School ed tech money mostly gets wasted. Utah has a solution.
Personalized learning is more than an edtech marketing term. It requires good teachers.
What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools
Technology Tools That Can Help Dyslexic Students
Three Simple Tech Tools to Make Math Thinking Visible
How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students
Building Teamwork and Perseverance in Early Elementary Students with Breakouts
Coaching Teachers To Become Powerful Users of Classroom Tech
Want to Offer Internships At Your School? A Tool To Make It Easier
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Utah has a solution. ","publishDate":1697450428,"format":"standard","headTitle":"School ed tech money mostly gets wasted. Utah has a solution. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.","status":"publish","parent":0,"modified":1697245731,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1442},"headData":{"title":"School ed tech money mostly gets wasted. Utah has a solution. | KQED","description":"Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.","schema":{"@context":"http://schema.org","@type":"Article","headline":"School ed tech money mostly gets wasted. Utah has a solution. ","datePublished":"2023-10-16T10:00:28.000Z","dateModified":"2023-10-14T01:08:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Steven Yoder, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62579/school-ed-tech-money-mostly-gets-wasted-utah-has-a-solution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62579/school-ed-tech-money-mostly-gets-wasted-utah-has-a-solution","authors":["byline_mindshift_62579"],"categories":["mindshift_192","mindshift_21345","mindshift_195"],"tags":["mindshift_962","mindshift_21294","mindshift_20678","mindshift_21797","mindshift_21825"],"featImg":"mindshift_62581","label":"mindshift"},"mindshift_60110":{"type":"posts","id":"mindshift_60110","meta":{"index":"posts_1591205157","site":"mindshift","id":"60110","score":null,"sort":[1671101712000]},"guestAuthors":[],"slug":"personalized-learning-is-more-than-an-edtech-marketing-term-it-requires-good-teachers","title":"Personalized learning is more than an edtech marketing term. It requires good teachers.","publishDate":1671101712,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Copyright© 2022 by Susan Linn. This excerpt originally appeared in “\u003c/span>\u003c/i>\u003ca href=\"https://thenewpress.com/books/whos-raising-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Who's Raising the Kids?: Big Tech, Big Business, and the Lives of Children\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marketers are notoriously good at identifying societal trends or movements and co-opting the words used to describe them to attract buyers for whatever they’re selling. Take the word “green,” which was adopted by environmentalists in the early 1970s as shorthand for relating to or supporting the natural world. As the environmental movement gained traction, marketing experts began warning corporations that they’d better win “the loyalty of the growing legions of green consumers.” Green morphed into a common marketing buzzword employed even by fossil fuel companies and airlines, which are notorious for their harmful impact on the environment. Green was such a misused descriptor that in 1986 an environmental scientist named Jay Westerveld coined the term greenwashing: the practice of companies advertising their products and practices as environmentally beneficial when they verifiably are not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60179\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg\" alt=\"Who's Raising the Kids? book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">I found myself thinking a lot about greenwashing as I researched edtech products and kept encountering the term “personalized learning” in their marketing. It’s currently a tagline used to market edtech programs like Prodigy [a math game] that are designed for kids to use on their own without input from teachers. The term is used to maximize the use of digital technologies in children’s learning. In doing so, it minimizes, and even dismisses, the central importance of teachers to the learning process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, research shows that teachers are essential to effective “personalized,” or “personal,” learning — whether kids are using edtech materials or not. As Alfie Kohn, author of Punished by Rewards and other books about education, said in Psychology Today: “[true personal learning requires] the presence of a caring teacher who knows each child well” and “works with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In reality, “personalized” or “personal” learning predates edtech by decades. Like the word green, it’s been corrupted by the marketing industry’s practice of exploiting a social movement — in this instance, the theories and practices of progressive education — and using it to sell products that have little to do with and are antithetical to the original meaning of the term. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The meaning of “personalized learning” is rooted in research and practice pointing to the following conclusions: Children have an innate drive to learn, and how they learn best varies from child to child. Kids are not passive, empty vessels waiting to be filled with facts but rather active, innately curious explorers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two concepts connected with progressive education’s version of personalized learning are particularly intriguing to me. One is “constructing knowledge” and the other is “making meaning.” The phrase “constructing knowledge” evokes a vision of kids actively participating in learning and that what they’ve learned serves as a foundation on which to build their understanding of new information they encounter. Meanwhile, the term “making meaning” describes the human drive to understand, make sense of, and relate to whatever they encounter. In education, making meaning suggests that real, usable learning occurs when children grasp a concept so deeply that they can actively apply what they learn in one context to challenges that arise in another context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to experience children constructing knowledge and making meaning, you might want to hang out for a while with newly verbal young children as they encounter the world. They often narrate thought processes that older children have learned to keep internal. When my daughter was a toddler, for instance, she encountered a black olive for the very first time. After studying it a while, she looked up and announced, “This is not a grape!” She’d encountered something new (the olive) and, on her own, felt compelled to understand what it was. She searched through her twenty-two or so months of life experience for clues to make sense of it until she found one. While she did not know what it was (an olive), she at least knew what it was not (a grape)! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My understanding of personalized learning also comes from teaching in a play-based preschool. And my daughter’s experience attending a play-based preschool reinforced my belief in its value. In each instance, kids had access to materials like books, art supplies, blocks, sand, water, dress-up clothes, and special projects that, for the most part, they could explore in their own time, depending on their interests. Children’s involvement with the materials was driven by their interests and inclinations, but teachers were always available to join in, advise, supervise, stand back, observe, or help kids reflect on their experience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2019 report from the National Education Policy Center at the University of Colorado is a sweeping condemnation of the edtech version of personalized learning. It found “questionable educational assumptions embedded in influential programs, self interested advocacy by the technology industry, serious threats to student privacy, and a lack of research support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about the “questionable educational assumptions” embedded in Prodigy leads me directly to the popular phenomenon of gamification, or gamified learning, which applies some of the more addictive features of video games to subjects taught in school. These can include badges, levels, digital prizes, competition, and variable rewards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gamified edtech products are a lucrative business these days. Globally, game-based learning is expected to garner $29.7 billion in 2026, up from $11 billion in 2021. The rationale proponents often give for gamifying education is that kids like video games and sustain their interest in them for hours at a time. It makes sense, the reasoning goes, to transfer the gaming features that keep kids glued to screens to classroom teaching and learning. And, since these products are games, and games connote play, it also makes marketing sense to link these products to the robust evidence that play is the foundation of intellectual exploration and crucial life-enriching abilities such as problem-solving, reasoning, literacy, social skills, creativity, and self-regulation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One obvious difference is that when products lean heavily on external motivations like competition and virtual prizes, they teach kids to dismiss the value of experience and they promote the value of acquisition. In contrast, the kind of play that facilitates children’s learning, growth, and development is its own reward. It’s a deeply satisfying experience in and of itself. Opportunities for actual play-based learning help kids learn that the world is an intriguing place and that exploring it and figuring things out are both interesting and valuable in and of themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that when the pandemic forced schools all over the world to rush headlong into educating children remotely, decisions about edtech were made without much time to think them through. But, under normal circumstances, it’s in the best interest of children that we all, including teachers, administrators, and school boards, approach edtech offerings with healthy skepticism. And, like any materials used in schools, edtech programs, platforms, and devices should be free of any features that exploit kids for profit. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60161\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60161\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg\" alt=\"Susan Linn\" width=\"250\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-768x546.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1536x1091.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-2048x1455.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1920x1364.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Susan Linn\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/DrSusanLinn\">\u003cspan style=\"font-weight: 400\">Susan Linn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a psychologist, award-winning ventriloquist, and a world-renowned expert on creative play and the impact of media and commercial marketing on children. She was the Founding Director of Campaign for a Commercial-Free Childhood (now called Fairplay) and is currently research associate at Boston Children’s Hospital and lecturer on psychiatry at Harvard Medical School. She is the author of Consuming Kids, The Case for Make Believe, and Who’s Raising the Kids? Her website is \u003c/span>\u003ca href=\"https://www.consumingkids.com\">\u003cspan style=\"font-weight: 400\">https://www.consumingkids.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"After the pandemic fueled edtech purchases, teachers and school leaders need to think critically about the products being used, writes psychologist Susan Linn in her book, \"Who's Raising the Kids?\"","status":"publish","parent":0,"modified":1671206214,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1347},"headData":{"title":"Personalized learning is more than an edtech marketing term. It requires good teachers. - MindShift","description":"After the pandemic fueled edtech purchases, schools need to think critically about the products being used, writes psychologist Susan Linn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Personalized learning is more than an edtech marketing term. It requires good teachers.","datePublished":"2022-12-15T10:55:12.000Z","dateModified":"2022-12-16T15:56:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60110/personalized-learning-is-more-than-an-edtech-marketing-term-it-requires-good-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Copyright© 2022 by Susan Linn. This excerpt originally appeared in “\u003c/span>\u003c/i>\u003ca href=\"https://thenewpress.com/books/whos-raising-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Who's Raising the Kids?: Big Tech, Big Business, and the Lives of Children\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marketers are notoriously good at identifying societal trends or movements and co-opting the words used to describe them to attract buyers for whatever they’re selling. Take the word “green,” which was adopted by environmentalists in the early 1970s as shorthand for relating to or supporting the natural world. As the environmental movement gained traction, marketing experts began warning corporations that they’d better win “the loyalty of the growing legions of green consumers.” Green morphed into a common marketing buzzword employed even by fossil fuel companies and airlines, which are notorious for their harmful impact on the environment. Green was such a misused descriptor that in 1986 an environmental scientist named Jay Westerveld coined the term greenwashing: the practice of companies advertising their products and practices as environmentally beneficial when they verifiably are not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60179\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg\" alt=\"Who's Raising the Kids? book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">I found myself thinking a lot about greenwashing as I researched edtech products and kept encountering the term “personalized learning” in their marketing. It’s currently a tagline used to market edtech programs like Prodigy [a math game] that are designed for kids to use on their own without input from teachers. The term is used to maximize the use of digital technologies in children’s learning. In doing so, it minimizes, and even dismisses, the central importance of teachers to the learning process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, research shows that teachers are essential to effective “personalized,” or “personal,” learning — whether kids are using edtech materials or not. As Alfie Kohn, author of Punished by Rewards and other books about education, said in Psychology Today: “[true personal learning requires] the presence of a caring teacher who knows each child well” and “works with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In reality, “personalized” or “personal” learning predates edtech by decades. Like the word green, it’s been corrupted by the marketing industry’s practice of exploiting a social movement — in this instance, the theories and practices of progressive education — and using it to sell products that have little to do with and are antithetical to the original meaning of the term. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">The meaning of “personalized learning” is rooted in research and practice pointing to the following conclusions: Children have an innate drive to learn, and how they learn best varies from child to child. Kids are not passive, empty vessels waiting to be filled with facts but rather active, innately curious explorers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two concepts connected with progressive education’s version of personalized learning are particularly intriguing to me. One is “constructing knowledge” and the other is “making meaning.” The phrase “constructing knowledge” evokes a vision of kids actively participating in learning and that what they’ve learned serves as a foundation on which to build their understanding of new information they encounter. Meanwhile, the term “making meaning” describes the human drive to understand, make sense of, and relate to whatever they encounter. In education, making meaning suggests that real, usable learning occurs when children grasp a concept so deeply that they can actively apply what they learn in one context to challenges that arise in another context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to experience children constructing knowledge and making meaning, you might want to hang out for a while with newly verbal young children as they encounter the world. They often narrate thought processes that older children have learned to keep internal. When my daughter was a toddler, for instance, she encountered a black olive for the very first time. After studying it a while, she looked up and announced, “This is not a grape!” She’d encountered something new (the olive) and, on her own, felt compelled to understand what it was. She searched through her twenty-two or so months of life experience for clues to make sense of it until she found one. While she did not know what it was (an olive), she at least knew what it was not (a grape)! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My understanding of personalized learning also comes from teaching in a play-based preschool. And my daughter’s experience attending a play-based preschool reinforced my belief in its value. In each instance, kids had access to materials like books, art supplies, blocks, sand, water, dress-up clothes, and special projects that, for the most part, they could explore in their own time, depending on their interests. Children’s involvement with the materials was driven by their interests and inclinations, but teachers were always available to join in, advise, supervise, stand back, observe, or help kids reflect on their experience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2019 report from the National Education Policy Center at the University of Colorado is a sweeping condemnation of the edtech version of personalized learning. It found “questionable educational assumptions embedded in influential programs, self interested advocacy by the technology industry, serious threats to student privacy, and a lack of research support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about the “questionable educational assumptions” embedded in Prodigy leads me directly to the popular phenomenon of gamification, or gamified learning, which applies some of the more addictive features of video games to subjects taught in school. These can include badges, levels, digital prizes, competition, and variable rewards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gamified edtech products are a lucrative business these days. Globally, game-based learning is expected to garner $29.7 billion in 2026, up from $11 billion in 2021. The rationale proponents often give for gamifying education is that kids like video games and sustain their interest in them for hours at a time. It makes sense, the reasoning goes, to transfer the gaming features that keep kids glued to screens to classroom teaching and learning. And, since these products are games, and games connote play, it also makes marketing sense to link these products to the robust evidence that play is the foundation of intellectual exploration and crucial life-enriching abilities such as problem-solving, reasoning, literacy, social skills, creativity, and self-regulation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One obvious difference is that when products lean heavily on external motivations like competition and virtual prizes, they teach kids to dismiss the value of experience and they promote the value of acquisition. In contrast, the kind of play that facilitates children’s learning, growth, and development is its own reward. It’s a deeply satisfying experience in and of itself. Opportunities for actual play-based learning help kids learn that the world is an intriguing place and that exploring it and figuring things out are both interesting and valuable in and of themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that when the pandemic forced schools all over the world to rush headlong into educating children remotely, decisions about edtech were made without much time to think them through. But, under normal circumstances, it’s in the best interest of children that we all, including teachers, administrators, and school boards, approach edtech offerings with healthy skepticism. And, like any materials used in schools, edtech programs, platforms, and devices should be free of any features that exploit kids for profit. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60161\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60161\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg\" alt=\"Susan Linn\" width=\"250\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-768x546.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1536x1091.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-2048x1455.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1920x1364.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Susan Linn\u003c/figcaption>\u003c/figure>\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>\u003cem>\u003ca href=\"https://twitter.com/DrSusanLinn\">\u003cspan style=\"font-weight: 400\">Susan Linn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a psychologist, award-winning ventriloquist, and a world-renowned expert on creative play and the impact of media and commercial marketing on children. She was the Founding Director of Campaign for a Commercial-Free Childhood (now called Fairplay) and is currently research associate at Boston Children’s Hospital and lecturer on psychiatry at Harvard Medical School. She is the author of Consuming Kids, The Case for Make Believe, and Who’s Raising the Kids? Her website is \u003c/span>\u003ca href=\"https://www.consumingkids.com\">\u003cspan style=\"font-weight: 400\">https://www.consumingkids.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60110/personalized-learning-is-more-than-an-edtech-marketing-term-it-requires-good-teachers","authors":["4354"],"categories":["mindshift_21491","mindshift_195"],"tags":["mindshift_21294","mindshift_20678","mindshift_21502","mindshift_21501","mindshift_421"],"featImg":"mindshift_60424","label":"mindshift"},"mindshift_56694":{"type":"posts","id":"mindshift_56694","meta":{"index":"posts_1591205157","site":"mindshift","id":"56694","score":null,"sort":[1601019966000]},"guestAuthors":[],"slug":"what-the-shortcomings-of-edtech-mean-for-improving-distance-learning-and-schools","title":"What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools","publishDate":1601019966,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Despite all the promises of education technology in transforming how students learn, change has been, at best, incremental. Bold claims have been made in the past decade about personalized learning, automated assessments and massive open online courses (MOOCs). But as someone who has spent the past decade researching education technology, Justin Reich observes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“An oddity of my career is that I am an education technologist who often writes about how education technology fails to deliver on its promises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich is executive director of the \u003c/span>\u003ca href=\"https://tsl.mit.edu/team/\">\u003cspan style=\"font-weight: 400\">MIT Teaching Systems Lab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-founder of \u003c/span>\u003ca href=\"https://edtechteacher.org/\">\u003cspan style=\"font-weight: 400\">EdTechTeacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. His latest book, \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" helps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech – even when it’s free – favors those who already have privilege. Students of all ages who are better off socioeconomically will do better with tech because they already have access to the people and tools that can help them. Plus, their basic needs are met – perhaps, someone else is responsible for household duties – so they have less distractions from learning and can better practice self-regulation skills. He jokingly sums up the learning outcomes of MOOCs with a simplified observation he calls Reich’s Law: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People who do stuff do more stuff, and people who do stuff do better than people who don’t do stuff.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a decade of researching ed tech, and many more years spent teaching with tech in schools, Reich concludes that ed tech works best as a supplement – not a replacement – to good teaching, despite proclamations otherwise. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But now that so many students are being taught online via distance learning during a pandemic, economic recession and protests for racial justice, what must schools do to keep all students learning? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurture Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers know \u003c/span>\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en\">\u003cspan style=\"font-weight: 400\">relationships are key to learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many schools have spent the beginning of the school year on relationship-building activities. But during distance learning, it’s going to be even more important to stay connected as students struggle to show up for class. He said consider scheduling one-on-one meetings with students, even if it takes all semester to schedule 7-minute meetings with all 120 students. Reich also suggests finding safe ways to do socially distanced home visits during nice weather or other ways to gather. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Relationships are the foundations of learning,” he said. “How are you going to build meaningful relationships and new connections with your students? And then with that as our goal, we can then think backwards into how technology does or doesn't let us do that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students may also feel like they’re missing out on relationship-building with one another when they’re lacking in extracurricular activities. In \u003ca href=\"https://edarxiv.org/gqa2w/\">research\u003c/a> Reich conducted in the spring when schools were closed, he and \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked students how they would like to connect. Students recommended having activities on digital platforms when in-person options were unavailable, like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">e-sports clubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can participate in virtual debate teams or publish the school newspaper online. If a school already has a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work\">\u003cspan style=\"font-weight: 400\">student tech team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could help teachers and other students during this time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Cameras Optional \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to see a student’s face can help teachers know if their lessons are working and identify who needs extra attention. But being removed from the public spaces physical schools provided have changed the stakes. As a student, giving others a window into your home for the scrutiny of oneself and others can interfere with learning. In \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Reich – who has designed and conducted research on \u003c/span>\u003ca href=\"https://www.edx.org/bio/justin-reich\">\u003cspan style=\"font-weight: 400\">edX\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> MOOC users – described the \u003c/span>\u003ca href=\"https://science.sciencemag.org/content/355/6322/251.summary\">\u003cspan style=\"font-weight: 400\">social identity threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adult students in less developed countries who take online classes taught by predominantly white faculty at elite western universities. He wrote, “Social identity threat occurs when learners use cognitive resources attending to concerns about stereotypes or feelings of exclusion rather than to learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applying that lens to preteens and teens peering into one another’s homes via Zoom can feel like “an adolescent nightmare,” according to Reich, especially during an age when “you're hypersensitive to how the world perceives you and you're newly discovering a kind of social order.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the opposite of a school environment that’s designed to have everyone in the same public space where each person has to “sit in the same crappy desk, bolted to the floor, and there's nothing that you can do about that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When peering into one another’s lives through students’ cameras, kids will inevitably compare rooms or the strength of one’s internet connectivity and that can be distracting. “Students don't come in to have every learning interaction be filtered through those things,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of forcing students to turn on their cameras, Reich said teachers can create multiple pathways for active participation, such as asking students to send private messages about the content, speaking without the camera on or writing summaries that demonstrate the student’s knowledge. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Network Teachers \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers learn best from other teachers, whether they are in the same school or part of a professional community online. In his book, Reich details the teacher communities built around the math platform \u003c/span>\u003ca href=\"https://teacher.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and coding tool \u003c/span>\u003ca href=\"https://scratch.mit.edu/users/natalie/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as excellent examples of teachers learning from one another. Teachers have also been sharing on \u003c/span>\u003ca href=\"https://twitter.com/magicalmsmurphy/status/1308875913665425410\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/gxrlreadingthis/status/1305689947698069505\">\u003cspan style=\"font-weight: 400\">TikTok\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> how they’re communicating with kindergarteners, especially when \u003c/span>\u003ca href=\"https://twitter.com/CedessDoe/status/1305883283377369088?s=20\">\u003cspan style=\"font-weight: 400\">weak internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connections can make a “yes” or “no” answer difficult to decipher. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/magicalmsmurphy/status/1308875913665425410\u003c/p>\n\u003ch2>\u003cb>Have Mostly the Same Pedagogy \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://failuretodisrupt.com/\">\u003cimg class=\"alignright wp-image-56696\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png 284w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt-160x242.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Every crisis creates opportunities, but because of the severity of the pandemic and the conservative nature of schools, the way teachers teach will not be that different from what they did in the classroom before the pandemic, according to Reich. However, this is not that big of a stretch from how tech has operated in education in previous decades – incrementally. Lectures are online and worksheets are digitized, and a pandemic may not be the best time to try out something new, like competency-based learning — which could be a helpful tool for asynchronous learning — if the school hasn’t already been using it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge for a lot of these good practices is that they're hard to spool up in the middle of a pandemic,” he said. “It’s a good time to grow in directions that you had already planted some seeds.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Others Need to Step In\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools closing in the spring magnified the extraordinary role they play in society: schools feed families, provide physical and mental health care, create a secure place outside of the home, provide physical exercise and socialization, and offer kids caring relationships with adults. Schools were also scrambling last March to provide internet service and devices to students at home. Getting a high speed internet connection was a huge hurdle for families who couldn’t afford it or didn’t qualify for discounts because of \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2020/3/19/21196077/thousands-of-nyc-students-won-t-have-access-to-computers-before-remote-learning-starts-next-week\">\u003cspan style=\"font-weight: 400\">missed payments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past. Calls to action to \u003c/span>\u003ca href=\"https://twitter.com/MechanteAnemone/status/1244691223991865344\">\u003cspan style=\"font-weight: 400\">make the internet a public good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of these inequities have largely faded away, but students are still struggling to get online and schools are still trying to help. But this is where others should step in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your superintendent cannot roll fiber optic cable up the hollow and wire these homes,” said Reich. “Somebody else has to do this. And we don't want to pile all these things on schools because if they do that, they are not doing the learning things that we really want them to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich hopes that social institutions improve lives for children and families in a more lasting way, but he knows that this is multi-generational work. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 Won’t Be the Last Disruption to Schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During COVID-19, there have been unprecedented wildfires on the West Coast, flooding in the Midwest and hurricanes on the Gulf Coast. Some schools have emergency preparedness plans for disruptions, but with climate change and other potential events, schools will have to be more adept. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenges that we're experiencing are not going to go away,” Reich said. “There are going to be more pandemics and there are going to be more disruptions because of climate change. We do have to get better as a society at building interrupted school systems.” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educators and parents are in search of tools to help with learning, especially during distance learning. Justin Reich of MIT's Teaching Systems Lab explains in his new book, \"Failure to Disrupt: Why Technology Alone Can't Transform Education,\" the limitations of technology and why changes to teaching and learning happen incrementally. ","status":"publish","parent":0,"modified":1601055706,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1499},"headData":{"title":"What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools - MindShift","description":"Educators and parents are in search of tools to help with learning, especially during distance learning. Justin Reich of MIT's Teaching Systems Lab explains in his new book, "Failure to Disrupt: Why Technology Alone Can't Transform Education," the limitations of technology and why changes to teaching and learning happen incrementally. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools","datePublished":"2020-09-25T07:46:06.000Z","dateModified":"2020-09-25T17:41:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56694 https://ww2.kqed.org/mindshift/?p=56694","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/25/what-the-shortcomings-of-edtech-mean-for-improving-distance-learning-and-schools/","disqusTitle":"What the Shortcomings of EdTech Mean for Improving Distance Learning and Schools","path":"/mindshift/56694/what-the-shortcomings-of-edtech-mean-for-improving-distance-learning-and-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Despite all the promises of education technology in transforming how students learn, change has been, at best, incremental. Bold claims have been made in the past decade about personalized learning, automated assessments and massive open online courses (MOOCs). But as someone who has spent the past decade researching education technology, Justin Reich observes:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“An oddity of my career is that I am an education technologist who often writes about how education technology fails to deliver on its promises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich is executive director of the \u003c/span>\u003ca href=\"https://tsl.mit.edu/team/\">\u003cspan style=\"font-weight: 400\">MIT Teaching Systems Lab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and co-founder of \u003c/span>\u003ca href=\"https://edtechteacher.org/\">\u003cspan style=\"font-weight: 400\">EdTechTeacher\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. His latest book, \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt: Why Technology Alone Can’t Transform Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" helps readers understand the systems operating through ed tech over the last 60 years: how venture capital backed technologies fall short of disruption; why people prefer incremental changes in how we learn, rarely transforming pedagogy; that tech – even when it’s free – favors those who already have privilege. Students of all ages who are better off socioeconomically will do better with tech because they already have access to the people and tools that can help them. Plus, their basic needs are met – perhaps, someone else is responsible for household duties – so they have less distractions from learning and can better practice self-regulation skills. He jokingly sums up the learning outcomes of MOOCs with a simplified observation he calls Reich’s Law: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People who do stuff do more stuff, and people who do stuff do better than people who don’t do stuff.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a decade of researching ed tech, and many more years spent teaching with tech in schools, Reich concludes that ed tech works best as a supplement – not a replacement – to good teaching, despite proclamations otherwise. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">But now that so many students are being taught online via distance learning during a pandemic, economic recession and protests for racial justice, what must schools do to keep all students learning? \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurture Relationships\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most teachers know \u003c/span>\u003ca href=\"https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion/transcript?language=en\">\u003cspan style=\"font-weight: 400\">relationships are key to learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Many schools have spent the beginning of the school year on relationship-building activities. But during distance learning, it’s going to be even more important to stay connected as students struggle to show up for class. He said consider scheduling one-on-one meetings with students, even if it takes all semester to schedule 7-minute meetings with all 120 students. Reich also suggests finding safe ways to do socially distanced home visits during nice weather or other ways to gather. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Relationships are the foundations of learning,” he said. “How are you going to build meaningful relationships and new connections with your students? And then with that as our goal, we can then think backwards into how technology does or doesn't let us do that.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students may also feel like they’re missing out on relationship-building with one another when they’re lacking in extracurricular activities. In \u003ca href=\"https://edarxiv.org/gqa2w/\">research\u003c/a> Reich conducted in the spring when schools were closed, he and \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> asked students how they would like to connect. Students recommended having activities on digital platforms when in-person options were unavailable, like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">e-sports clubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students can participate in virtual debate teams or publish the school newspaper online. If a school already has a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/39408/want-to-get-more-girls-into-stem-give-them-real-world-work\">\u003cspan style=\"font-weight: 400\">student tech team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they could help teachers and other students during this time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Cameras Optional \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to see a student’s face can help teachers know if their lessons are working and identify who needs extra attention. But being removed from the public spaces physical schools provided have changed the stakes. As a student, giving others a window into your home for the scrutiny of oneself and others can interfere with learning. In \"\u003c/span>\u003ca href=\"https://failuretodisrupt.com/\">\u003cspan style=\"font-weight: 400\">Failure to Disrupt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\" Reich – who has designed and conducted research on \u003c/span>\u003ca href=\"https://www.edx.org/bio/justin-reich\">\u003cspan style=\"font-weight: 400\">edX\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> MOOC users – described the \u003c/span>\u003ca href=\"https://science.sciencemag.org/content/355/6322/251.summary\">\u003cspan style=\"font-weight: 400\">social identity threat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adult students in less developed countries who take online classes taught by predominantly white faculty at elite western universities. He wrote, “Social identity threat occurs when learners use cognitive resources attending to concerns about stereotypes or feelings of exclusion rather than to learning.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Applying that lens to preteens and teens peering into one another’s homes via Zoom can feel like “an adolescent nightmare,” according to Reich, especially during an age when “you're hypersensitive to how the world perceives you and you're newly discovering a kind of social order.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s the opposite of a school environment that’s designed to have everyone in the same public space where each person has to “sit in the same crappy desk, bolted to the floor, and there's nothing that you can do about that,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When peering into one another’s lives through students’ cameras, kids will inevitably compare rooms or the strength of one’s internet connectivity and that can be distracting. “Students don't come in to have every learning interaction be filtered through those things,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of forcing students to turn on their cameras, Reich said teachers can create multiple pathways for active participation, such as asking students to send private messages about the content, speaking without the camera on or writing summaries that demonstrate the student’s knowledge. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Network Teachers \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers learn best from other teachers, whether they are in the same school or part of a professional community online. In his book, Reich details the teacher communities built around the math platform \u003c/span>\u003ca href=\"https://teacher.desmos.com/\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and coding tool \u003c/span>\u003ca href=\"https://scratch.mit.edu/users/natalie/\">\u003cspan style=\"font-weight: 400\">Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as excellent examples of teachers learning from one another. Teachers have also been sharing on \u003c/span>\u003ca href=\"https://twitter.com/magicalmsmurphy/status/1308875913665425410\">\u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/gxrlreadingthis/status/1305689947698069505\">\u003cspan style=\"font-weight: 400\">TikTok\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> how they’re communicating with kindergarteners, especially when \u003c/span>\u003ca href=\"https://twitter.com/CedessDoe/status/1305883283377369088?s=20\">\u003cspan style=\"font-weight: 400\">weak internet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> connections can make a “yes” or “no” answer difficult to decipher. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1308875913665425410"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Have Mostly the Same Pedagogy \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://failuretodisrupt.com/\">\u003cimg class=\"alignright wp-image-56696\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt.png 284w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Failure-to-Disrupt-160x242.png 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Every crisis creates opportunities, but because of the severity of the pandemic and the conservative nature of schools, the way teachers teach will not be that different from what they did in the classroom before the pandemic, according to Reich. However, this is not that big of a stretch from how tech has operated in education in previous decades – incrementally. Lectures are online and worksheets are digitized, and a pandemic may not be the best time to try out something new, like competency-based learning — which could be a helpful tool for asynchronous learning — if the school hasn’t already been using it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge for a lot of these good practices is that they're hard to spool up in the middle of a pandemic,” he said. “It’s a good time to grow in directions that you had already planted some seeds.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Others Need to Step In\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools closing in the spring magnified the extraordinary role they play in society: schools feed families, provide physical and mental health care, create a secure place outside of the home, provide physical exercise and socialization, and offer kids caring relationships with adults. Schools were also scrambling last March to provide internet service and devices to students at home. Getting a high speed internet connection was a huge hurdle for families who couldn’t afford it or didn’t qualify for discounts because of \u003c/span>\u003ca href=\"https://ny.chalkbeat.org/2020/3/19/21196077/thousands-of-nyc-students-won-t-have-access-to-computers-before-remote-learning-starts-next-week\">\u003cspan style=\"font-weight: 400\">missed payments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the past. Calls to action to \u003c/span>\u003ca href=\"https://twitter.com/MechanteAnemone/status/1244691223991865344\">\u003cspan style=\"font-weight: 400\">make the internet a public good\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because of these inequities have largely faded away, but students are still struggling to get online and schools are still trying to help. But this is where others should step in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Your superintendent cannot roll fiber optic cable up the hollow and wire these homes,” said Reich. “Somebody else has to do this. And we don't want to pile all these things on schools because if they do that, they are not doing the learning things that we really want them to do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reich hopes that social institutions improve lives for children and families in a more lasting way, but he knows that this is multi-generational work. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 Won’t Be the Last Disruption to Schools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During COVID-19, there have been unprecedented wildfires on the West Coast, flooding in the Midwest and hurricanes on the Gulf Coast. Some schools have emergency preparedness plans for disruptions, but with climate change and other potential events, schools will have to be more adept. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">“The challenges that we're experiencing are not going to go away,” Reich said. “There are going to be more pandemics and there are going to be more disruptions because of climate change. We do have to get better as a society at building interrupted school systems.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56694/what-the-shortcomings-of-edtech-mean-for-improving-distance-learning-and-schools","authors":["4596"],"categories":["mindshift_192","mindshift_21345","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_21294","mindshift_20678","mindshift_21213","mindshift_21383"],"featImg":"mindshift_56698","label":"mindshift"},"mindshift_54921":{"type":"posts","id":"mindshift_54921","meta":{"index":"posts_1591205157","site":"mindshift","id":"54921","score":null,"sort":[1574843638000]},"guestAuthors":[],"slug":"technology-tools-that-can-help-dyslexic-students","title":"Technology Tools That Can Help Dyslexic Students","publishDate":1574843638,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>TECHNOLOGY HELPS—BUT ONLY IF IT CAN BE USED\u003c/h2>\n\u003cp>Even after years of intensive intervention and tutoring, dyslexic students can continue to struggle with reading and writing. That’s why advances in technology have been invaluable to students who read and write slowly.\u003c/p>\n\u003cp>Dyslexic students are finding they can complete assignments faster when they employ special features on a laptop or iPad that help work around their dyslexia-related issues. \u003cstrong>But to fully maximize how technology can help students with learning differences, educators’ expectations may need to be shifted. \u003c/strong>\u003c/p>\n\u003cp>For struggling readers, assistive technology such as reading with \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a> is a way for students to fully participate in assignments instead of just focusing on the laborious task of reading, writing and spelling.\u003c/p>\n\u003cp>According to cognitive scientist Daniel Willingham, author of Raising Kids Who Read, listening to books is still \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">reading and isn’t cheating\u003c/a>. For most books, and for most purposes, he writes, listening to a book and reading it are basically the same thing: “Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also, most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.\u003c/p>\n\u003ch2>TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS: A SAMPLING\u003c/h2>\n\u003cp>Although the following is not a complete list, it can provide the basis for further discussion and investigation.\u003c/p>\n\u003cp>\u003cem>Speech-to-Text\u003c/em>\u003cbr>\nStudents can turn their speech into text using apps like \u003ca href=\"https://apps.apple.com/us/app/dragon-dictation/id341446764\">Dragon Dictation\u003c/a>, Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm?hl=en\">VoiceNote\u003c/a>, \u003ca href=\"https://www.easyspellingaid.com/easy-dyslexia-aid/\">Easy Dyslexia Aid\u003c/a> or just speaking into the microphone of a phone, tablet or laptop. Some speech-to-text devices are sensitive to different kinds of voices and will require some experimentation.\u003c/p>\n\u003cp>\u003cem>Google Chrome Extensions\u003c/em>\u003cbr>\nExtensions are small software programs that customize a user’s web browsing experience. Users can tailor functionality and behavior to individual needs or preferences. The programs are built on technologies such as HTML, JavaScript, and CSS. Chrome offers several extensions for free or low cost that can help struggling readers and writers.\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US\">Read&Write\u003c/a> offers text-to-speech, speech-to-text, and word prediction\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/snapread-universal/mloajfnmjckfjbeeofcdaecbelnblden?hl=en\">Snap&Read\u003c/a> will begin reading aloud from a click\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/speak-it/amcnjejmdfilapnnfgnhnidhkififadk?hl=en\">SpeakIt\u003c/a> lets students highlight a piece of text and have it read to them\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/read-mode/nagcaahojecfeopbghgihcabgiepploa?hl=en\">Read Mode\u003c/a> removes ads and images from websites so students can focus on the text\u003c/p>\n\u003cp>\u003cem>Kurzweil\u003c/em>\u003cbr>\nKurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky and voice notes. Notes can be compiled into a separate study guide, and files can be imported into sound files for easy listening.\u003c/p>\n\u003cp>\u003cem>WhisperSync\u003cbr>\n\u003c/em>This \u003ca href=\"https://www.amazon.com/Whispersync-for-Voice-Learn-More-Kindle-Store/b?ie=UTF8&node=12527156011\">Amazon app\u003c/a> allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, this app allows them to switch to audio to listen for a while.\u003c/p>\n\u003cp>\u003cem>Audiobooks with Accompanying Readers\u003c/em>\u003cbr>\nAmazon’s Immersion Reading and \u003ca href=\"https://learningally.org/Home/gclid/EAIaIQobChMIo67juMLi4wIV2x-tBh3sNQ7NEAAYASAAEgL9_PD_BwE\">VOICEText\u003c/a> by Learning Ally both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp>\u003cem>Livescribe Smartpen\u003cbr>\n\u003c/em>Livescribe offers a \u003ca href=\"https://www.livescribe.com/en-us/smartpen/\">computerized pen\u003c/a> that doubles as a recording device, recording what’s being said as well as what the student is are writing. The student can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp>\u003cem>Franklin Speller\u003c/em>\u003cbr>\nThese \u003ca href=\"https://www.amazon.com/Franklin-NCS-101-SPELLING-CORRECTOR/dp/1567120709\">mini electronic dictionaries\u003c/a> provide\u003c/p>\n\u003cp>• handy lists of confusable words\u003cbr>\n• context-sensitive help text\u003cbr>\n• spellcheck\u003cbr>\n• print and cursive options for words\u003cbr>\n• an arithmetic tutor Free apps like \u003ca href=\"https://apps.apple.com/us/app/speller-free-spell-checker/id305997247\">Speller\u003c/a> and \u003ca href=\"https://www.grammarly.com/\">Grammarly\u003c/a> also correct spelling.\u003c/p>\n\u003cp>As for reading print books, some early research has suggested that certain fonts like Dyslexie and Open Dyslexic make it easier for dyslexics to read by adding extra space between letters and weighting the letters at the bottom.\u003c/p>\n\u003cp>Although experts have encouraged caution in using the dyslexic-friendly fonts—studies haven’t been peer-reviewed and there is still much to learn about their effectiveness— some dyslexics say special fonts do help, and experts like Nancy Mather at the University of Arizona say they might be worth a try.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.","status":"publish","parent":0,"modified":1574843638,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":799},"headData":{"title":"Technology Tools That Can Help Dyslexic Students | KQED","description":"Most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Technology Tools That Can Help Dyslexic Students","datePublished":"2019-11-27T08:33:58.000Z","dateModified":"2019-11-27T08:33:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54921 https://ww2.kqed.org/mindshift/?p=54921","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/27/technology-tools-that-can-help-dyslexic-students/","disqusTitle":"Technology Tools That Can Help Dyslexic Students","path":"/mindshift/54921/technology-tools-that-can-help-dyslexic-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\u003ch2>TECHNOLOGY HELPS—BUT ONLY IF IT CAN BE USED\u003c/h2>\n\u003cp>Even after years of intensive intervention and tutoring, dyslexic students can continue to struggle with reading and writing. That’s why advances in technology have been invaluable to students who read and write slowly.\u003c/p>\n\u003cp>Dyslexic students are finding they can complete assignments faster when they employ special features on a laptop or iPad that help work around their dyslexia-related issues. \u003cstrong>But to fully maximize how technology can help students with learning differences, educators’ expectations may need to be shifted. \u003c/strong>\u003c/p>\n\u003cp>For struggling readers, assistive technology such as reading with \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">audiobooks\u003c/a> is a way for students to fully participate in assignments instead of just focusing on the laborious task of reading, writing and spelling.\u003c/p>\n\u003cp>According to cognitive scientist Daniel Willingham, author of Raising Kids Who Read, listening to books is still \u003ca href=\"https://www.kqed.org/mindshift/46125/listening-isnt-cheating-how-audio-books-can-help-us-learn\">reading and isn’t cheating\u003c/a>. For most books, and for most purposes, he writes, listening to a book and reading it are basically the same thing: “Listening to an audio book might be considered cheating if the act of decoding were the point; audio books allow you to seem to have decoded without doing so.”\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>Also, most dyslexic students don’t have a problem understanding information— so allowing them to record a class instead of painstakingly take notes, or to speak an essay into a tablet instead of writing it down can change the game completely.\u003c/p>\n\u003ch2>TECH TOOLS AND ASSISTIVE TECHNOLOGY FOR DYSLEXICS: A SAMPLING\u003c/h2>\n\u003cp>Although the following is not a complete list, it can provide the basis for further discussion and investigation.\u003c/p>\n\u003cp>\u003cem>Speech-to-Text\u003c/em>\u003cbr>\nStudents can turn their speech into text using apps like \u003ca href=\"https://apps.apple.com/us/app/dragon-dictation/id341446764\">Dragon Dictation\u003c/a>, Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm?hl=en\">VoiceNote\u003c/a>, \u003ca href=\"https://www.easyspellingaid.com/easy-dyslexia-aid/\">Easy Dyslexia Aid\u003c/a> or just speaking into the microphone of a phone, tablet or laptop. Some speech-to-text devices are sensitive to different kinds of voices and will require some experimentation.\u003c/p>\n\u003cp>\u003cem>Google Chrome Extensions\u003c/em>\u003cbr>\nExtensions are small software programs that customize a user’s web browsing experience. Users can tailor functionality and behavior to individual needs or preferences. The programs are built on technologies such as HTML, JavaScript, and CSS. Chrome offers several extensions for free or low cost that can help struggling readers and writers.\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US\">Read&Write\u003c/a> offers text-to-speech, speech-to-text, and word prediction\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/snapread-universal/mloajfnmjckfjbeeofcdaecbelnblden?hl=en\">Snap&Read\u003c/a> will begin reading aloud from a click\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/speak-it/amcnjejmdfilapnnfgnhnidhkififadk?hl=en\">SpeakIt\u003c/a> lets students highlight a piece of text and have it read to them\u003cbr>\n• \u003ca href=\"https://chrome.google.com/webstore/detail/read-mode/nagcaahojecfeopbghgihcabgiepploa?hl=en\">Read Mode\u003c/a> removes ads and images from websites so students can focus on the text\u003c/p>\n\u003cp>\u003cem>Kurzweil\u003c/em>\u003cbr>\nKurzweil educational software offers study skills features and Texthelp Read&Write, plus highlighting, sticky and voice notes. Notes can be compiled into a separate study guide, and files can be imported into sound files for easy listening.\u003c/p>\n\u003cp>\u003cem>WhisperSync\u003cbr>\n\u003c/em>This \u003ca href=\"https://www.amazon.com/Whispersync-for-Voice-Learn-More-Kindle-Store/b?ie=UTF8&node=12527156011\">Amazon app\u003c/a> allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, this app allows them to switch to audio to listen for a while.\u003c/p>\n\u003cp>\u003cem>Audiobooks with Accompanying Readers\u003c/em>\u003cbr>\nAmazon’s Immersion Reading and \u003ca href=\"https://learningally.org/Home/gclid/EAIaIQobChMIo67juMLi4wIV2x-tBh3sNQ7NEAAYASAAEgL9_PD_BwE\">VOICEText\u003c/a> by Learning Ally both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp>\u003cem>Livescribe Smartpen\u003cbr>\n\u003c/em>Livescribe offers a \u003ca href=\"https://www.livescribe.com/en-us/smartpen/\">computerized pen\u003c/a> that doubles as a recording device, recording what’s being said as well as what the student is are writing. The student can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp>\u003cem>Franklin Speller\u003c/em>\u003cbr>\nThese \u003ca href=\"https://www.amazon.com/Franklin-NCS-101-SPELLING-CORRECTOR/dp/1567120709\">mini electronic dictionaries\u003c/a> provide\u003c/p>\n\u003cp>• handy lists of confusable words\u003cbr>\n• context-sensitive help text\u003cbr>\n• spellcheck\u003cbr>\n• print and cursive options for words\u003cbr>\n• an arithmetic tutor Free apps like \u003ca href=\"https://apps.apple.com/us/app/speller-free-spell-checker/id305997247\">Speller\u003c/a> and \u003ca href=\"https://www.grammarly.com/\">Grammarly\u003c/a> also correct spelling.\u003c/p>\n\u003cp>As for reading print books, some early research has suggested that certain fonts like Dyslexie and Open Dyslexic make it easier for dyslexics to read by adding extra space between letters and weighting the letters at the bottom.\u003c/p>\n\u003cp>Although experts have encouraged caution in using the dyslexic-friendly fonts—studies haven’t been peer-reviewed and there is still much to learn about their effectiveness— some dyslexics say special fonts do help, and experts like Nancy Mather at the University of Arizona say they might be worth a try.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This is chapter five of the \u003ca href=\"https://www.kqed.org/mindshift/54743/the-mindshift-guide-to-understanding-dyslexia\">MindShift Guide to Understanding Dyslexia\u003c/a>. You can find the remaining chapters and a complete \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">printable\u003c/a> \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">PDF\u003c/a> of the entire guide by clicking \u003ca href=\"https://kqed-org-assets.s3-us-west-1.amazonaws.com/Mindshift-Guide-to-Understanding-Dyslexia.pdf\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54921/technology-tools-that-can-help-dyslexic-students","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_160","mindshift_20678","mindshift_550","mindshift_21254"],"featImg":"mindshift_54949","label":"mindshift"},"mindshift_54504":{"type":"posts","id":"mindshift_54504","meta":{"index":"posts_1591205157","site":"mindshift","id":"54504","score":null,"sort":[1573715165000]},"guestAuthors":[],"slug":"three-simple-tech-tools-to-make-math-thinking-visible","title":"Three Simple Tech Tools to Make Math Thinking Visible","publishDate":1573715165,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://techiemusings.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Stacey Roshan\u003c/a> has always loved math. It was her favorite subject in school and she went on to study applied economics in her postsecondary education. But despite her love of the subject, Roshan remembers being terrified of math class itself. As a student, she was smart, quiet, a slow processor and a perfectionist in a competitive academic environment. She rarely raised her hand in class because she was scared of being wrong. She needed time to let the question sink in, think about her answer, and work it out.\u003c/p>\n\u003cp>Now that Roshan teaches high school math at \u003ca href=\"https://www.bullis.org/page.cfm?p=1\" target=\"_blank\" rel=\"noopener noreferrer\">Bullis School\u003c/a> (she’s also the director of innovation and education technology), she uses her experiences as a student to inform how she runs her rigorous Advanced Placement Calculus and Algebra 2 classes. She’s found that technology, strategically deployed, has decreased students’ anxiety and stress, increased opportunities for connection and compassion, and has allowed her to build stronger relationships with students.\u003c/p>\n\u003cp>“Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true,” Roshan wrote in her book \u003ca href=\"https://www.amazon.com/Tech-Heart-Leveraging-Technology-Compassionate/dp/1949595285\" target=\"_blank\" rel=\"noopener noreferrer\">\"Tech with Heart\u003c/a>.\"\u003c/p>\n\u003cp>Roshan’s first foray into using technology to teach math was to “flip her classroom.” This was in 2010, before \u003ca href=\"https://www.kqed.org/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos\" target=\"_blank\" rel=\"noopener noreferrer\">“flipped learning” \u003c/a>was the educational buzzword it is today. Back then, Roshan decided to make videos of her lectures that students could watch at home before coming to class. She realized in the traditional lecture format, she spent most of class at the board, zipping through content. Her students furiously took notes verbatim, and had no time to process the information until they got home, where they solved problems in isolation. When they encountered problems doing the homework, they had no one to turn to, and their anxiety levels rose.\u003c/p>\n\u003cp>“I was spending so much time at the front of the room and sending kids home with all these problems to solve,” Roshan said at a presentation at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a> hosted by November Learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Backwards learning,” as her students called it, or “flipping,” as it's now more commonly known, was her solution to this problem. Students could pause and rewind the videos at home, giving them the building blocks they’d need the next day in class. Roshan then used class time for students to \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener noreferrer\">solve problems in groups\u003c/a>, get help from her, and go over common mistakes or misconceptions. She found herself talking to students more and she had a better sense of their understanding of topics.\u003c/p>\n\u003cp>[pullquote size='large' align='right' citation='Stacey Roshan, director of innovation and education technology and math teacher at Bullis School']'Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true.'[/pullquote]\u003c/p>\n\u003cp>Roshan has now been flipping her classroom, and iterating on the method, for eight years. Over that time, she’s made her videos interactive, pausing the video with quizzes that check for understanding, and that provide her, the teacher, valuable formative assessment for the next day in class. She’s also started adding in other tech tools like Flipgrid, Sutori and PearDeck to allow all students to participate in class discussions in ways that are comfortable to them, add metacognition and reflection to learning, and make learning more visual.\u003c/p>\n\u003cp>Roshan’s tips for great flipped videos include:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Give students something to do.\u003c/strong> She has students take notes on an outline of the video as they watch so they aren’t passively receiving the information.\u003c/li>\n\u003cli>\u003cstrong>Ask questions in your videos.\u003c/strong> Questions prompt students to start thinking more deeply as they’re watching, and they may even begin jotting down answers in their notes. Roshan also uses Edpuzzle to embed quizzes in her videos, which provides her with analytics she can use in class.\u003c/li>\n\u003cli>\u003cstrong>Pause the video.\u003c/strong> Edpuzzle is a good tool for this. Roshan requires students to interact with a question or prompt before they can continue with the video. This keeps their attention.\u003c/li>\n\u003cli>\u003cstrong>Don’t just talk.\u003c/strong> Roshan points, writes and highlights as she explains concepts. She’s mindful that talking over a PowerPoint will not likely keep students riveted, so she spends time making her videos visual and engaging. This was time-consuming at first, but now Roshan has a library of videos that she’s successfully used and reused with students.\u003c/li>\n\u003cli>\u003cstrong>Keep it natural.\u003c/strong> Students will respond best to you being you, not a professional-sounding presentation that uses all the PowerPoint bells and whistles. Often those things end up being distracting.\u003c/li>\n\u003c/ol>\n\u003cp>After the first few years of flipping, Roshan started adding a few tools that allow her to bring every student’s thinking into the room, no matter how reluctant to raise their hand they are.\u003c/p>\n\u003ch2>\u003cstrong>FLIPGRID\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://info.flipgrid.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Flipgrid\u003c/a> is a free tool that allows students to record videos of themselves talking, which then show up in a grid. The teacher can control whether student videos can be seen by the class or only by the teacher. Roshan is wary of requiring kids to have fancy devices and many logins. She likes Flipgrid because they can use the app on their phones. They hover the phone over their written work and explain how they solved the problem.\u003c/p>\n\u003cp>“The power of it is that they’re really explaining how they got that solution,” Roshan said. “It’s very powerful when you have to explain it and break it down for someone else. We understand it on a whole new level.”\u003c/p>\n\u003cp>As the teacher, she’s found that listening to students explain how they solved a problem, while looking at their written work, illuminates where they went wrong in their thinking more clearly for her than grading written work ever did. And, Flipgrid collects all the videos in one place, so students don’t have to fuss with passing large video files back and forth. To save herself time, Roshan sets a time limit of a minute and a half to force students to be concise. She also curates correct answers and explanations to help students study.\u003c/p>\n\u003cp>“We don’t always do that component of why are we getting what we’re getting. How are we getting there,” Roshan said.\u003c/p>\n\u003cp>Justification is an important part of learning math, and is required on the AP test, but \u003ca href=\"https://www.kqed.org/mindshift/52336/what-does-improvement-science-look-like-in-real-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">students often don’t know what it means to justify their answers\u003c/a>. With Flipgrid, Roshan has found ways for students to practice that skill often. She also sometimes uses the tool collaboratively, breaking a problem into parts and having one student solve and record themselves explaining one part, before handing it off to the next person who builds on their thinking.\u003c/p>\n\u003cp>“Throwing in a little bit of fun to that AP practice,” Roshan laughed. “I’ll take those wins whenever I can get them.”\u003c/p>\n\u003ch2>\u003cstrong>SUTORI\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.sutori.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sutori\u003c/a> is a timeline tool that Roshan discovered because social studies teachers were using it with their classes. However, as she worked to include more activities that ask students to reflect on their learning and to \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">connect and elaborate on what they know\u003c/a>, she found it useful in math as well. She likes the layout of the tool, and the fact that her students can take pictures of their hand-worked math problems or videos and embed them. In this way, she has them reflect back on what they learned.\u003c/p>\n\u003cp>She points out that math topics are all connected, but students don’t often realize that. To help them see the thread, Roshan asks students to look back and offer \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">another way to solve a problem from a previous chapter\u003c/a> now that they have more information. Roshan is concerned about the thinking and connections students are making, not how they show that thinking, so students can use whatever format works best for them -- writing, pictures, video.\u003c/p>\n\u003cp>“Some of my quietest students are the ones who choose to create the video response,” Roshan said. \"I think that was one of the most eye-opening things for me.”\u003c/p>\n\u003ch2>\u003cstrong>PEAR DECK\u003c/strong>\u003c/h2>\n\u003cp>Roshan believes it’s important for her students to practice applying the concepts by solving problems. And it’s better if they see different kinds of problems. She used to give long problem sets for students to complete. More recently, she’s cut back on the number of problems, but dives more deeply into each one. She uses \u003ca href=\"https://www.peardeck.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Pear Deck\u003c/a> to guide her students as they discover each element of the problem.\u003c/p>\n\u003cp>“One of the big problems with word problems is [students are] not really processing the whole problem,” Roshan said.\u003c/p>\n\u003cp>So she breaks the thinking steps down for them in Pear Deck, asking them to:\u003c/p>\n\u003cul>\n\u003cli>First, talk about what the problem is asking\u003c/li>\n\u003cli>Draw it\u003c/li>\n\u003cli>Break down what you’re given, what are you trying to find? Give some equations for that\u003c/li>\n\u003cli>Every learner works in the mode they like best (pencil/paper, drawing, video, written explanations)\u003c/li>\n\u003cli>Then solve the problem\u003c/li>\n\u003c/ul>\n\u003cp>Roshan has also started using Pear Deck in real time for class warmups. It has helped solve the problem of only hearing from a few students in class because everyone participates virtually. Pear Deck has a drawing tool built in, which her students use with the \u003ca href=\"https://medium.com/@staceyroshan/the-perfect-pairing-wacom-x-pear-deck-making-student-thinking-visible-in-real-time-3ea4f008530a\" target=\"_blank\" rel=\"noopener noreferrer\">Wacom tablets\u003c/a> they have. Roshan puts a problem on the board and all students will work to solve it in real time.\u003c/p>\n\u003cp>Roshan can see what each student is working on, and choose whether to make that view public or not. Sometimes it’s helpful for students who are really lost to watch what another person is doing. Roshan can also set a timer, so this doesn’t take too long. She can then select different answers anonymously to talk about them.\u003c/p>\n\u003cp>“Something we very often do is put up an incorrect answer and analyze where it went wrong,” Roshan said. Why did five people make the same error? This strategy \u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\" target=\"_blank\" rel=\"noopener noreferrer\">normalizes mistake making\u003c/a> without putting anyone on the spot.\u003c/p>\n\u003cp>She also likes Pear Deck because it has some built-in best practices on its template slides, like reminders to stop and ask if everyone is ready to move on. At the same time, it’s easy to customize. She also likes that it integrates well with Google Classroom and when she ends a Pear Deck session, it auto-generates a Google Doc with the slides and each users' responses to questions. These personalized recaps are automatically sent to each student. There’s room for more notes and it creates a conduit between the teacher and the student.\u003c/p>\n\u003cp>“Pear Deck allows me to get to know my students, deepen the personalization I can provide, hear from each and every student in my classroom, and be the most efficient teacher I can be,” Roshan writes in \"Tech With Heart.\"\u003c/p>\n\u003cp>She also likes that there is a “Student Pace Mode,” which allows students to work through a Pear Deck at their own pace. She can watch them in real time and see if a student is just working slowly or if they are stuck and need her help. And, most importantly, she can see how students are solving problems, which gives her deep insight into their thinking. She can then switch back to whole-class mode if she wants to go over a concept she’s seeing many people struggle to apply.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"The tools were solutions to problems that I have, and for me, it was really about getting to know my students on a deeper level,\" Roshan said. She favors using a limited suite of tools, with tried-and-true routines so that students aren't learning new tools each class period. They’re comfortable with the few they use regularly and that frees them up to focus on the math.\u003c/p>\n\n","blocks":[],"excerpt":"High school math teacher Stacey Roshan explains how she uses technology to better personalize learning for each student, build relationships, and lower stress and anxiety levels.","status":"publish","parent":0,"modified":1573751818,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2023},"headData":{"title":"Three Simple Tech Tools to Make Math Thinking Visible - MindShift","description":"High school math teacher Stacey Roshan explains how she uses technology to better personalize learning for each student, build relationships, and lower stress and anxiety levels.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Simple Tech Tools to Make Math Thinking Visible","datePublished":"2019-11-14T07:06:05.000Z","dateModified":"2019-11-14T17:16:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54504 https://ww2.kqed.org/mindshift/?p=54504","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/13/three-simple-tech-tools-to-make-math-thinking-visible/","disqusTitle":"Three Simple Tech Tools to Make Math Thinking Visible","path":"/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://techiemusings.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Stacey Roshan\u003c/a> has always loved math. It was her favorite subject in school and she went on to study applied economics in her postsecondary education. But despite her love of the subject, Roshan remembers being terrified of math class itself. As a student, she was smart, quiet, a slow processor and a perfectionist in a competitive academic environment. She rarely raised her hand in class because she was scared of being wrong. She needed time to let the question sink in, think about her answer, and work it out.\u003c/p>\n\u003cp>Now that Roshan teaches high school math at \u003ca href=\"https://www.bullis.org/page.cfm?p=1\" target=\"_blank\" rel=\"noopener noreferrer\">Bullis School\u003c/a> (she’s also the director of innovation and education technology), she uses her experiences as a student to inform how she runs her rigorous Advanced Placement Calculus and Algebra 2 classes. She’s found that technology, strategically deployed, has decreased students’ anxiety and stress, increased opportunities for connection and compassion, and has allowed her to build stronger relationships with students.\u003c/p>\n\u003cp>“Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true,” Roshan wrote in her book \u003ca href=\"https://www.amazon.com/Tech-Heart-Leveraging-Technology-Compassionate/dp/1949595285\" target=\"_blank\" rel=\"noopener noreferrer\">\"Tech with Heart\u003c/a>.\"\u003c/p>\n\u003cp>Roshan’s first foray into using technology to teach math was to “flip her classroom.” This was in 2010, before \u003ca href=\"https://www.kqed.org/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos\" target=\"_blank\" rel=\"noopener noreferrer\">“flipped learning” \u003c/a>was the educational buzzword it is today. Back then, Roshan decided to make videos of her lectures that students could watch at home before coming to class. She realized in the traditional lecture format, she spent most of class at the board, zipping through content. Her students furiously took notes verbatim, and had no time to process the information until they got home, where they solved problems in isolation. When they encountered problems doing the homework, they had no one to turn to, and their anxiety levels rose.\u003c/p>\n\u003cp>“I was spending so much time at the front of the room and sending kids home with all these problems to solve,” Roshan said at a presentation at the \u003ca href=\"https://novemberlearning.com/education-conference/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities conference\u003c/a> hosted by November Learning.\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>“Backwards learning,” as her students called it, or “flipping,” as it's now more commonly known, was her solution to this problem. Students could pause and rewind the videos at home, giving them the building blocks they’d need the next day in class. Roshan then used class time for students to \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener noreferrer\">solve problems in groups\u003c/a>, get help from her, and go over common mistakes or misconceptions. She found herself talking to students more and she had a better sense of their understanding of topics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"'Some people argue that using technology in education feels automated and less personal. I’ve found the exact opposite to be true.'","name":"pullquote","attributes":{"named":{"size":"large","align":"right","citation":"Stacey Roshan, director of innovation and education technology and math teacher at Bullis School","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roshan has now been flipping her classroom, and iterating on the method, for eight years. Over that time, she’s made her videos interactive, pausing the video with quizzes that check for understanding, and that provide her, the teacher, valuable formative assessment for the next day in class. She’s also started adding in other tech tools like Flipgrid, Sutori and PearDeck to allow all students to participate in class discussions in ways that are comfortable to them, add metacognition and reflection to learning, and make learning more visual.\u003c/p>\n\u003cp>Roshan’s tips for great flipped videos include:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Give students something to do.\u003c/strong> She has students take notes on an outline of the video as they watch so they aren’t passively receiving the information.\u003c/li>\n\u003cli>\u003cstrong>Ask questions in your videos.\u003c/strong> Questions prompt students to start thinking more deeply as they’re watching, and they may even begin jotting down answers in their notes. Roshan also uses Edpuzzle to embed quizzes in her videos, which provides her with analytics she can use in class.\u003c/li>\n\u003cli>\u003cstrong>Pause the video.\u003c/strong> Edpuzzle is a good tool for this. Roshan requires students to interact with a question or prompt before they can continue with the video. This keeps their attention.\u003c/li>\n\u003cli>\u003cstrong>Don’t just talk.\u003c/strong> Roshan points, writes and highlights as she explains concepts. She’s mindful that talking over a PowerPoint will not likely keep students riveted, so she spends time making her videos visual and engaging. This was time-consuming at first, but now Roshan has a library of videos that she’s successfully used and reused with students.\u003c/li>\n\u003cli>\u003cstrong>Keep it natural.\u003c/strong> Students will respond best to you being you, not a professional-sounding presentation that uses all the PowerPoint bells and whistles. Often those things end up being distracting.\u003c/li>\n\u003c/ol>\n\u003cp>After the first few years of flipping, Roshan started adding a few tools that allow her to bring every student’s thinking into the room, no matter how reluctant to raise their hand they are.\u003c/p>\n\u003ch2>\u003cstrong>FLIPGRID\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://info.flipgrid.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Flipgrid\u003c/a> is a free tool that allows students to record videos of themselves talking, which then show up in a grid. The teacher can control whether student videos can be seen by the class or only by the teacher. Roshan is wary of requiring kids to have fancy devices and many logins. She likes Flipgrid because they can use the app on their phones. They hover the phone over their written work and explain how they solved the problem.\u003c/p>\n\u003cp>“The power of it is that they’re really explaining how they got that solution,” Roshan said. “It’s very powerful when you have to explain it and break it down for someone else. We understand it on a whole new level.”\u003c/p>\n\u003cp>As the teacher, she’s found that listening to students explain how they solved a problem, while looking at their written work, illuminates where they went wrong in their thinking more clearly for her than grading written work ever did. And, Flipgrid collects all the videos in one place, so students don’t have to fuss with passing large video files back and forth. To save herself time, Roshan sets a time limit of a minute and a half to force students to be concise. She also curates correct answers and explanations to help students study.\u003c/p>\n\u003cp>“We don’t always do that component of why are we getting what we’re getting. How are we getting there,” Roshan said.\u003c/p>\n\u003cp>Justification is an important part of learning math, and is required on the AP test, but \u003ca href=\"https://www.kqed.org/mindshift/52336/what-does-improvement-science-look-like-in-real-classrooms\" target=\"_blank\" rel=\"noopener noreferrer\">students often don’t know what it means to justify their answers\u003c/a>. With Flipgrid, Roshan has found ways for students to practice that skill often. She also sometimes uses the tool collaboratively, breaking a problem into parts and having one student solve and record themselves explaining one part, before handing it off to the next person who builds on their thinking.\u003c/p>\n\u003cp>“Throwing in a little bit of fun to that AP practice,” Roshan laughed. “I’ll take those wins whenever I can get them.”\u003c/p>\n\u003ch2>\u003cstrong>SUTORI\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.sutori.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sutori\u003c/a> is a timeline tool that Roshan discovered because social studies teachers were using it with their classes. However, as she worked to include more activities that ask students to reflect on their learning and to \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">connect and elaborate on what they know\u003c/a>, she found it useful in math as well. She likes the layout of the tool, and the fact that her students can take pictures of their hand-worked math problems or videos and embed them. In this way, she has them reflect back on what they learned.\u003c/p>\n\u003cp>She points out that math topics are all connected, but students don’t often realize that. To help them see the thread, Roshan asks students to look back and offer \u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\" target=\"_blank\" rel=\"noopener noreferrer\">another way to solve a problem from a previous chapter\u003c/a> now that they have more information. Roshan is concerned about the thinking and connections students are making, not how they show that thinking, so students can use whatever format works best for them -- writing, pictures, video.\u003c/p>\n\u003cp>“Some of my quietest students are the ones who choose to create the video response,” Roshan said. \"I think that was one of the most eye-opening things for me.”\u003c/p>\n\u003ch2>\u003cstrong>PEAR DECK\u003c/strong>\u003c/h2>\n\u003cp>Roshan believes it’s important for her students to practice applying the concepts by solving problems. And it’s better if they see different kinds of problems. She used to give long problem sets for students to complete. More recently, she’s cut back on the number of problems, but dives more deeply into each one. She uses \u003ca href=\"https://www.peardeck.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Pear Deck\u003c/a> to guide her students as they discover each element of the problem.\u003c/p>\n\u003cp>“One of the big problems with word problems is [students are] not really processing the whole problem,” Roshan said.\u003c/p>\n\u003cp>So she breaks the thinking steps down for them in Pear Deck, asking them to:\u003c/p>\n\u003cul>\n\u003cli>First, talk about what the problem is asking\u003c/li>\n\u003cli>Draw it\u003c/li>\n\u003cli>Break down what you’re given, what are you trying to find? Give some equations for that\u003c/li>\n\u003cli>Every learner works in the mode they like best (pencil/paper, drawing, video, written explanations)\u003c/li>\n\u003cli>Then solve the problem\u003c/li>\n\u003c/ul>\n\u003cp>Roshan has also started using Pear Deck in real time for class warmups. It has helped solve the problem of only hearing from a few students in class because everyone participates virtually. Pear Deck has a drawing tool built in, which her students use with the \u003ca href=\"https://medium.com/@staceyroshan/the-perfect-pairing-wacom-x-pear-deck-making-student-thinking-visible-in-real-time-3ea4f008530a\" target=\"_blank\" rel=\"noopener noreferrer\">Wacom tablets\u003c/a> they have. Roshan puts a problem on the board and all students will work to solve it in real time.\u003c/p>\n\u003cp>Roshan can see what each student is working on, and choose whether to make that view public or not. Sometimes it’s helpful for students who are really lost to watch what another person is doing. Roshan can also set a timer, so this doesn’t take too long. She can then select different answers anonymously to talk about them.\u003c/p>\n\u003cp>“Something we very often do is put up an incorrect answer and analyze where it went wrong,” Roshan said. Why did five people make the same error? This strategy \u003ca href=\"https://www.kqed.org/mindshift/41700/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class\" target=\"_blank\" rel=\"noopener noreferrer\">normalizes mistake making\u003c/a> without putting anyone on the spot.\u003c/p>\n\u003cp>She also likes Pear Deck because it has some built-in best practices on its template slides, like reminders to stop and ask if everyone is ready to move on. At the same time, it’s easy to customize. She also likes that it integrates well with Google Classroom and when she ends a Pear Deck session, it auto-generates a Google Doc with the slides and each users' responses to questions. These personalized recaps are automatically sent to each student. There’s room for more notes and it creates a conduit between the teacher and the student.\u003c/p>\n\u003cp>“Pear Deck allows me to get to know my students, deepen the personalization I can provide, hear from each and every student in my classroom, and be the most efficient teacher I can be,” Roshan writes in \"Tech With Heart.\"\u003c/p>\n\u003cp>She also likes that there is a “Student Pace Mode,” which allows students to work through a Pear Deck at their own pace. She can watch them in real time and see if a student is just working slowly or if they are stuck and need her help. And, most importantly, she can see how students are solving problems, which gives her deep insight into their thinking. She can then switch back to whole-class mode if she wants to go over a concept she’s seeing many people struggle to apply.\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>\"The tools were solutions to problems that I have, and for me, it was really about getting to know my students on a deeper level,\" Roshan said. She favors using a limited suite of tools, with tried-and-true routines so that students aren't learning new tools each class period. They’re comfortable with the few they use regularly and that frees them up to focus on the math.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21294","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_392","mindshift_125"],"featImg":"mindshift_54825","label":"mindshift"},"mindshift_54514":{"type":"posts","id":"mindshift_54514","meta":{"index":"posts_1591205157","site":"mindshift","id":"54514","score":null,"sort":[1571642033000]},"guestAuthors":[],"slug":"how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","title":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","publishDate":1571642033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"High school math teacher and tech integrationist Stacey Roshan has found she needs to deliberately explore the classroom problem she's trying to solve before choosing tech tools.","status":"publish","parent":0,"modified":1571642205,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/F4fgT0M4qao"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1158},"headData":{"title":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students | KQED","description":"High school math teacher and tech integrationist Stacey Roshan has found she needs to deliberately explore the classroom problem she's trying to solve before choosing tech tools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","datePublished":"2019-10-21T07:13:53.000Z","dateModified":"2019-10-21T07:16:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54514 https://ww2.kqed.org/mindshift/?p=54514","disqusUrl":"https://ww2.kqed.org/mindshift/2019/10/21/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students/","disqusTitle":"How Tech Tools Can Reduce Anxiety And Strengthen Relationships With Students","path":"/mindshift/54514/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech With Heart\u003c/a> by Stacey Roshan, copyright 2019. Reprinted with permission by Dave Burgess Consulting, Inc.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Stacey Roshan\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Pencils down, time's up.\u003cbr>\nCapture all multiples of five before the timer is up. Game over! \u003c/em>\u003c/p>\n\u003cp>In elementary school, I felt as if I was always being timed in math. And I could never finish in time. Tests made me panic, I had to count on my fingers and toes, and my friend was always faster than me when we practiced flashcards. My teachers told me that I didn't know the material well enough and my friend was smarter. And I believed them.\u003c/p>\n\u003cp>To top this all off, I was a perfectionist. I wanted to raise my hand and participate, but uncertainty, combined with the time-sensitive pressure to be the first to raise my hand and be called on, was oftentimes too much. And so, even though I was always eager to participate, it may not have always seemed this way to my teachers.\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>I decided early on in my teaching that I wanted to reduce the stress level in my classroom. It's why I flipped my classroom, after all. As I've looked to technology to help me reimagine how class runs, I have been very deliberate in my approach. I'm careful to dissect the problem and need before jumping to the tech. Thinking back to my own experiences in school and how I felt in the classroom has led me to focus on these driving questions:\u003c/p>\n\u003cul>\n\u003cli>How can we create safe learning environments for all students to find their voice and build their confidence?\u003c/li>\n\u003cli>How can we leverage technology to gain insight into student needs and provide them multiple ways of showcasing their understanding and expressing themselves?\u003c/li>\n\u003cli>How can we empower students with the resources they need to take ownership for their learning?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright wp-image-54527\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Tech-with-Heart-Book-Cover-1020x1020.png\" alt=\"\" width=\"250\" height=\"250\">\u003c/p>\n\u003cp>Let me take you through the process of choosing some of the key tools in my flipped classroom:\u003c/p>\n\u003cp>Because I flipped my class, students are able to watch a video for homework at a pace that best fits them. Students can pause and rewind the video based on how they are grasping the lesson. They can look back at old videos as they work to synthesize the material and make connections. In class, instead of standing at the board to deliver what I need to cover for the day, I can sit with individuals and customize class to their needs. Though this was a start, I realized that I could embrace tech tools to make the video watching experience a more active exercise for my students. And this is where I turned to Edpuzzle. Students now have the chance to self-assess as they watch, and I come to class equipped with the analytics from the video so I can pre-identify what needs to be done for the day. In class, \u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\" target=\"_blank\" rel=\"noopener\">students work on problems in groups\u003c/a>, collaboratively, at a pace that suits them. They have plenty of time in the classroom to get problems solved and questions answered and to chat about their process, reasoning, and thoughts. When I want to engage the class in a full discussion, I usually do this through Pear Deck so that no student can be a passive participant. Students have time to process and respond to the question on their own computer screen. They can contribute without needing to raise their hand, and we can discuss mistakes without singling any child out.\u003c/p>\n\u003cp>I'm always on a mission to find tools that help me get to know my students as individuals and build meaningful relationships with them. The information that both Edpuzzle and Pear Deck provide through the teacher dashboard gives me the ability to amplify student learning and give each student a voice in the classroom. These tools allow me to hear from each and every student in the room.\u003c/p>\n\u003cp>Technology provides a powerful way to engage students, inform individual and group instruction, differentiate lessons, document work, and empower students to direct their own learning. But if you want technology to be a transformative force in your classroom, school, or district, you have to start with \"why?\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/F4fgT0M4qao\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>If you are interested in seeing how we have approached this question at my school, take a moment to watch this video I created to explain our philosophy at Bullis: \"Empathy in EdTech: How We Are Transforming Learning at Bullis\" ( this video can also be found on the resources page of \u003ca href=\"https://techiemusings.com/techwithheart/\" target=\"_blank\" rel=\"noopener\">my website\u003c/a>).\u003c/p>\n\u003cp>As both a teacher and technology integrationist, I know the importance of finding simple solutions that keep the focus on the learning. One way to ensure we start the conversation with the pedagogy is to identify a set of go-to tools we help our students feel comfortable with, then to set a routine where using these tools becomes natural. Maintaining a small suite of tools also helps our students become fluent with technology that will boost their learning and productivity and serve them well in the long run.\u003c/p>\n\u003cp>Here are the primary reasons Pear Deck, Flipgrid, and Edpuzzle are go-to tools in my classroom:\u003c/p>\n\u003cul>\n\u003cli>They provide each student in the classroom an equal voice. In a traditional classroom discussion, students are called on or raise their hands to respond. As a result, teachers often repeatedly hear from the same students. In contrast, Pear Deck, Flipgrid, and Edpuzzle provide each student an opportunity to respond individually.\u003c/li>\n\u003cli>They engage each student in the room. With these tools, each student is required to actively participate and respond to each question, form an opinion, and submit an answer.\u003c/li>\n\u003cli>They create a safe space for each student to honestly respond and make mistakes. Students have time to draft out and revise responses before posting them. And the teacher can make answers anonymous to the group so students don't have to worry about how their peers might perceive their answers or worry about answering incorrectly (in Flipgrid, the teacher can choose to turn on moderated posts to keep all videos private to just the teacher).\u003c/li>\n\u003cli>They allow educators to efficiently and effectively target class and individual student needs. The analytics provided show class trends and also provide indicators of who is struggling.\u003c/li>\n\u003cli>They differentiate how students can respond to questions. While some students are wonderful with oral discussion and on-the-spot responses, other students are best when they have time to process and collect their thoughts before recording or typing an answer.\u003c/li>\n\u003c/ul>\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>\u003cem>\u003cimg class=\"alignleft wp-image-54529 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg\" alt=\"\" width=\"247\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2019/09/Roshan-e1569824553133-160x194.jpg 160w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003ca href=\"https://twitter.com/buddyxo\">Stacey Roshan\u003c/a> is Director of Innovation & Educational Technology at Bullis School and author of \u003ca href=\"https://www.daveburgessconsulting.com/books/tech-with-heart/\" target=\"_blank\" rel=\"noopener\">Tech with Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, & Create Compassionate Classrooms\u003c/a>. In addition to teaching high school students to love and understand math, Stacey works closely with faculty to design tech-infused lessons aimed at providing the optimal learning environment for all students. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54514/how-tech-tools-can-reduce-anxiety-and-strengthen-relationships-with-students","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20678","mindshift_21300","mindshift_20784","mindshift_21299","mindshift_651","mindshift_1040","mindshift_146","mindshift_20973","mindshift_392","mindshift_21298","mindshift_125"],"featImg":"mindshift_54530","label":"mindshift"},"mindshift_52723":{"type":"posts","id":"mindshift_52723","meta":{"index":"posts_1591205157","site":"mindshift","id":"52723","score":null,"sort":[1548401767000]},"guestAuthors":[],"slug":"building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts","title":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts","publishDate":1548401767,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The first Breakout Angie Sutherland designed was in response to a teacher’s request for an activity to help her students improve their teamwork skills. The teacher was concerned that her students didn’t communicate well when they collaborated on projects and that they gave up too easily when an academic task became challenging. Sutherland immediately thought of Breakouts, \u003ca href=\"https://www.breakoutedu.com/\" target=\"_blank\" rel=\"noopener noreferrer\">activities based on the popular escape room experience\u003c/a> where groups of people working together under time pressure solve a series of puzzles. As a technology integrationist for Batavia Public Schools, a district outside Chicago, Sutherland was excited to give the strategy a try.\u003c/p>\n\u003cp>“The growth for students when doing something like that goes beyond the curriculum,” Sutherland said. “I think it’s so important for us to encourage kids to have that productive struggle and how to handle that once you've encountered it. And this particular activity has so much value in helping kids overcome some fears for taking risks and failure.”\u003c/p>\n\u003cfigure id=\"attachment_52726\" class=\"wp-caption alignnone\" style=\"max-width: 676px\">\u003cimg class=\"size-full wp-image-52726\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout4.jpg\" alt=\"Students work together on a puzzle.\" width=\"676\" height=\"774\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4.jpg 676w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-240x275.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-375x429.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-520x595.jpg 520w\" sizes=\"(max-width: 676px) 100vw, 676px\">\u003cfigcaption class=\"wp-caption-text\">Students work together on a puzzle. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the success of the first Breakout, more teachers starting asking Sutherland for help designing the experience around their content goals. At this point, she’s done them in almost every grade -- kindergarten through seniors in high school. This might feel like a \u003ca href=\"https://www.middleweb.com/37552/heres-how-to-stage-a-breakout-game-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">natural fit for older kids\u003c/a>, but not all teachers think their youngest learners can handle this much self direction. Sutherland says they can with thoughtful planning.\u003c/p>\n\u003cp>“Not surprisingly we need to scaffold some things a little bit for the younger children,” Sutherland said.\u003c/p>\n\u003cp>In early grade classrooms many children aren’t reading yet or still struggle with reading, so clues need to be visual or involve audio. While teachers of older students have designed digital Breakouts that can be reused, designing for younger kids requires more physical activities. When there’s a digital element, like a recording students listen to or a video to watch, Sutherland has found it works well to have that already pulled up and ready to go.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“With little kids, maybe the biggest barrier is mindset in that they can’t do it. Or the feeling that they wouldn’t be able to be in charge of themselves,” she said.\u003c/p>\n\u003cp>The goal of a Breakout is for groups of students to work together to solve a series of puzzles. Each correct puzzle yields a part of the final code, which opens a locked box. If groups can complete all the puzzles and get the correct code in one hour, they successfully “breakout.”\u003c/p>\n\u003cfigure id=\"attachment_52728\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52728\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout3-1020x632.jpg\" alt=\"Batavia schools don't give prizes for breaking out, instead students take a victory picture.\" width=\"640\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1020x632.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-160x99.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-800x495.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-768x476.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1200x743.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1180x731.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-960x595.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-240x149.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-375x232.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-520x322.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Batavia schools don't give prizes for breaking out, instead students snap a victory picture. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Batavia, the tech integrationists have found that even kindergarteners like this self-directed learning experience -- and can be successful at it -- with the right preparation. They recommend having a conversation with kids before beginning so they both know what to expect from the Breakout experience and have talked through some strategies they can use if they get frustrated. What can they say when they don’t feel heard by the group? What strategies can they use to calm down if they get frustrated?\u003c/p>\n\u003cp>“In elementary classrooms where they can wander around and touch anything and anything could be a clue, this is not a model to use, unless you want someone to cry,” said Kristin Stern, another technology integrationist in the district during a session on Breakouts with younger children at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>Instead, they’ve found a station-rotation model to be the most effective. If there are five groups, make sure there are six stations so no group is waiting around with no puzzle to solve. Make the boundaries of the activity clear and straightforward. And let kids struggle through the activity -- that’s a big part of its value.\u003c/p>\n\u003cp>“It’s very hard to not prompt the students and support them through,” said Jennifer Duffy, another technology integrationist for the district. This is one of the hardest parts for teachers and other adults who may be helping in the room. She’ll often tell each group that they get two hints, but they have to agree on when to use them.\u003c/p>\n\u003cp>“The discussion among students figuring out if they want to use a hint or not, I feel like I could write a PhD on the thinking that goes into that,” Duffy said.\u003c/p>\n\u003cp>\u003cstrong>IDEAS FOR BUILDING BREAKOUTS FOR LITTLES\u003c/strong>\u003c/p>\n\u003cp>Jigsaw puzzles: \u003ca href=\"https://www.jigsawplanet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Jigsaw planet\u003c/a> allows users to upload an image and choose how many puzzle pieces to make. It works on any device or can be cut out and put together physically. In one Breakout, the puzzle was a math problem. Once they put the puzzle together, students had to solve the math problem and the answer was part of the code.\u003c/p>\n\u003cfigure id=\"attachment_52734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52734\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout6-1020x788.jpg\" alt=\"Teachers build Breakouts around their content standards.\" width=\"640\" height=\"494\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-1020x788.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-160x124.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-800x618.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-768x593.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-960x742.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-240x185.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-375x290.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-520x402.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6.jpg 1108w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers build Breakouts around their content standards. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twistedwave.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Twisted Wave\u003c/a> is an app that allows users to combine sounds together. In one puzzle, the teacher matched picture cards to different sounds. Students listened to the sequence and had to put the picture cards in order. At the bottom of each card was a number and when the cards were lined up it gave a four digit code.\u003c/p>\n\u003cp>Teachers have used Google Forms set to auto-correct. Students can only move onto the next question if they got the previous one correct. At the end of a series of questions was a lock code.\u003c/p>\n\u003cp>The iPhone app \u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\" target=\"_blank\" rel=\"noopener noreferrer\">Chatterpix\u003c/a> lets teachers turn any image into a talking clue. This or other video clues are useful for younger students. Often the puzzles are a combination of physical activities and clues with a small digital component that’s easy to access.\u003c/p>\n\u003cp>One important element of a successful Breakout is not to give too many directions. Part of the fun, and the challenge, of Breakouts are figuring out the goal of each activity and where the clue or code is hidden.\u003c/p>\n\u003cp>\u003cstrong>HOW TO SET UP THE ROOM\u003c/strong>\u003c/p>\n\u003cp>There are two ways to set up a classroom Breakout activity:\u003c/p>\n\u003col>\n\u003cli>Put one box at the center of the room with a series of locks on it that represent the different activities spread around the room. Put a timer near this lockbox so students can come up and try out their answers for a set amount of time, but can’t camp out randomly trying combinations. “I don’t believe that design model works best for the younger kids,” Sutherland said. “It works better for older kids who have a bit more self control.”\u003c/li>\n\u003cli>The station-rotation model is the other way. Each station is a self-contained lockbox with all the materials to figure out the clue. Students keep track of their codes on a lock tracking sheet and may have a final box to open at the end.\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_52727\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52727\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg\" alt=\"Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ACCESSIBILITY ISSUES\u003c/strong>\u003c/p>\n\u003cp>Duffy used to be a special education teacher and is particularly attuned to making sure all students in a classroom have access to the puzzles. She often meets with the social worker to talk about strategies for kids who have behavioral Individual Education Programs (IEPs). They might decide to let that student try a puzzle beforehand, for example, so he knows what to expect during the activity. They also never force students to participate, but even reluctant students will often jump in when they see that other students are having fun.\u003c/p>\n\u003cp>At one elementary school she supports, Duffy collaborated with the speech pathologist to design a Breakout that required general education students to use the communication tools that their non-verbal peers use daily. The two educators have been working to make the whole community more aware of the assistive technology being used in the school and this was a chance for students to engage with what can be complicated software in a purposeful way.\u003c/p>\n\u003cp>“It really opened their eyes to how much effort this requires for students who aren’t verbal,” Duffy said. “It was a great way to work on empathy.”\u003c/p>\n\u003cp>She also likes doing Breakouts with the sheltered classes because the experience helps students recognize the skills they already have, lifting their confidence. She remembers one girl who was still working on her English skills and whose family moved so often she rarely got to set down roots in a school. She didn’t participate in the first Breakout, but on the second one, themed around Dr. Seuss, she became the hero. One of the questions asked when Dr. Seuss was born; it was information that could be found on a poster she made earlier in the unit and that hung on the wall.\u003c/p>\n\u003cp>In the debrief after the activity, students reflected that they wouldn’t have been able to Breakout without the student’s poster. This reflection process is a crucial element of making sure the social and emotional learning from this activity transfers into other aspects of classwork. Students can reflect through a group conversation or make videos responding to prompts, but it’s important for them to think about what went well and what they would do differently next time.\u003c/p>\n\u003cp>“With a Breakout it doesn’t matter if you’re good at school or not good at school,” Duffy said. “It’s kind of a level playing field. If a student is a creative thinker but doesn’t know their sight words yet they can still do a good job.”\u003c/p>\n\u003cp>In Batavia schools, the technology integrationists are coaches. They often work with teachers to integrate a strategy the first time, then act as consultants, and finally just observe and give tips. After several years of doing Breakouts with all ages, many teachers are designing their own Breakouts, sharing templates and digital versions, and even asking students to create the Breakout experience.\u003c/p>\n\u003cp>And Breakouts aren’t just for fun here, they fit into an overall strategy in the district to help students become self-directed learners. Throughout everything they do, teachers reinforce what they call the RESET model, a set of strategies students can turn to when they’re unsure of what to do next. RESET stands for:\u003c/p>\n\u003cp>\u003cstrong>R - Review \u003c/strong>(What do you already know? Did you look at the directions?)\u003cbr>\n\u003cstrong>E - Evaluating the resources\u003c/strong> (What haven't you considered yet?)\u003cbr>\n\u003cstrong>S - Seek a peer\u003c/strong> (Who else besides the teacher might know the answer to my question?)\u003cbr>\n\u003cstrong>E - Enact the plan\u003c/strong> (How do I begin my task? What's my plan to move forward? Am I missing anything?)\u003cbr>\n\u003cstrong>T - Try again\u003c/strong> ( The process of iteration. If it didn’t work first time, try something different)\u003c/p>\n\u003cp>“Activities like [Breakouts] in combination with being aware of what those steps are really makes the most impact,” Sutherland said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She always reminds teachers that using technology in the classroom is about the learning goal first, the tool or strategy second. No activity is perfect for every learning goal, so balance is important. That goes for work on content, as well as social learning.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers of even the youngest learners in kindergarten through second grade are finding that their students can collaborate, problem-solve, and push through struggle when doing a Breakout activity.","status":"publish","parent":0,"modified":1589995806,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1910},"headData":{"title":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts | KQED","description":"Teachers of even the youngest learners in kindergarten through second grade are finding that their students can collaborate, problem-solve, and push through struggle when doing a Breakout activity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts","datePublished":"2019-01-25T07:36:07.000Z","dateModified":"2020-05-20T17:30:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52723 https://ww2.kqed.org/mindshift/?p=52723","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/24/building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts/","disqusTitle":"Building Teamwork and Perseverance in Early Elementary Students with Breakouts","templateType":"standard","featuredImageType":"standard","path":"/mindshift/52723/building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first Breakout Angie Sutherland designed was in response to a teacher’s request for an activity to help her students improve their teamwork skills. The teacher was concerned that her students didn’t communicate well when they collaborated on projects and that they gave up too easily when an academic task became challenging. Sutherland immediately thought of Breakouts, \u003ca href=\"https://www.breakoutedu.com/\" target=\"_blank\" rel=\"noopener noreferrer\">activities based on the popular escape room experience\u003c/a> where groups of people working together under time pressure solve a series of puzzles. As a technology integrationist for Batavia Public Schools, a district outside Chicago, Sutherland was excited to give the strategy a try.\u003c/p>\n\u003cp>“The growth for students when doing something like that goes beyond the curriculum,” Sutherland said. “I think it’s so important for us to encourage kids to have that productive struggle and how to handle that once you've encountered it. And this particular activity has so much value in helping kids overcome some fears for taking risks and failure.”\u003c/p>\n\u003cfigure id=\"attachment_52726\" class=\"wp-caption alignnone\" style=\"max-width: 676px\">\u003cimg class=\"size-full wp-image-52726\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout4.jpg\" alt=\"Students work together on a puzzle.\" width=\"676\" height=\"774\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4.jpg 676w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-160x183.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-240x275.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-375x429.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout4-520x595.jpg 520w\" sizes=\"(max-width: 676px) 100vw, 676px\">\u003cfigcaption class=\"wp-caption-text\">Students work together on a puzzle. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>After the success of the first Breakout, more teachers starting asking Sutherland for help designing the experience around their content goals. At this point, she’s done them in almost every grade -- kindergarten through seniors in high school. This might feel like a \u003ca href=\"https://www.middleweb.com/37552/heres-how-to-stage-a-breakout-game-in-class/\" target=\"_blank\" rel=\"noopener noreferrer\">natural fit for older kids\u003c/a>, but not all teachers think their youngest learners can handle this much self direction. Sutherland says they can with thoughtful planning.\u003c/p>\n\u003cp>“Not surprisingly we need to scaffold some things a little bit for the younger children,” Sutherland said.\u003c/p>\n\u003cp>In early grade classrooms many children aren’t reading yet or still struggle with reading, so clues need to be visual or involve audio. While teachers of older students have designed digital Breakouts that can be reused, designing for younger kids requires more physical activities. When there’s a digital element, like a recording students listen to or a video to watch, Sutherland has found it works well to have that already pulled up and ready to go.\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>“With little kids, maybe the biggest barrier is mindset in that they can’t do it. Or the feeling that they wouldn’t be able to be in charge of themselves,” she said.\u003c/p>\n\u003cp>The goal of a Breakout is for groups of students to work together to solve a series of puzzles. Each correct puzzle yields a part of the final code, which opens a locked box. If groups can complete all the puzzles and get the correct code in one hour, they successfully “breakout.”\u003c/p>\n\u003cfigure id=\"attachment_52728\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52728\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout3-1020x632.jpg\" alt=\"Batavia schools don't give prizes for breaking out, instead students take a victory picture.\" width=\"640\" height=\"397\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1020x632.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-160x99.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-800x495.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-768x476.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1200x743.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-1180x731.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-960x595.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-240x149.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-375x232.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout3-520x322.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Batavia schools don't give prizes for breaking out, instead students snap a victory picture. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Batavia, the tech integrationists have found that even kindergarteners like this self-directed learning experience -- and can be successful at it -- with the right preparation. They recommend having a conversation with kids before beginning so they both know what to expect from the Breakout experience and have talked through some strategies they can use if they get frustrated. What can they say when they don’t feel heard by the group? What strategies can they use to calm down if they get frustrated?\u003c/p>\n\u003cp>“In elementary classrooms where they can wander around and touch anything and anything could be a clue, this is not a model to use, unless you want someone to cry,” said Kristin Stern, another technology integrationist in the district during a session on Breakouts with younger children at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> conference.\u003c/p>\n\u003cp>Instead, they’ve found a station-rotation model to be the most effective. If there are five groups, make sure there are six stations so no group is waiting around with no puzzle to solve. Make the boundaries of the activity clear and straightforward. And let kids struggle through the activity -- that’s a big part of its value.\u003c/p>\n\u003cp>“It’s very hard to not prompt the students and support them through,” said Jennifer Duffy, another technology integrationist for the district. This is one of the hardest parts for teachers and other adults who may be helping in the room. She’ll often tell each group that they get two hints, but they have to agree on when to use them.\u003c/p>\n\u003cp>“The discussion among students figuring out if they want to use a hint or not, I feel like I could write a PhD on the thinking that goes into that,” Duffy said.\u003c/p>\n\u003cp>\u003cstrong>IDEAS FOR BUILDING BREAKOUTS FOR LITTLES\u003c/strong>\u003c/p>\n\u003cp>Jigsaw puzzles: \u003ca href=\"https://www.jigsawplanet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Jigsaw planet\u003c/a> allows users to upload an image and choose how many puzzle pieces to make. It works on any device or can be cut out and put together physically. In one Breakout, the puzzle was a math problem. Once they put the puzzle together, students had to solve the math problem and the answer was part of the code.\u003c/p>\n\u003cfigure id=\"attachment_52734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52734\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout6-1020x788.jpg\" alt=\"Teachers build Breakouts around their content standards.\" width=\"640\" height=\"494\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-1020x788.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-160x124.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-800x618.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-768x593.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-960x742.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-240x185.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-375x290.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6-520x402.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout6.jpg 1108w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers build Breakouts around their content standards. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"https://twistedwave.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Twisted Wave\u003c/a> is an app that allows users to combine sounds together. In one puzzle, the teacher matched picture cards to different sounds. Students listened to the sequence and had to put the picture cards in order. At the bottom of each card was a number and when the cards were lined up it gave a four digit code.\u003c/p>\n\u003cp>Teachers have used Google Forms set to auto-correct. Students can only move onto the next question if they got the previous one correct. At the end of a series of questions was a lock code.\u003c/p>\n\u003cp>The iPhone app \u003ca href=\"http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/chatterpix/\" target=\"_blank\" rel=\"noopener noreferrer\">Chatterpix\u003c/a> lets teachers turn any image into a talking clue. This or other video clues are useful for younger students. Often the puzzles are a combination of physical activities and clues with a small digital component that’s easy to access.\u003c/p>\n\u003cp>One important element of a successful Breakout is not to give too many directions. Part of the fun, and the challenge, of Breakouts are figuring out the goal of each activity and where the clue or code is hidden.\u003c/p>\n\u003cp>\u003cstrong>HOW TO SET UP THE ROOM\u003c/strong>\u003c/p>\n\u003cp>There are two ways to set up a classroom Breakout activity:\u003c/p>\n\u003col>\n\u003cli>Put one box at the center of the room with a series of locks on it that represent the different activities spread around the room. Put a timer near this lockbox so students can come up and try out their answers for a set amount of time, but can’t camp out randomly trying combinations. “I don’t believe that design model works best for the younger kids,” Sutherland said. “It works better for older kids who have a bit more self control.”\u003c/li>\n\u003cli>The station-rotation model is the other way. Each station is a self-contained lockbox with all the materials to figure out the clue. Students keep track of their codes on a lock tracking sheet and may have a final box to open at the end.\u003c/li>\n\u003c/ol>\n\u003cfigure id=\"attachment_52727\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-52727\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg\" alt=\"Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students.\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-1180x1573.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/Breakout5-e1544658612496-520x693.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teachers often help students decide who is going to open each lock ahead of time to prevent tears with younger students. \u003ccite>(Courtesy Batavia Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ACCESSIBILITY ISSUES\u003c/strong>\u003c/p>\n\u003cp>Duffy used to be a special education teacher and is particularly attuned to making sure all students in a classroom have access to the puzzles. She often meets with the social worker to talk about strategies for kids who have behavioral Individual Education Programs (IEPs). They might decide to let that student try a puzzle beforehand, for example, so he knows what to expect during the activity. They also never force students to participate, but even reluctant students will often jump in when they see that other students are having fun.\u003c/p>\n\u003cp>At one elementary school she supports, Duffy collaborated with the speech pathologist to design a Breakout that required general education students to use the communication tools that their non-verbal peers use daily. The two educators have been working to make the whole community more aware of the assistive technology being used in the school and this was a chance for students to engage with what can be complicated software in a purposeful way.\u003c/p>\n\u003cp>“It really opened their eyes to how much effort this requires for students who aren’t verbal,” Duffy said. “It was a great way to work on empathy.”\u003c/p>\n\u003cp>She also likes doing Breakouts with the sheltered classes because the experience helps students recognize the skills they already have, lifting their confidence. She remembers one girl who was still working on her English skills and whose family moved so often she rarely got to set down roots in a school. She didn’t participate in the first Breakout, but on the second one, themed around Dr. Seuss, she became the hero. One of the questions asked when Dr. Seuss was born; it was information that could be found on a poster she made earlier in the unit and that hung on the wall.\u003c/p>\n\u003cp>In the debrief after the activity, students reflected that they wouldn’t have been able to Breakout without the student’s poster. This reflection process is a crucial element of making sure the social and emotional learning from this activity transfers into other aspects of classwork. Students can reflect through a group conversation or make videos responding to prompts, but it’s important for them to think about what went well and what they would do differently next time.\u003c/p>\n\u003cp>“With a Breakout it doesn’t matter if you’re good at school or not good at school,” Duffy said. “It’s kind of a level playing field. If a student is a creative thinker but doesn’t know their sight words yet they can still do a good job.”\u003c/p>\n\u003cp>In Batavia schools, the technology integrationists are coaches. They often work with teachers to integrate a strategy the first time, then act as consultants, and finally just observe and give tips. After several years of doing Breakouts with all ages, many teachers are designing their own Breakouts, sharing templates and digital versions, and even asking students to create the Breakout experience.\u003c/p>\n\u003cp>And Breakouts aren’t just for fun here, they fit into an overall strategy in the district to help students become self-directed learners. Throughout everything they do, teachers reinforce what they call the RESET model, a set of strategies students can turn to when they’re unsure of what to do next. RESET stands for:\u003c/p>\n\u003cp>\u003cstrong>R - Review \u003c/strong>(What do you already know? Did you look at the directions?)\u003cbr>\n\u003cstrong>E - Evaluating the resources\u003c/strong> (What haven't you considered yet?)\u003cbr>\n\u003cstrong>S - Seek a peer\u003c/strong> (Who else besides the teacher might know the answer to my question?)\u003cbr>\n\u003cstrong>E - Enact the plan\u003c/strong> (How do I begin my task? What's my plan to move forward? Am I missing anything?)\u003cbr>\n\u003cstrong>T - Try again\u003c/strong> ( The process of iteration. If it didn’t work first time, try something different)\u003c/p>\n\u003cp>“Activities like [Breakouts] in combination with being aware of what those steps are really makes the most impact,” Sutherland said.\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>She always reminds teachers that using technology in the classroom is about the learning goal first, the tool or strategy second. No activity is perfect for every learning goal, so balance is important. That goes for work on content, as well as social learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52723/building-teamwork-and-perseverance-in-early-elementary-students-with-breakouts","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_21237","mindshift_20678","mindshift_21101","mindshift_20784","mindshift_1040"],"featImg":"mindshift_52748","label":"mindshift"},"mindshift_52648":{"type":"posts","id":"mindshift_52648","meta":{"index":"posts_1591205157","site":"mindshift","id":"52648","score":null,"sort":[1546844718000]},"guestAuthors":[],"slug":"coaching-teachers-to-become-powerful-users-of-classroom-tech","title":"Coaching Teachers To Become Powerful Users of Classroom Tech","publishDate":1546844718,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Classrooms across the U.S. have increased access to technology for learning, but that doesn’t mean devices and apps are always being used well. Teachers regularly ask for \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/teachers-use-ed-tech-tools-rises-across-board-time-pressures-persist/\" target=\"_blank\" rel=\"noopener\">more professional development\u003c/a> on how to use the tools districts are buying, but \u003ca href=\"https://learningforward.org/docs/default-source/pdf/nsdcstudytechnicalreport2009.pdf\" target=\"_blank\" rel=\"noopener\">large skill-based workshops\u003c/a> aren’t the most effective way to get teachers integrating technology into their practice in ways that actually shift learning. Even when teachers are excited about something they’ve learned in professional development or at a conference it can be hard for them to put it into practice when confronted with the \u003ca href=\"https://www.kqed.org/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers\" target=\"_blank\" rel=\"noopener\">daily challenges\u003c/a> of the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It shouldn’t be evaluative and people shouldn't feel they need to change what they're doing when you walk in the room.'\u003ccite>Kelli Coons, technology coach\u003c/cite>\u003c/aside>\n\u003cp>A new program called the \u003ca href=\"https://digitalpromise.org/initiative/dynamic-learning-project/\" target=\"_blank\" rel=\"noopener\">Dynamic Learning Project (DLP)\u003c/a> is working to make the case that classroom-based coaching is a better way to help teachers integrate new tools. In its first year, the partnership between \u003ca href=\"https://edu.google.com/giving/dynamic-learning-project/?modal_active=none\" target=\"_blank\" rel=\"noopener\">Google\u003c/a>, \u003ca href=\"https://digitalpromise.org/\" target=\"_blank\" rel=\"noopener\">Digital Promise\u003c/a> and \u003ca href=\"https://www.edtechteam.com/\" target=\"_blank\" rel=\"noopener\">EdTechTeam\u003c/a> worked with coaches in 50 schools across the U.S. as they individually coached teachers in their buildings. Now in their second year, the program has expanded to 101 schools. The program is device-agnostic; schools using any devices or tools are welcome.\u003c/p>\n\u003cp>“The approach we really stand by is setting up individualized development plans for each teacher,” said \u003ca href=\"https://twitter.com/toolegitteach?lang=en\" target=\"_blank\" rel=\"noopener\">Kelli Coons\u003c/a>, a technology coach at Inman Intermediate in South Carolina. Coons works with 10 teachers at a time in an eight-week coaching cycle. Each teacher chooses a problem of practice she’d like to work on and Coons helps develop solutions, think through problems, recommend potential tools, and troubleshoot setbacks. Taking time to reflect on what went well and what could change is a big part of the process.\u003c/p>\n\u003cp>The DLP works with participating principals to make it very clear that coaches are not part of the administration and they should not be asked to report on teachers. A trusting relationship between teacher and coach is imperative for teachers to feel comfortable enough to try new things and fail along the way.\u003c/p>\n\u003cp>“In any coaching position, and any teaching position really, it’s building those relationships so they’re welcoming to have you in their classroom on a daily basis,” Coons said. For her, that means taking time to get to know things about the teacher’s life outside of school, bringing snacks to meetings, and delivering on promised support. It also helps to show teachers data on how much time they’ve saved or how much better students learned a topic to make the case for why new approaches are worth the effort.\u003c/p>\n\u003cfigure id=\"attachment_52655\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/DLP-progress-800x431.png\" alt=\"\" width=\"800\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-800x431.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-768x413.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-960x517.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-240x129.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-375x202.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-520x280.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress.png 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Results from pilot year surveys of teachers at DLP schools. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coons said she has teachers working on very different focus areas in their classrooms. Some are just dipping their toe into using technology to \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">give students a choice\u003c/a> in how they express their learning, while others know far more about technology than Coons. In fact, she found working with those “high flyer” teachers one of the most challenging parts of coaching because she didn’t feel she had much to offer. Feeling insecure, she turned to her DLP mentor, \u003ca href=\"https://twitter.com/heza?lang=en\" target=\"_blank\" rel=\"noopener\">Heather Dowd\u003c/a>, for advice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Heather explained that in our position, we’re not always the experts on everything, sometimes we’re a sounding board or just someone to have a conversation with to feel better,” Coons said. She has learned coaching is much more than being ready with a resource or tool; really good coaches actively listen, ask probing questions, and help teachers arrive at ideas independently so they have ownership over their growth. In that way it’s a lot like great classroom teaching.\u003c/p>\n\u003cp>\u003cstrong>WHAT MAKES A GOOD COACH?\u003c/strong>\u003c/p>\n\u003cp>Digital Promise and EdTechTeam partnered to design the DLP program based on research about coaching and the experiences of veteran coaches who’ve learned how to be effective by doing it. There’s a gap in the research about coaching for technology integration that Digital Promise is hoping to fill.\u003c/p>\n\u003cp>“We need to get much more explicit and clear about how we talk about the power of technology in learning,” said Karen Cator, president and CEO of Digital Promise. She’s frustrated that studies that look at aggregated test scores are used as proof of whether teachers and students should be using technology to learn. In her mind, it’s an incontrovertible fact that access to knowledge on the internet and to powerful tech-tools have changed everything about what school can and should be. Now, leaders need to do more to make sure teachers can use those assets effectively.\u003c/p>\n\u003cp>Digital Promise researchers regularly surveyed principals, teachers, coaches, mentors, and students involved in the first year of the project. From their responses they identified five qualities of effective coaches.\u003c/p>\n\u003cul>\n\u003cli>A coach is good at building relationships. “For a teacher to welcome a coach into their classroom there has to be trust,” Cator said.\u003c/li>\n\u003cli>Great coaches are often insiders. This is related to building relationships because someone who comes from inside the school knows its culture, their colleagues, and the students more intimately than someone coming from the outside. They can gain trust faster and make an impact on teaching and learning more quickly.\u003c/li>\n\u003cli>Coaches must be strong communicators. “This is all about communication, so you have to have someone who can give feedback to the teachers in helpful ways,” Cator said. But communication doesn’t stop there. The coach also needs to be able to communicate effectively with the principal, parents, and district folks. The coach is a connector between these stakeholders.\u003c/li>\n\u003cli>A coach believes in the power of technology. “The person didn’t have to be technically awesome, but they needed to believe in the power of technology for transforming teaching and learning,” Cator said.\u003c/li>\n\u003cli>A coach is an experienced teacher. When the coach has enough classroom experience to give advice and personal experience about a variety of classroom situations, they are much more effective. Someone who is in their first few years of teaching doesn’t yet have the credibility with other colleagues to be the most effective coach, no matter how eager they are about technology and learning.\u003c/li>\n\u003c/ul>\n\u003cp>The surveys Digital Promise has conducted of participants at all levels (principals, teachers and coaches) show that this\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\" target=\"_blank\" rel=\"noopener\"> model has potential\u003c/a> to help school continuously improve. A report on the project’s first year, \u003ca href=\"https://digitalpromise.org/wp-content/uploads/2018/08/DLP_CoachingReport_2018.pdf\" target=\"_blank\" rel=\"noopener\">“Fostering Powerful Uses of Technology through Instructional Coaching,”\u003c/a> notes:\u003c/p>\n\u003cblockquote>\u003cp>“Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it. At the end of the year, more than 80 percent of DLP teachers agreed that they have the ability to use technology in powerful ways when it comes to student collaboration, creativity, communication, critical thinking, agency, and that students are better at selecting appropriate technology tools.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>ROLE OF MENTORS\u003c/strong>\u003c/p>\n\u003cp>A unique aspect of DLP is the support in-school technology coaches receive from mentors. Mentors are former teachers and coaches themselves, who often fumbled their way towards coaching over many years.\u003c/p>\n\u003cp>“When I first went one-to-one in 2010 with iPads, I was the only teacher in my building who had devices, I had no coach, and I spent the first three months crying,” said \u003ca href=\"https://www.kqed.org/mindshift/48664/why-its-imperative-educators-resist-the-lure-of-the-single-story\" target=\"_blank\" rel=\"noopener\">Jennie Magiera\u003c/a> on a panel about DLP at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> conference. “And my instruction became worse for a little while because I was struggling so much.”\u003c/p>\n\u003cp>That’s what DLP is trying to avoid for the next generation of coaches and teachers. Schools have already invested in the technology, now they need to invest in coaching for teachers to make this fairly profound shift in practice. But coaching can be a lonely job -- that person often has no one else in their building doing similar work. That’s where the mentor comes in. Mentors are a resource for coaches, so they continue their own professional growth too.\u003c/p>\n\u003cp>“I think the coaches we are working with are coaching at a higher level faster than coaches who don’t have the support,” said Heather Dowd, a DLP mentor working with coaches in South Carolina and Texas.\u003c/p>\n\u003cp>Dowd describes coaching as a continuum between being what she calls a “consultant” and being a true coach. At the consultant end of the spectrum, the coach is often providing resources, giving tool suggestions, helping teachers implement a lesson using the tool, and reflecting with them on how it went. Many people feel more comfortable in the consultant role, Dowd says, because they feel useful. “The challenge comes in if you never transition to becoming a coach and helping them do some of it for themselves,” Dowd said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/49491/when-coaching-teachers-has-curiosity-as-its-primary-goal\" target=\"_blank\" rel=\"noopener\">True coaching\u003c/a>, like great teaching, is about helping the adult learner see the solution on their own. Dowd says she’s always pushing the coaches she mentors to “pause, paraphrase, and ask questions.” When a teacher brings up a challenge, rather than jumping in with a potential solution or tool, listening and asking probing questions can help the teacher come to a solution on their own.\u003c/p>\n\u003cp>And since mentors are working with coaches at upwards of thirty schools across a region, they can play a connector role, sharing ideas between coaches in very different contexts. The DLP coaches meet regularly with their mentor online, but also participate in Google Hangouts with other coaches. It’s a community of support and idea sharing that makes the job less lonely and helps everyone improve. Some coaches in a region have even started visiting one another’s schools and meeting up in person.\u003c/p>\n\u003cp>Reflection is another key piece of this program. Coaches ask teachers to reflect on what worked and what didn’t, tracking progress on coaching dashboard developed specifically for DLP. But coaches also submit weekly reflections to their mentors, who give them feedback and comments.\u003c/p>\n\u003cp>“They are making bigger changes in their schools, bigger changes in terms of the meaningful use of technology -- not just using it -- faster than what I saw happen my first couple years as a coach,” Dowd said.\u003c/p>\n\u003cfigure id=\"attachment_52657\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52657\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png\" alt=\"\" width=\"800\" height=\"687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-160x137.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-768x660.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-960x825.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-240x206.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-375x322.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-520x447.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching.png 986w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Digital Promise found six characteristics of a successful coaching program. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>WHAT’S NEXT FOR THE DYNAMIC LEARNING PROJECT?\u003c/strong>\u003c/p>\n\u003cp>“So we have made the case for how and why coaching can be a powerful means for continuous improvement,” Cator said. “Now we want to figure out how to systematize the most important parts of it and scale it up.”\u003c/p>\n\u003cp>In its second year, DLP is working with 101 schools, up from the initial 50 in the first year. Participating schools have to pay the salaries of their coaches, but DLP pays for the mentor’s time and a summer institute for all coaches -- basically a deep dive into coaching technology integration.\u003c/p>\n\u003cp>While that’s still a relatively small footprint considering the size of the public education system, Digital Promise is packaging materials that could help other coaches and synthesizing the\u003ca href=\"https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\"> important elements of a strong coaching program\u003c/a> so other schools can simulate the model. And, while a coach may only work with 10 teachers at a time in one cycle, they go through four cycles a year. Meanwhile, teachers are sharing their winds in staff meetings and with their departments, creating a culture of experimentation and building momentum for those who are more wary.\u003c/p>\n\u003cp>“One of the themes that came out from all of the coaches was that some of the teachers from last year who were more on that resistant side came back this year and are doing really fantastic things,” Dowd said. “Our speculation is that it was one year of hearing about it and celebrating about it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Coaches say that one of their biggest challenges is finding time to meet with the teachers they coach, but also having enough time to be a full time coach. Often because they aren’t in the classroom, principals will add extra duties to their plate, making it difficult for them to coach well. Mentors often try to advocate for their coaches with principals, showing them how coaches use their time and that there aren’t a lot of extra minutes.\u003c/p>\n\n","blocks":[],"excerpt":"Many schools now have access to technology, but teachers are still unsure how to integrate it into their teaching in powerful ways. A technology coach could be a powerful way to help them make the transition.","status":"publish","parent":0,"modified":1547229569,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":2155},"headData":{"title":"Coaching Teachers To Become Powerful Users of Classroom Tech | KQED","description":"Many schools now have access to technology, but teachers are still unsure how to integrate it into their teaching in powerful ways. A technology coach could be a powerful way to help them make the transition.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Coaching Teachers To Become Powerful Users of Classroom Tech","datePublished":"2019-01-07T07:05:18.000Z","dateModified":"2019-01-11T17:59:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52648 https://ww2.kqed.org/mindshift/?p=52648","disqusUrl":"https://ww2.kqed.org/mindshift/2019/01/06/coaching-teachers-to-become-powerful-users-of-classroom-tech/","disqusTitle":"Coaching Teachers To Become Powerful Users of Classroom Tech","path":"/mindshift/52648/coaching-teachers-to-become-powerful-users-of-classroom-tech","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Classrooms across the U.S. have increased access to technology for learning, but that doesn’t mean devices and apps are always being used well. Teachers regularly ask for \u003ca href=\"https://marketbrief.edweek.org/marketplace-k-12/teachers-use-ed-tech-tools-rises-across-board-time-pressures-persist/\" target=\"_blank\" rel=\"noopener\">more professional development\u003c/a> on how to use the tools districts are buying, but \u003ca href=\"https://learningforward.org/docs/default-source/pdf/nsdcstudytechnicalreport2009.pdf\" target=\"_blank\" rel=\"noopener\">large skill-based workshops\u003c/a> aren’t the most effective way to get teachers integrating technology into their practice in ways that actually shift learning. Even when teachers are excited about something they’ve learned in professional development or at a conference it can be hard for them to put it into practice when confronted with the \u003ca href=\"https://www.kqed.org/mindshift/47476/can-micro-credentials-create-meaningful-professional-development-for-teachers\" target=\"_blank\" rel=\"noopener\">daily challenges\u003c/a> of the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'It shouldn’t be evaluative and people shouldn't feel they need to change what they're doing when you walk in the room.'\u003ccite>Kelli Coons, technology coach\u003c/cite>\u003c/aside>\n\u003cp>A new program called the \u003ca href=\"https://digitalpromise.org/initiative/dynamic-learning-project/\" target=\"_blank\" rel=\"noopener\">Dynamic Learning Project (DLP)\u003c/a> is working to make the case that classroom-based coaching is a better way to help teachers integrate new tools. In its first year, the partnership between \u003ca href=\"https://edu.google.com/giving/dynamic-learning-project/?modal_active=none\" target=\"_blank\" rel=\"noopener\">Google\u003c/a>, \u003ca href=\"https://digitalpromise.org/\" target=\"_blank\" rel=\"noopener\">Digital Promise\u003c/a> and \u003ca href=\"https://www.edtechteam.com/\" target=\"_blank\" rel=\"noopener\">EdTechTeam\u003c/a> worked with coaches in 50 schools across the U.S. as they individually coached teachers in their buildings. Now in their second year, the program has expanded to 101 schools. The program is device-agnostic; schools using any devices or tools are welcome.\u003c/p>\n\u003cp>“The approach we really stand by is setting up individualized development plans for each teacher,” said \u003ca href=\"https://twitter.com/toolegitteach?lang=en\" target=\"_blank\" rel=\"noopener\">Kelli Coons\u003c/a>, a technology coach at Inman Intermediate in South Carolina. Coons works with 10 teachers at a time in an eight-week coaching cycle. Each teacher chooses a problem of practice she’d like to work on and Coons helps develop solutions, think through problems, recommend potential tools, and troubleshoot setbacks. Taking time to reflect on what went well and what could change is a big part of the process.\u003c/p>\n\u003cp>The DLP works with participating principals to make it very clear that coaches are not part of the administration and they should not be asked to report on teachers. A trusting relationship between teacher and coach is imperative for teachers to feel comfortable enough to try new things and fail along the way.\u003c/p>\n\u003cp>“In any coaching position, and any teaching position really, it’s building those relationships so they’re welcoming to have you in their classroom on a daily basis,” Coons said. For her, that means taking time to get to know things about the teacher’s life outside of school, bringing snacks to meetings, and delivering on promised support. It also helps to show teachers data on how much time they’ve saved or how much better students learned a topic to make the case for why new approaches are worth the effort.\u003c/p>\n\u003cfigure id=\"attachment_52655\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52655\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/DLP-progress-800x431.png\" alt=\"\" width=\"800\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-800x431.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-768x413.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-960x517.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-240x129.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-375x202.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress-520x280.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/DLP-progress.png 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Results from pilot year surveys of teachers at DLP schools. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coons said she has teachers working on very different focus areas in their classrooms. Some are just dipping their toe into using technology to \u003ca href=\"https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning\" target=\"_blank\" rel=\"noopener\">give students a choice\u003c/a> in how they express their learning, while others know far more about technology than Coons. In fact, she found working with those “high flyer” teachers one of the most challenging parts of coaching because she didn’t feel she had much to offer. Feeling insecure, she turned to her DLP mentor, \u003ca href=\"https://twitter.com/heza?lang=en\" target=\"_blank\" rel=\"noopener\">Heather Dowd\u003c/a>, for advice.\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>“Heather explained that in our position, we’re not always the experts on everything, sometimes we’re a sounding board or just someone to have a conversation with to feel better,” Coons said. She has learned coaching is much more than being ready with a resource or tool; really good coaches actively listen, ask probing questions, and help teachers arrive at ideas independently so they have ownership over their growth. In that way it’s a lot like great classroom teaching.\u003c/p>\n\u003cp>\u003cstrong>WHAT MAKES A GOOD COACH?\u003c/strong>\u003c/p>\n\u003cp>Digital Promise and EdTechTeam partnered to design the DLP program based on research about coaching and the experiences of veteran coaches who’ve learned how to be effective by doing it. There’s a gap in the research about coaching for technology integration that Digital Promise is hoping to fill.\u003c/p>\n\u003cp>“We need to get much more explicit and clear about how we talk about the power of technology in learning,” said Karen Cator, president and CEO of Digital Promise. She’s frustrated that studies that look at aggregated test scores are used as proof of whether teachers and students should be using technology to learn. In her mind, it’s an incontrovertible fact that access to knowledge on the internet and to powerful tech-tools have changed everything about what school can and should be. Now, leaders need to do more to make sure teachers can use those assets effectively.\u003c/p>\n\u003cp>Digital Promise researchers regularly surveyed principals, teachers, coaches, mentors, and students involved in the first year of the project. From their responses they identified five qualities of effective coaches.\u003c/p>\n\u003cul>\n\u003cli>A coach is good at building relationships. “For a teacher to welcome a coach into their classroom there has to be trust,” Cator said.\u003c/li>\n\u003cli>Great coaches are often insiders. This is related to building relationships because someone who comes from inside the school knows its culture, their colleagues, and the students more intimately than someone coming from the outside. They can gain trust faster and make an impact on teaching and learning more quickly.\u003c/li>\n\u003cli>Coaches must be strong communicators. “This is all about communication, so you have to have someone who can give feedback to the teachers in helpful ways,” Cator said. But communication doesn’t stop there. The coach also needs to be able to communicate effectively with the principal, parents, and district folks. The coach is a connector between these stakeholders.\u003c/li>\n\u003cli>A coach believes in the power of technology. “The person didn’t have to be technically awesome, but they needed to believe in the power of technology for transforming teaching and learning,” Cator said.\u003c/li>\n\u003cli>A coach is an experienced teacher. When the coach has enough classroom experience to give advice and personal experience about a variety of classroom situations, they are much more effective. Someone who is in their first few years of teaching doesn’t yet have the credibility with other colleagues to be the most effective coach, no matter how eager they are about technology and learning.\u003c/li>\n\u003c/ul>\n\u003cp>The surveys Digital Promise has conducted of participants at all levels (principals, teachers and coaches) show that this\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\" target=\"_blank\" rel=\"noopener\"> model has potential\u003c/a> to help school continuously improve. A report on the project’s first year, \u003ca href=\"https://digitalpromise.org/wp-content/uploads/2018/08/DLP_CoachingReport_2018.pdf\" target=\"_blank\" rel=\"noopener\">“Fostering Powerful Uses of Technology through Instructional Coaching,”\u003c/a> notes:\u003c/p>\n\u003cblockquote>\u003cp>“Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it. At the end of the year, more than 80 percent of DLP teachers agreed that they have the ability to use technology in powerful ways when it comes to student collaboration, creativity, communication, critical thinking, agency, and that students are better at selecting appropriate technology tools.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>ROLE OF MENTORS\u003c/strong>\u003c/p>\n\u003cp>A unique aspect of DLP is the support in-school technology coaches receive from mentors. Mentors are former teachers and coaches themselves, who often fumbled their way towards coaching over many years.\u003c/p>\n\u003cp>“When I first went one-to-one in 2010 with iPads, I was the only teacher in my building who had devices, I had no coach, and I spent the first three months crying,” said \u003ca href=\"https://www.kqed.org/mindshift/48664/why-its-imperative-educators-resist-the-lure-of-the-single-story\" target=\"_blank\" rel=\"noopener\">Jennie Magiera\u003c/a> on a panel about DLP at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> conference. “And my instruction became worse for a little while because I was struggling so much.”\u003c/p>\n\u003cp>That’s what DLP is trying to avoid for the next generation of coaches and teachers. Schools have already invested in the technology, now they need to invest in coaching for teachers to make this fairly profound shift in practice. But coaching can be a lonely job -- that person often has no one else in their building doing similar work. That’s where the mentor comes in. Mentors are a resource for coaches, so they continue their own professional growth too.\u003c/p>\n\u003cp>“I think the coaches we are working with are coaching at a higher level faster than coaches who don’t have the support,” said Heather Dowd, a DLP mentor working with coaches in South Carolina and Texas.\u003c/p>\n\u003cp>Dowd describes coaching as a continuum between being what she calls a “consultant” and being a true coach. At the consultant end of the spectrum, the coach is often providing resources, giving tool suggestions, helping teachers implement a lesson using the tool, and reflecting with them on how it went. Many people feel more comfortable in the consultant role, Dowd says, because they feel useful. “The challenge comes in if you never transition to becoming a coach and helping them do some of it for themselves,” Dowd said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/49491/when-coaching-teachers-has-curiosity-as-its-primary-goal\" target=\"_blank\" rel=\"noopener\">True coaching\u003c/a>, like great teaching, is about helping the adult learner see the solution on their own. Dowd says she’s always pushing the coaches she mentors to “pause, paraphrase, and ask questions.” When a teacher brings up a challenge, rather than jumping in with a potential solution or tool, listening and asking probing questions can help the teacher come to a solution on their own.\u003c/p>\n\u003cp>And since mentors are working with coaches at upwards of thirty schools across a region, they can play a connector role, sharing ideas between coaches in very different contexts. The DLP coaches meet regularly with their mentor online, but also participate in Google Hangouts with other coaches. It’s a community of support and idea sharing that makes the job less lonely and helps everyone improve. Some coaches in a region have even started visiting one another’s schools and meeting up in person.\u003c/p>\n\u003cp>Reflection is another key piece of this program. Coaches ask teachers to reflect on what worked and what didn’t, tracking progress on coaching dashboard developed specifically for DLP. But coaches also submit weekly reflections to their mentors, who give them feedback and comments.\u003c/p>\n\u003cp>“They are making bigger changes in their schools, bigger changes in terms of the meaningful use of technology -- not just using it -- faster than what I saw happen my first couple years as a coach,” Dowd said.\u003c/p>\n\u003cfigure id=\"attachment_52657\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52657\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png\" alt=\"\" width=\"800\" height=\"687\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-800x687.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-160x137.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-768x660.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-960x825.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-240x206.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-375x322.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching-520x447.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/12/characteristsics-of-successful-coaching.png 986w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Digital Promise found six characteristics of a successful coaching program. \u003ccite>(Courtesy Digital Promise/\u003ca href=\"http://digitalpromise.org/wp-content/uploads/2018/08/DLP_Coaching_infographic_v1r9.pdf\">DLP Coaching Infographic\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>WHAT’S NEXT FOR THE DYNAMIC LEARNING PROJECT?\u003c/strong>\u003c/p>\n\u003cp>“So we have made the case for how and why coaching can be a powerful means for continuous improvement,” Cator said. “Now we want to figure out how to systematize the most important parts of it and scale it up.”\u003c/p>\n\u003cp>In its second year, DLP is working with 101 schools, up from the initial 50 in the first year. Participating schools have to pay the salaries of their coaches, but DLP pays for the mentor’s time and a summer institute for all coaches -- basically a deep dive into coaching technology integration.\u003c/p>\n\u003cp>While that’s still a relatively small footprint considering the size of the public education system, Digital Promise is packaging materials that could help other coaches and synthesizing the\u003ca href=\"https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf\" target=\"_blank\" rel=\"noopener\"> important elements of a strong coaching program\u003c/a> so other schools can simulate the model. And, while a coach may only work with 10 teachers at a time in one cycle, they go through four cycles a year. Meanwhile, teachers are sharing their winds in staff meetings and with their departments, creating a culture of experimentation and building momentum for those who are more wary.\u003c/p>\n\u003cp>“One of the themes that came out from all of the coaches was that some of the teachers from last year who were more on that resistant side came back this year and are doing really fantastic things,” Dowd said. “Our speculation is that it was one year of hearing about it and celebrating about it.”\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>Coaches say that one of their biggest challenges is finding time to meet with the teachers they coach, but also having enough time to be a full time coach. Often because they aren’t in the classroom, principals will add extra duties to their plate, making it difficult for them to coach well. Mentors often try to advocate for their coaches with principals, showing them how coaches use their time and that there aren’t a lot of extra minutes.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52648/coaching-teachers-to-become-powerful-users-of-classroom-tech","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20882","mindshift_721","mindshift_962","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_96","mindshift_125"],"featImg":"mindshift_52820","label":"mindshift"},"mindshift_52325":{"type":"posts","id":"mindshift_52325","meta":{"index":"posts_1591205157","site":"mindshift","id":"52325","score":null,"sort":[1540193886000]},"guestAuthors":[],"slug":"want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","title":"Want to Offer Internships At Your School? A Tool To Make It Easier","publishDate":1540193886,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Work-based opportunities are becoming more popular in many high schools as educators and parents look for ways to connect academic learning to real-world work. States like \u003ca href=\"https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning\" target=\"_blank\" rel=\"noopener\">Vermont\u003c/a> and \u003ca href=\"https://nhlearninginitiative.org/our-initial-projects/\" target=\"_blank\" rel=\"noopener\">New Hampshire\u003c/a> already have work-based learning pathways at the state level, and voters in cities like Oakland have approved money to expand “linked learning.” Internships are also emerging as a way to help low-income students develop professional networks like those more affluent students have access to through family connections and community.\u003c/p>\n\u003cp>Many educators see \u003ca href=\"https://www.kqed.org/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school\" target=\"_blank\" rel=\"noopener\">the value in work-based learning opportunities\u003c/a>, but the logistical challenges are daunting. Schools are responsible for students during school hours and are nervous to send them off campus for credit-bearing opportunities that they can’t supervise. Big high schools have so many student schedules to manage that off-campus opportunities can seem like one thing too many. And, even when schools do have some work-based programming, it’s often tied to a program or teacher. For example, career technical education (CTE) teachers may have a small work-based program that’s completely separate from opportunities elsewhere in the building.\u003c/p>\n\u003cp>Schools in the \u003ca href=\"https://www.bigpicture.org/\" target=\"_blank\" rel=\"noopener\">Big Picture Learning \u003c/a>network have long held internships as a core part of the teaching model, so it made sense for the organization to develop a tool to help educators manage those programs. In the process, they’re trying to make internships more palatable to a broader group of schools. Their tool is called \u003ca href=\"https://www.imblaze.org/\" target=\"_blank\" rel=\"noopener\">ImBlaze\u003c/a>.\u003c/p>\n\u003cp>“We’re really trying to put a flag in the hill about what internships are and the importance of real world learning,” said David Berg, the director of technology at Big Picture Learning.\u003c/p>\n\u003cfigure id=\"attachment_52327\" class=\"wp-caption aligncenter\" style=\"max-width: 1097px\">\u003cimg class=\"size-full wp-image-52327\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/ImBlaze-cycle.png\" alt=\"\" width=\"1097\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle.png 1097w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-800x524.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-768x503.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-1020x669.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-960x629.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-240x157.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-375x246.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-520x341.png 520w\" sizes=\"(max-width: 1097px) 100vw, 1097px\">\u003cfigcaption class=\"wp-caption-text\">The process of securing an internship from beginning to end in the ImBlaze system. \u003ccite>(\u003ca href=\"https://www.imblaze.org/\">ImBlaze\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At its core, ImBlaze is a networked database of internship opportunities that students can search, favorite and request. The platform allows internship coordinators and teachers to see a snapshot of all student internships in a semester and facilitates logging internship hours and communication with mentors. It's currently being used in more than 50 schools and was recently selected to be part of the \u003ca href=\"http://www.wise-qatar.org/wise-accelerator\" target=\"_blank\" rel=\"noopener\">WISE accelerator\u003c/a>, a program for ed-tech startups that have strong potential to have a positive impact and could scale internationally.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Schools really want to know where their kids are,” Berg said. “It’s easier to keep them all in the building because then you know where they are. But the technology lets you know where kids are pretty well.”\u003c/p>\n\u003cp>Big Picture schools see work-based learning as an \u003ca href=\"https://www.kqed.org/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education\" target=\"_blank\" rel=\"noopener\">important part of a young person’s education\u003c/a>. At many schools in the network, students spend two days a week at internships of their choosing where they are mentored by a professional in that field. That learning then becomes the basis for more traditional academic work in school.\u003c/p>\n\u003cp>“We think it should be the right of every student by the time they graduate high school to have had a mentor,” Berg said. “We want to make it possible for this to be the norm in schools.”\u003c/p>\n\u003cp>Big Picture has found that \u003ca href=\"https://www.kqed.org/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning\" target=\"_blank\" rel=\"noopener\">internships often help re-engage students\u003c/a> who haven’t traditionally done well in school. Many adolescents have trouble seeing how classroom learning and homework connects to their lives outside of school. Work-based learning can help bridge that gap. Or, like sports for some kids, it could be the reason students are willing to put up with the rest of school.\u003c/p>\n\u003cp>But to have that effect, students must be given time to explore their passions and investigate internships where they’ll be happy working for a semester or a whole year. ImBlaze tries to streamline the process of finding an internship and embeds some of the best practices Big Picture Learning has discovered through trial and error into the technology.\u003c/p>\n\u003cp>“The platform is really less about the platform,” Berg said, “but it’s existence helps us inform the conversation about what work-based learning should be like.”\u003c/p>\n\u003cp>\u003cstrong>HOW IMBLAZE WORKS\u003c/strong>\u003c/p>\n\u003cp>ImBlaze is a database of internship opportunities curated and maintained by an internship coordinator at the school. Students can search this database for opportunities and suggest sites that interest them if they aren’t already in the system. Once students finds something they want to pursue, they request it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/225448984\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The internship coordinator reviews the request and then approves or denies the student to pursue the internship. This step allows the coordinator, who has a birds-eye view of the program, to make sure students across the school are equitably able to access internships. Once that approval comes through, the student can see contact information for the mentor and can reach out to set up an interview or shadow day. The student only has a certain amount of time to pursue the internship before it becomes available to other students again. That prevents students from hogging internships that they aren’t pursuing in good faith.\u003c/p>\n\u003cp>If the student and mentor hit it off and intend to formalize the internship, the student requests to start through the app. At that point, the classroom teacher gets an email and has the power to approve or deny the internship. Throughout the semester, students can track their attendance through the app, set goals, and receive feedback from internship mentors.\u003c/p>\n\u003cp>“This platform doesn’t make an internship happen,” Berg said. “It’s management of the logistics.” That’s significant because the human elements of this process are important. Students have to initiate the process, show interest in something, follow up on that interest and eventually log their hours and progress.\u003c/p>\n\u003cp>All these interactions through the app are visible to the internship coordinator, who then has an overall picture of which internships are running smoothly, which mentors need a check-in, and whether or not students are actually going to their internships.\u003c/p>\n\u003cp>“It makes the internship process very deliberative and it makes it very step by step,” said Robert Fung, the internship coordinator at \u003ca href=\"https://www.sandiegounified.org/schools/san-diego-metropolitan-regional-technical\" target=\"_blank\" rel=\"noopener\">San Diego MET High School\u003c/a>, a Big Picture school.\u003c/p>\n\u003cp>Before switching to ImBlaze, Fung said his school tried a variety of methods to manage their internships. At first they had an offline database students had to take turns searching. Then they moved to an in-house Google Fusion Table set-up that allowed students to search online and filter for various interests. Students filled out paper timesheets to track their hours at internship sites and inevitably those weren’t very trustworthy. Students would forget to fill them out daily and end up guessing at their hours when it was time to turn in the logs.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-52331\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/STEMinternship-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1200x675.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Fung said he was drawn to ImBlaze because the user interface was easy for students to use. They have an app on their phone, which makes it easy to check in when they arrive at their internship and check out when they leave. ImBlaze uses GPS data from the student’s phone to confirm they are at their internship site, but students can turn off that feature if they don’t want to be tracked. When students check in, they’re asked to list a few goals for the day. When they check out, their internship mentor gets an email asking them to confirm that they were there. In that email the mentor can see what the student’s goals were for the day and give feedback if they want.\u003c/p>\n\u003cp>“One of the things we’re concerned about in internships is that often kids go to their internship and then go home,” Berg said. That means if the student had an issue at their internship that day, he or she may never report it. ImBlaze offers many more opportunities for communication between the student and the school as well as the mentor and the school.\u003c/p>\n\u003cp>“I did not expect mentors to leave comments very often, but they have left them with good frequency,” Fung said. To him, that’s one unexpected benefit of ImBlaze. Most mentors don’t have a problem writing a quick response when they get the check-out email, so Fung has a much better record and sense of the student’s progression at the internship site.\u003c/p>\n\u003cp>“What I’ve found is they’ll leave comments that are insightful, even if they’re not lengthy,” Fung said. “I think it creates this living regular conversation that gives us good feedback, good data, but also makes us feel more in touch with the mentors.”\u003c/p>\n\u003cp>Under his old system, Fung often wouldn’t hear about issues at an internship until he visited the site. Now, he’s able to help mediate smaller issues before they become bigger. The enhanced communication also means that Fung knows right away if a student is skipping out on their internship and can talk to them about it.\u003c/p>\n\u003cp>In the first year of implementation, Fung said the main problems he had revolved around teacher buy-in. Many members of his staff were used to the old way of doing internships, and some had developed short cuts, so they chafed against the methodical, step-by-step nature of ImBlaze. The technology intentionally slows the process down to make sure students aren’t hastily assigned to internships they don’t actually want. Fung has also found that teachers had trouble learning how to use the tool and needed some training. Students, on the other hand, didn’t seem to have any problems.\u003c/p>\n\u003cp>\u003cstrong>NETWORKS AS EQUITY\u003c/strong>\u003c/p>\n\u003cp>“What students know is important, but who students know is also really important for their success in life,” David Berg said. “That’s something that has become much more laser focused in the work itself.”\u003c/p>\n\u003cp>As a teacher and administrator, Berg didn’t understand just how much social networks mattered for closing the opportunity gap. Since he’s become more focused on internship offerings in various parts of the country and by different schools, he’s come to see just how unequal those networks can be.\u003c/p>\n\u003cfigure id=\"attachment_52346\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52346\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png\" alt=\"Internship opportunity distribution between two schools in same region.\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-160x99.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-240x148.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-375x232.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-520x322.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Internship opportunity distribution between two schools in same region. \u003ccite>(Courtesy David Berg/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often the internships a school has cultivated don’t match the interests of students. ImBlaze has a “wishlist” feature where students can list internships they’d like to have. Berg noticed that 25 percent of the internships listed in ImBlaze are in the field of education (which makes sense because teachers know other educators), but many students request healthcare-related internships on their wishlists. With that knowledge, the internship coordinator at a school can actively try to cultivate more internship experiences in that field.\u003c/p>\n\u003cp>“We’re really concerned around the inequity of social capital,” Berg said. “We’re collecting data around this now. We see how some schools using our platform have more opportunities than other schools.”\u003c/p>\n\u003cp>That’s why Big Picture would like to see ImBlaze used regionally -- schools could share their social networks. Right now, each school has its own network of internship opportunities that no one else can see. Berg would like to move towards a system where ImBlaze is managed by a district or other regional player so that students at one school could see the internship opportunities cultivated by another school. This would help equalize the kinds of internships on offer. One school might have a bunch of internships in the arts or trades while another has more in science and technology fields. If they shared, both sets of students would have access to more types of internship opportunities.\u003c/p>\n\u003cp>“It’s tricky because we want schools to own the relationships,” Berg said. “We want there to be a real personal component.”\u003c/p>\n\u003cp>Big Picture has found that when a school cultivates a relationship with internship mentors, students have better experiences. While they want to open up the opportunities available to students, no matter where they live, they don’t want ImBlaze to become an impersonal job board experience.\u003c/p>\n\u003cp>\u003ca href=\"https://www.heretohere.org/\" target=\"_blank\" rel=\"noopener\">Here To Here\u003c/a>, a Bronx-based non-profit working to connect high schools, community colleges, businesses, and community-based organizations through internships is piloting the type of regional approach Berg envisions. The program works with eight high schools in the South Bronx, all of which have different levels of comfort with internships.\u003c/p>\n\u003cp>“We’re trying to use it as a regional portal; so our eight schools are all in one ImBlaze portal,” said Noel Parish, director of high school partnerships for Here To Here.\u003c/p>\n\u003cp>They have a naming convention to differentiate the internship opportunities a school’s staff brought in versus ones Here To Here cultivated. When students search the system for an internship, they first look at the opportunities their school has, along with the ones available to everyone through Here To Here. Over time, if another school’s internships aren’t filled, the staff can release them to the broader community.\u003c/p>\n\u003cp>“At the beginning of the school year folks were very nervous about sharing a portal and having all those things listed transparently in one place,” Parish said.\u003c/p>\n\u003cp>But as they got used to the system they could see its value. For example, one school had numerous EMT opportunities that no other school could offer. When a few of those spots became available to the broader Bronx high school community it was a boon to students who wouldn’t otherwise have had access.\u003c/p>\n\u003cp>A side benefit of this regional approach to using ImBlaze is a more fully developed asset map of what’s available to students in each area. To truly offer students work-based opportunities that reflect their interests and give them networks in professional fields where they may not otherwise know anyone personally, educators have to be intentional about the internships on offer.\u003c/p>\n\u003cp>“I really believe that this is something that helps every young person prepare to enter the workforce and go to college,” Parish said. “You can waste a lot of money in college if you don't know what you want to do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For his part, David Berg hopes the tool they’ve developed will make work-based learning cheaper and easier to manage. He sees national interest in things like career technical education, internships, and other real-world learning opportunities as a positive shift in education and doesn’t want it to lose momentum for lack of a good tool to manage the logistics. Big Picture does charge an on-boarding fee when schools start using ImBlaze and a per student charge year over year. Berg said the organization was working to reduce the per student charges to zero through philanthropic funding, but has not yet reached that goal.\u003c/p>\n\n","blocks":[],"excerpt":"An online database tool to manage student internships could make work-based learning much easier for schools.","status":"publish","parent":0,"modified":1540193886,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/225448984"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2525},"headData":{"title":"Want to Offer Internships At Your School? A Tool To Make It Easier | KQED","description":"An online database tool to manage student internships could make work-based learning much easier for schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Want to Offer Internships At Your School? A Tool To Make It Easier","datePublished":"2018-10-22T07:38:06.000Z","dateModified":"2018-10-22T07:38:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52325 https://ww2.kqed.org/mindshift/?p=52325","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/22/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier/","disqusTitle":"Want to Offer Internships At Your School? A Tool To Make It Easier","path":"/mindshift/52325/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Work-based opportunities are becoming more popular in many high schools as educators and parents look for ways to connect academic learning to real-world work. States like \u003ca href=\"https://education.vermont.gov/student-learning/flexible-pathways/work-based-learning\" target=\"_blank\" rel=\"noopener\">Vermont\u003c/a> and \u003ca href=\"https://nhlearninginitiative.org/our-initial-projects/\" target=\"_blank\" rel=\"noopener\">New Hampshire\u003c/a> already have work-based learning pathways at the state level, and voters in cities like Oakland have approved money to expand “linked learning.” Internships are also emerging as a way to help low-income students develop professional networks like those more affluent students have access to through family connections and community.\u003c/p>\n\u003cp>Many educators see \u003ca href=\"https://www.kqed.org/mindshift/34377/the-value-of-interships-a-dose-of-the-real-world-in-high-school\" target=\"_blank\" rel=\"noopener\">the value in work-based learning opportunities\u003c/a>, but the logistical challenges are daunting. Schools are responsible for students during school hours and are nervous to send them off campus for credit-bearing opportunities that they can’t supervise. Big high schools have so many student schedules to manage that off-campus opportunities can seem like one thing too many. And, even when schools do have some work-based programming, it’s often tied to a program or teacher. For example, career technical education (CTE) teachers may have a small work-based program that’s completely separate from opportunities elsewhere in the building.\u003c/p>\n\u003cp>Schools in the \u003ca href=\"https://www.bigpicture.org/\" target=\"_blank\" rel=\"noopener\">Big Picture Learning \u003c/a>network have long held internships as a core part of the teaching model, so it made sense for the organization to develop a tool to help educators manage those programs. In the process, they’re trying to make internships more palatable to a broader group of schools. Their tool is called \u003ca href=\"https://www.imblaze.org/\" target=\"_blank\" rel=\"noopener\">ImBlaze\u003c/a>.\u003c/p>\n\u003cp>“We’re really trying to put a flag in the hill about what internships are and the importance of real world learning,” said David Berg, the director of technology at Big Picture Learning.\u003c/p>\n\u003cfigure id=\"attachment_52327\" class=\"wp-caption aligncenter\" style=\"max-width: 1097px\">\u003cimg class=\"size-full wp-image-52327\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/ImBlaze-cycle.png\" alt=\"\" width=\"1097\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle.png 1097w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-160x105.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-800x524.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-768x503.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-1020x669.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-960x629.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-240x157.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-375x246.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/ImBlaze-cycle-520x341.png 520w\" sizes=\"(max-width: 1097px) 100vw, 1097px\">\u003cfigcaption class=\"wp-caption-text\">The process of securing an internship from beginning to end in the ImBlaze system. \u003ccite>(\u003ca href=\"https://www.imblaze.org/\">ImBlaze\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At its core, ImBlaze is a networked database of internship opportunities that students can search, favorite and request. The platform allows internship coordinators and teachers to see a snapshot of all student internships in a semester and facilitates logging internship hours and communication with mentors. It's currently being used in more than 50 schools and was recently selected to be part of the \u003ca href=\"http://www.wise-qatar.org/wise-accelerator\" target=\"_blank\" rel=\"noopener\">WISE accelerator\u003c/a>, a program for ed-tech startups that have strong potential to have a positive impact and could scale internationally.\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>“Schools really want to know where their kids are,” Berg said. “It’s easier to keep them all in the building because then you know where they are. But the technology lets you know where kids are pretty well.”\u003c/p>\n\u003cp>Big Picture schools see work-based learning as an \u003ca href=\"https://www.kqed.org/mindshift/41562/is-the-public-system-scared-to-put-students-at-the-center-of-education\" target=\"_blank\" rel=\"noopener\">important part of a young person’s education\u003c/a>. At many schools in the network, students spend two days a week at internships of their choosing where they are mentored by a professional in that field. That learning then becomes the basis for more traditional academic work in school.\u003c/p>\n\u003cp>“We think it should be the right of every student by the time they graduate high school to have had a mentor,” Berg said. “We want to make it possible for this to be the norm in schools.”\u003c/p>\n\u003cp>Big Picture has found that \u003ca href=\"https://www.kqed.org/mindshift/45453/interests-to-internships-when-students-take-the-lead-in-learning\" target=\"_blank\" rel=\"noopener\">internships often help re-engage students\u003c/a> who haven’t traditionally done well in school. Many adolescents have trouble seeing how classroom learning and homework connects to their lives outside of school. Work-based learning can help bridge that gap. Or, like sports for some kids, it could be the reason students are willing to put up with the rest of school.\u003c/p>\n\u003cp>But to have that effect, students must be given time to explore their passions and investigate internships where they’ll be happy working for a semester or a whole year. ImBlaze tries to streamline the process of finding an internship and embeds some of the best practices Big Picture Learning has discovered through trial and error into the technology.\u003c/p>\n\u003cp>“The platform is really less about the platform,” Berg said, “but it’s existence helps us inform the conversation about what work-based learning should be like.”\u003c/p>\n\u003cp>\u003cstrong>HOW IMBLAZE WORKS\u003c/strong>\u003c/p>\n\u003cp>ImBlaze is a database of internship opportunities curated and maintained by an internship coordinator at the school. Students can search this database for opportunities and suggest sites that interest them if they aren’t already in the system. Once students finds something they want to pursue, they request it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/225448984\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The internship coordinator reviews the request and then approves or denies the student to pursue the internship. This step allows the coordinator, who has a birds-eye view of the program, to make sure students across the school are equitably able to access internships. Once that approval comes through, the student can see contact information for the mentor and can reach out to set up an interview or shadow day. The student only has a certain amount of time to pursue the internship before it becomes available to other students again. That prevents students from hogging internships that they aren’t pursuing in good faith.\u003c/p>\n\u003cp>If the student and mentor hit it off and intend to formalize the internship, the student requests to start through the app. At that point, the classroom teacher gets an email and has the power to approve or deny the internship. Throughout the semester, students can track their attendance through the app, set goals, and receive feedback from internship mentors.\u003c/p>\n\u003cp>“This platform doesn’t make an internship happen,” Berg said. “It’s management of the logistics.” That’s significant because the human elements of this process are important. Students have to initiate the process, show interest in something, follow up on that interest and eventually log their hours and progress.\u003c/p>\n\u003cp>All these interactions through the app are visible to the internship coordinator, who then has an overall picture of which internships are running smoothly, which mentors need a check-in, and whether or not students are actually going to their internships.\u003c/p>\n\u003cp>“It makes the internship process very deliberative and it makes it very step by step,” said Robert Fung, the internship coordinator at \u003ca href=\"https://www.sandiegounified.org/schools/san-diego-metropolitan-regional-technical\" target=\"_blank\" rel=\"noopener\">San Diego MET High School\u003c/a>, a Big Picture school.\u003c/p>\n\u003cp>Before switching to ImBlaze, Fung said his school tried a variety of methods to manage their internships. At first they had an offline database students had to take turns searching. Then they moved to an in-house Google Fusion Table set-up that allowed students to search online and filter for various interests. Students filled out paper timesheets to track their hours at internship sites and inevitably those weren’t very trustworthy. Students would forget to fill them out daily and end up guessing at their hours when it was time to turn in the logs.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-52331\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/STEMinternship-1020x574.png\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1020x574.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-768x432.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1200x675.png 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-1180x664.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-960x540.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-240x135.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-375x211.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/STEMinternship-520x293.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Fung said he was drawn to ImBlaze because the user interface was easy for students to use. They have an app on their phone, which makes it easy to check in when they arrive at their internship and check out when they leave. ImBlaze uses GPS data from the student’s phone to confirm they are at their internship site, but students can turn off that feature if they don’t want to be tracked. When students check in, they’re asked to list a few goals for the day. When they check out, their internship mentor gets an email asking them to confirm that they were there. In that email the mentor can see what the student’s goals were for the day and give feedback if they want.\u003c/p>\n\u003cp>“One of the things we’re concerned about in internships is that often kids go to their internship and then go home,” Berg said. That means if the student had an issue at their internship that day, he or she may never report it. ImBlaze offers many more opportunities for communication between the student and the school as well as the mentor and the school.\u003c/p>\n\u003cp>“I did not expect mentors to leave comments very often, but they have left them with good frequency,” Fung said. To him, that’s one unexpected benefit of ImBlaze. Most mentors don’t have a problem writing a quick response when they get the check-out email, so Fung has a much better record and sense of the student’s progression at the internship site.\u003c/p>\n\u003cp>“What I’ve found is they’ll leave comments that are insightful, even if they’re not lengthy,” Fung said. “I think it creates this living regular conversation that gives us good feedback, good data, but also makes us feel more in touch with the mentors.”\u003c/p>\n\u003cp>Under his old system, Fung often wouldn’t hear about issues at an internship until he visited the site. Now, he’s able to help mediate smaller issues before they become bigger. The enhanced communication also means that Fung knows right away if a student is skipping out on their internship and can talk to them about it.\u003c/p>\n\u003cp>In the first year of implementation, Fung said the main problems he had revolved around teacher buy-in. Many members of his staff were used to the old way of doing internships, and some had developed short cuts, so they chafed against the methodical, step-by-step nature of ImBlaze. The technology intentionally slows the process down to make sure students aren’t hastily assigned to internships they don’t actually want. Fung has also found that teachers had trouble learning how to use the tool and needed some training. Students, on the other hand, didn’t seem to have any problems.\u003c/p>\n\u003cp>\u003cstrong>NETWORKS AS EQUITY\u003c/strong>\u003c/p>\n\u003cp>“What students know is important, but who students know is also really important for their success in life,” David Berg said. “That’s something that has become much more laser focused in the work itself.”\u003c/p>\n\u003cp>As a teacher and administrator, Berg didn’t understand just how much social networks mattered for closing the opportunity gap. Since he’s become more focused on internship offerings in various parts of the country and by different schools, he’s come to see just how unequal those networks can be.\u003c/p>\n\u003cfigure id=\"attachment_52346\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52346\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png\" alt=\"Internship opportunity distribution between two schools in same region.\" width=\"600\" height=\"371\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-160x99.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-240x148.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-375x232.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/10/Internship-Opportunity-Distribution-Between-Two-Schools-in-Same-Region-520x322.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Internship opportunity distribution between two schools in same region. \u003ccite>(Courtesy David Berg/Big Picture Learning)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Often the internships a school has cultivated don’t match the interests of students. ImBlaze has a “wishlist” feature where students can list internships they’d like to have. Berg noticed that 25 percent of the internships listed in ImBlaze are in the field of education (which makes sense because teachers know other educators), but many students request healthcare-related internships on their wishlists. With that knowledge, the internship coordinator at a school can actively try to cultivate more internship experiences in that field.\u003c/p>\n\u003cp>“We’re really concerned around the inequity of social capital,” Berg said. “We’re collecting data around this now. We see how some schools using our platform have more opportunities than other schools.”\u003c/p>\n\u003cp>That’s why Big Picture would like to see ImBlaze used regionally -- schools could share their social networks. Right now, each school has its own network of internship opportunities that no one else can see. Berg would like to move towards a system where ImBlaze is managed by a district or other regional player so that students at one school could see the internship opportunities cultivated by another school. This would help equalize the kinds of internships on offer. One school might have a bunch of internships in the arts or trades while another has more in science and technology fields. If they shared, both sets of students would have access to more types of internship opportunities.\u003c/p>\n\u003cp>“It’s tricky because we want schools to own the relationships,” Berg said. “We want there to be a real personal component.”\u003c/p>\n\u003cp>Big Picture has found that when a school cultivates a relationship with internship mentors, students have better experiences. While they want to open up the opportunities available to students, no matter where they live, they don’t want ImBlaze to become an impersonal job board experience.\u003c/p>\n\u003cp>\u003ca href=\"https://www.heretohere.org/\" target=\"_blank\" rel=\"noopener\">Here To Here\u003c/a>, a Bronx-based non-profit working to connect high schools, community colleges, businesses, and community-based organizations through internships is piloting the type of regional approach Berg envisions. The program works with eight high schools in the South Bronx, all of which have different levels of comfort with internships.\u003c/p>\n\u003cp>“We’re trying to use it as a regional portal; so our eight schools are all in one ImBlaze portal,” said Noel Parish, director of high school partnerships for Here To Here.\u003c/p>\n\u003cp>They have a naming convention to differentiate the internship opportunities a school’s staff brought in versus ones Here To Here cultivated. When students search the system for an internship, they first look at the opportunities their school has, along with the ones available to everyone through Here To Here. Over time, if another school’s internships aren’t filled, the staff can release them to the broader community.\u003c/p>\n\u003cp>“At the beginning of the school year folks were very nervous about sharing a portal and having all those things listed transparently in one place,” Parish said.\u003c/p>\n\u003cp>But as they got used to the system they could see its value. For example, one school had numerous EMT opportunities that no other school could offer. When a few of those spots became available to the broader Bronx high school community it was a boon to students who wouldn’t otherwise have had access.\u003c/p>\n\u003cp>A side benefit of this regional approach to using ImBlaze is a more fully developed asset map of what’s available to students in each area. To truly offer students work-based opportunities that reflect their interests and give them networks in professional fields where they may not otherwise know anyone personally, educators have to be intentional about the internships on offer.\u003c/p>\n\u003cp>“I really believe that this is something that helps every young person prepare to enter the workforce and go to college,” Parish said. “You can waste a lot of money in college if you don't know what you want to do.”\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>For his part, David Berg hopes the tool they’ve developed will make work-based learning cheaper and easier to manage. He sees national interest in things like career technical education, internships, and other real-world learning opportunities as a positive shift in education and doesn’t want it to lose momentum for lack of a good tool to manage the logistics. Big Picture does charge an on-boarding fee when schools start using ImBlaze and a per student charge year over year. Berg said the organization was working to reduce the per student charges to zero through philanthropic funding, but has not yet reached that goal.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52325/want-to-offer-internships-at-your-school-a-tool-to-make-it-easier","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20891","mindshift_20678","mindshift_20583","mindshift_20784","mindshift_1040","mindshift_20848","mindshift_20700"],"featImg":"mindshift_52329","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. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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