">The Fessenden School\u003c/a> in West Newton, Massachusetts operate with a bigger budget and their school's new Chromebooks will supplement rather than replace exisiting Macbooks and desktops. But the argument for the ease-of-use on the end of IT administration is the same: with Chromebooks, as with Google Apps for Education, there's no need to handle software and OS updates on each individual machine. There's no need to run a server on the premises.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The focus instead can be on using the computers for teaching and for learning. Indeed, the conversations I had with Chromebooks users today quickly became about Google Apps for Education and for the collaboration that the productivity suite enables for teachers and students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION IS ON THE WEB\u003c/strong>\u003c/p>\n\u003cp>Some critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, the schools I spoke to today disagreed. Some of the teachers at The Fessenden School might not be ready, Curt Paine, the school's director of technology joked, but the students definitely are. And so are the Web apps. \"The Web is already where we go for great educational content,\" says Paine, and the apps -- both Google Apps for Education and others -- are getting \"more and more powerful.\"\u003c/p>\n\u003cp>There are things that Chromebooks can't do, of course. The schools say they are eager for Google to implement offline Apps, as it's promised to do by summer's end. They said that high-end video and photo editing desktop software is still superior to Web-based versions. The Chromebooks don't work with The Fessenden School's interactive whiteboards, and the USB interface isn't adequate for uploading things like photos.\u003c/p>\n\u003cp>But these drawbacks are all minor, the educators I spoke with today said, compared to the benefits that the Chromebooks would afford their schools: ease-of-use for students and staff, administrative controls to restrict what students can download in terms of extensions and apps, storage in and reliance on the cloud. The cloud, says Paine, is clearly \"the way we want to go.\" It's the future for software and for schools, the educators I talked to today all insisted.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pointing to the older model of desktop computing -- the IT administration that came with it and the lack of customer support from other computer vendors, Grace Lutheran principal Iles says, \"I don't ever want to go back.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1314302551,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":814},"headData":{"title":"Back to School with Google Chromebooks | KQED","description":"Yesterday was the first day of school for Grace Lutheran School in Oshkosh, Wisconsin. Among the various tasks that the students had to accomplish today were establishing their Google accounts and setting up their new Chromebooks. There's already a certain excitement that comes with a new school year, but according to principal Peter Iles, the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"14803 http://blogs.kqed.org/mindshift/?p=14803","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/25/back-to-school-with-google-chromebooks/","disqusTitle":"Back to School with Google Chromebooks","path":"/mindshift/14803/back-to-school-with-google-chromebooks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/back-to-school-with-google-chromebooks/chromebook1-2/\" rel=\"attachment wp-att-14806\">\u003cimg class=\"alignleft size-full wp-image-14806\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/chromebook11.jpg\" alt=\"\" width=\"250\" height=\"191\">\u003c/a>Yesterday was the first day of school for \u003ca href=\"http://www.graceoshkoshwels.net/\">Grace Lutheran School\u003c/a> in Oshkosh, Wisconsin. Among the various tasks that the students had to accomplish today were establishing their \u003ca href=\"http://www.google.com/apps/intl/en/edu/\">Google accounts\u003c/a> and setting up their new Chromebooks. There's already a certain excitement that comes with a new school year, but according to principal Peter Iles, the students' reaction to the Chromebooks was \"pretty magical.\" Several told him it was their favorite part of the day and the thing they were most looking forward to using for the rest of the academic year. That's a ringing endorsement for Google's new venture into hardware, sure, but it's also a great attitude to start the school year.\u003c/p>\n\u003cp>Grace Lutheran is one of many schools that is taking advantage of the new \u003ca href=\"http://www.google.com/chromebook/business-education.html\">Chromebooks for Education\u003c/a> program, announced earlier this summer at \u003ca href=\"http://www.google.com/events/io/2011/\">Google I/O\u003c/a>. For \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">$20 per month\u003c/a> per device, schools can rent the netbook-like, Web-only devices. There have been lots of \u003ca href=\"http://www.readwriteweb.com/archives/the_chromebook_ready_for_the_web_not_ready_to_repl.php\">criticisms\u003c/a> of the Chromebooks from tech bloggers -- they are underpowered computers for the price. But according to Iles, Chromebooks were the logical choice for his school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, but some schools are proving otherwise.\u003c/aside>\n\u003cp>The Grace Lutheran computer lab was woefully out-of-date. The machines were six or seven years old. To refresh the lab with new desktop computers would have cost around $35,000, not including all the software and licensing. To replace the old desktops with laptops would have cost about $15,000, again plus software costs, according to Iles. Instead, he opted to go with the Chromebooks -- 20 of them will run his school about $14,000. But as the Chromebooks are rented, not purchased, that's a monthly bill, and Iles said that it was far easier for the school to handle a small monthly payment than come up with a big chunk of money at once.\u003c!--more-->\u003c/p>\n\u003cp>And just as importantly, perhaps, the Chromebooks were easier for Iles to administer and support. He's the principal, the seventh and eighth grade teacher, \u003cem>and\u003c/em> the school's head of technology. He describes himself as \"pretty computer savvy,\" but he confesses he just couldn't maintain a server environment. With Chromebooks plus Google Apps for Education, he doesn't have to.\u003c/p>\n\u003cp>In contrast, the staff at \u003ca href=\"http://www.fessenden.org/podium/default.aspx?t=128188\">The Fessenden School\u003c/a> in West Newton, Massachusetts operate with a bigger budget and their school's new Chromebooks will supplement rather than replace exisiting Macbooks and desktops. But the argument for the ease-of-use on the end of IT administration is the same: with Chromebooks, as with Google Apps for Education, there's no need to handle software and OS updates on each individual machine. There's no need to run a server on the premises.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The focus instead can be on using the computers for teaching and for learning. Indeed, the conversations I had with Chromebooks users today quickly became about Google Apps for Education and for the collaboration that the productivity suite enables for teachers and students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION IS ON THE WEB\u003c/strong>\u003c/p>\n\u003cp>Some critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, the schools I spoke to today disagreed. Some of the teachers at The Fessenden School might not be ready, Curt Paine, the school's director of technology joked, but the students definitely are. And so are the Web apps. \"The Web is already where we go for great educational content,\" says Paine, and the apps -- both Google Apps for Education and others -- are getting \"more and more powerful.\"\u003c/p>\n\u003cp>There are things that Chromebooks can't do, of course. The schools say they are eager for Google to implement offline Apps, as it's promised to do by summer's end. They said that high-end video and photo editing desktop software is still superior to Web-based versions. The Chromebooks don't work with The Fessenden School's interactive whiteboards, and the USB interface isn't adequate for uploading things like photos.\u003c/p>\n\u003cp>But these drawbacks are all minor, the educators I spoke with today said, compared to the benefits that the Chromebooks would afford their schools: ease-of-use for students and staff, administrative controls to restrict what students can download in terms of extensions and apps, storage in and reliance on the cloud. The cloud, says Paine, is clearly \"the way we want to go.\" It's the future for software and for schools, the educators I talked to today all insisted.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pointing to the older model of desktop computing -- the IT administration that came with it and the lack of customer support from other computer vendors, Grace Lutheran principal Iles says, \"I don't ever want to go back.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14803/back-to-school-with-google-chromebooks","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_495","mindshift_105"],"featImg":"mindshift_14806","label":"mindshift"},"mindshift_11543":{"type":"posts","id":"mindshift_11543","meta":{"index":"posts_1591205157","site":"mindshift","id":"11543","score":null,"sort":[1305240071000]},"guestAuthors":[],"slug":"is-your-school-ready-for-googles-chromebooks-for-education","title":"Is Your School Ready for Google's Chromebooks for Education?","publishDate":1305240071,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003c/a>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003cimg class=\"alignleft size-medium wp-image-11545\" title=\"Chromebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Chromebook-300x173.jpg\" alt=\"\" width=\"300\" height=\"173\">\u003c/a>At \u003ca href=\"http://www.google.com/events/io/2011/index-live.html\">Google IO\u003c/a> this week, Google announced a \"\u003ca href=\"http://googleblog.blogspot.com/2011/05/new-kind-of-computer-chromebook.html\">new kind of computer\u003c/a>\" and a new program aimed at schools: \u003ca href=\"http://www.google.com/chromebook/business-education.html#\">Chromebooks for Education\u003c/a>. These new devices look like laptops, but they run on Google's new operating system \u003ca href=\"http://www.google.com/chromebook/#\">Chrome OS\u003c/a> and are truly Web-based and Web-centric. There is no local storage and there is no software. In other words, everything runs through the (Chrome) browser and everything is stored online.\u003c/p>\n\u003cp>Google's new Chromebooks for Education program will offer these devices to schools for $20 per user per month. This service will include enterprise-level support, device warranties and replacements, and hardware refreshes upon contract renewal (every three years). Included as well is a cloud management console that will allow IT administrators to remotely manage users, devices, applications, and policies. Although the price tag for these devices may not seem like a huge cost-savings -- equipping every student with a laptop for the school year is always an expensive proposition -- the ability to bypass software licensing, the promise of a virus-free device, and the power to control all these devices and their various permissions remotely all make this a very attractive deal for schools that are interested in one-to-one computing. And as the hardware will work well with Google's \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Apps for Education productivity suite\u003c/a>, the program means Google can offer schools both hardware- and software-as-a-service, eliminating a lot of the need for schools to build out their own IT infrastructure.\u003c/p>\n\u003cp>But regardless of whether \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">Chromebooks\u003c/a> are a good deal for schools and whether or not schools can afford such an offer, there are other concerns that schools will have to face.They're not just financial issues, but technological and cultural ones as well.\u003c/p>\n\u003cp>\u003cstrong>1. What's Your Acceptable Use Policy?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The Chromebooks will have the option for 3G and for wireless connectivity. The 3G will, of course, require more expenditure. But either way, handing students a device that is, in Google's words, \"nothing but the Web,\" will force schools to consider what their Internet Acceptable Use Policy looks like. The Chromebooks are designed to give students 24-7 access to Web technology -- both at school and at home. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The administrative panel for the Chromebooks will give schools the ability to lock down access to some applications -- so that kindergartners, for example, don't have e-mail access while middle and high schoolers do. And Web filtering at school does restrict access to certain sites. But 3G can bypass that, as can Internet at home.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">How do schools address acceptable use of Internet resources when a device that's assigned a student goes off-campus?\u003c/p>\n\u003cp>\u003cstrong>2. What's Your Internet Infrastructure Look Like?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Is your school ready for every student to have her or his own device connected to the Internet? Can your bandwidth -- wired or wireless -- handle it? As nothing is stored locally on the Chromebooks, students will have to have reliable access to their files that are stored in the cloud. Google does say that it plans to add offline support for Gmail, Docs, and Calendar this year. But a Web-centered machine will require the Web for everything, and spotty and sporadic Internet access at school will be a problem.\u003c/p>\n\u003cp>\u003cstrong>3. Who Will Pay?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congressEd.html\">SpeakUp 2010 survey\u003c/a>, 67% of parents said that they'd be willing to pay for mobile devices and for associated data plans for their children if they knew these devices could be utilized at school. While certainly the $20 per student per month fee will add up quickly and may well be beyond most schools' budgets, schools may want to consider alternatives to funding these projects. Will parents be willing to pay all or part of the fee?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Will schools be able to use the Chromebooks and online resources to replace textbooks, as well as other tools like calculators, paper, projectors, etc.? And will this in turn free up other funds that could pay for Chromebooks?\u003c/p>\n\u003cp>\u003cstrong>4. Are Your Teachers Ready?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Successful one-to-one computing initiatives aren't as simple as just passing out devices to each student. One-to-one computing requires rethinking how instruction happens, how resources are accessed and allocated. Are your school's teachers ready for not just one-to-one computing -- a huge shift in itself -- but for one-to-one computing that's solely focused on Web resources? Are you using Web-based applications, for example? How much does your school rely on software installed on machines, and can you make the transition to other online tools instead?\u003c/p>\n\u003cp>\u003cstrong>5. Do You Trust Google?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Schools that join the Chromebooks for Education program will likely be (or become) Apps for Education customers. This means that schools are handing over much of their IT -- hardware and software and email and storage -- to one company. Of course, many schools already have this sort of relationship with another technology brand, Apple.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators and parents, what are your thoughts on Chromebooks for Education?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305240075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":835},"headData":{"title":"Is Your School Ready for Google's Chromebooks for Education? | KQED","description":"At Google IO this week, Google announced a "new kind of computer" and a new program aimed at schools: Chromebooks for Education. These new devices look like laptops, but they run on Google's new operating system Chrome OS and are truly Web-based and Web-centric. There is no local storage and there is no software. In","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"11543 http://blogs.kqed.org/mindshift/?p=11543","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/12/is-your-school-ready-for-googles-chromebooks-for-education/","disqusTitle":"Is Your School Ready for Google's Chromebooks for Education?","path":"/mindshift/11543/is-your-school-ready-for-googles-chromebooks-for-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003c/a>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003cimg class=\"alignleft size-medium wp-image-11545\" title=\"Chromebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Chromebook-300x173.jpg\" alt=\"\" width=\"300\" height=\"173\">\u003c/a>At \u003ca href=\"http://www.google.com/events/io/2011/index-live.html\">Google IO\u003c/a> this week, Google announced a \"\u003ca href=\"http://googleblog.blogspot.com/2011/05/new-kind-of-computer-chromebook.html\">new kind of computer\u003c/a>\" and a new program aimed at schools: \u003ca href=\"http://www.google.com/chromebook/business-education.html#\">Chromebooks for Education\u003c/a>. These new devices look like laptops, but they run on Google's new operating system \u003ca href=\"http://www.google.com/chromebook/#\">Chrome OS\u003c/a> and are truly Web-based and Web-centric. There is no local storage and there is no software. In other words, everything runs through the (Chrome) browser and everything is stored online.\u003c/p>\n\u003cp>Google's new Chromebooks for Education program will offer these devices to schools for $20 per user per month. This service will include enterprise-level support, device warranties and replacements, and hardware refreshes upon contract renewal (every three years). Included as well is a cloud management console that will allow IT administrators to remotely manage users, devices, applications, and policies. Although the price tag for these devices may not seem like a huge cost-savings -- equipping every student with a laptop for the school year is always an expensive proposition -- the ability to bypass software licensing, the promise of a virus-free device, and the power to control all these devices and their various permissions remotely all make this a very attractive deal for schools that are interested in one-to-one computing. And as the hardware will work well with Google's \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Apps for Education productivity suite\u003c/a>, the program means Google can offer schools both hardware- and software-as-a-service, eliminating a lot of the need for schools to build out their own IT infrastructure.\u003c/p>\n\u003cp>But regardless of whether \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">Chromebooks\u003c/a> are a good deal for schools and whether or not schools can afford such an offer, there are other concerns that schools will have to face.They're not just financial issues, but technological and cultural ones as well.\u003c/p>\n\u003cp>\u003cstrong>1. What's Your Acceptable Use Policy?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The Chromebooks will have the option for 3G and for wireless connectivity. The 3G will, of course, require more expenditure. But either way, handing students a device that is, in Google's words, \"nothing but the Web,\" will force schools to consider what their Internet Acceptable Use Policy looks like. The Chromebooks are designed to give students 24-7 access to Web technology -- both at school and at home. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The administrative panel for the Chromebooks will give schools the ability to lock down access to some applications -- so that kindergartners, for example, don't have e-mail access while middle and high schoolers do. And Web filtering at school does restrict access to certain sites. But 3G can bypass that, as can Internet at home.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">How do schools address acceptable use of Internet resources when a device that's assigned a student goes off-campus?\u003c/p>\n\u003cp>\u003cstrong>2. What's Your Internet Infrastructure Look Like?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Is your school ready for every student to have her or his own device connected to the Internet? Can your bandwidth -- wired or wireless -- handle it? As nothing is stored locally on the Chromebooks, students will have to have reliable access to their files that are stored in the cloud. Google does say that it plans to add offline support for Gmail, Docs, and Calendar this year. But a Web-centered machine will require the Web for everything, and spotty and sporadic Internet access at school will be a problem.\u003c/p>\n\u003cp>\u003cstrong>3. Who Will Pay?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congressEd.html\">SpeakUp 2010 survey\u003c/a>, 67% of parents said that they'd be willing to pay for mobile devices and for associated data plans for their children if they knew these devices could be utilized at school. While certainly the $20 per student per month fee will add up quickly and may well be beyond most schools' budgets, schools may want to consider alternatives to funding these projects. Will parents be willing to pay all or part of the fee?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Will schools be able to use the Chromebooks and online resources to replace textbooks, as well as other tools like calculators, paper, projectors, etc.? And will this in turn free up other funds that could pay for Chromebooks?\u003c/p>\n\u003cp>\u003cstrong>4. Are Your Teachers Ready?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Successful one-to-one computing initiatives aren't as simple as just passing out devices to each student. One-to-one computing requires rethinking how instruction happens, how resources are accessed and allocated. Are your school's teachers ready for not just one-to-one computing -- a huge shift in itself -- but for one-to-one computing that's solely focused on Web resources? Are you using Web-based applications, for example? How much does your school rely on software installed on machines, and can you make the transition to other online tools instead?\u003c/p>\n\u003cp>\u003cstrong>5. Do You Trust Google?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Schools that join the Chromebooks for Education program will likely be (or become) Apps for Education customers. This means that schools are handing over much of their IT -- hardware and software and email and storage -- to one company. Of course, many schools already have this sort of relationship with another technology brand, Apple.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators and parents, what are your thoughts on Chromebooks for Education?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11543/is-your-school-ready-for-googles-chromebooks-for-education","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_495","mindshift_105","mindshift_386"],"featImg":"mindshift_11545","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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