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Here are 4 things teachers should know","publishDate":1677582039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Mark Schneider, the director of the Institute of Education Sciences, addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.","status":"publish","parent":0,"modified":1677305871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1281},"headData":{"title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know | KQED","description":"Should teachers be concerned about students using ChatGPT to cheat? Mark Schneider, the director of the Institute of Education Sciences, talks about Chat GPT’s limitations and potential.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","datePublished":"2023-02-28T11:00:39.000Z","dateModified":"2023-02-25T06:17:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \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\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\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\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21511","mindshift_739","mindshift_631","mindshift_918","mindshift_21213","mindshift_20898","mindshift_166","mindshift_125","mindshift_21094","mindshift_851"],"featImg":"mindshift_61099","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_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_49841":{"type":"posts","id":"mindshift_49841","meta":{"index":"posts_1591205157","site":"mindshift","id":"49841","score":null,"sort":[1517233894000]},"guestAuthors":[],"slug":"a-tech-tool-designed-for-collaboration-online-and-offline","title":"A Tech Tool Designed For Collaboration Online And Offline","publishDate":1517233894,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/\" target=\"_blank\" rel=\"noopener\">lack of clear evidence\u003c/a> that adding technology to classrooms makes them more effective has dimmed some of the excitement around its potential to radically transform learning. Advocates for technology are quick to point out that \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">implementation matters\u003c/a>, and getting the most out of technology that allows students to create, collaborate and connect across space and time will require \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">fundamental shifts in teaching\u003c/a>. Skeptics, meanwhile, worry that precious education dollars are spent on expensive technology that strips the learning environment of important social dimensions, instead \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/\" target=\"_blank\" rel=\"noopener\">isolating students on screens\u003c/a>.\u003c/p>\n\u003cp>There is truth in both sides of the argument. And \u003ca href=\"https://ww2.kqed.org/mindshift/2017/11/06/its-time-for-a-deeper-conversation-about-how-schools-use-technology/\" target=\"_blank\" rel=\"noopener\">lack of clarity \u003c/a>about how to ensure technology lives up to its potential has led harried teachers to question whether it’s worth their time to change everything they do in the classroom.\u003c/p>\n\u003cp>Educators in Horry County, South Carolina have gone through this cycle of excitement about technology followed by a period of rethinking their strategy over the past few years. “We expected to see things dramatically move towards the use of technology in a very productive, constructive, critical way,” said Jeanie Dailey, a social studies learning specialist for the district. “And I don’t think that happened.”\u003c/p>\n\u003cp>Teachers found, as many others have, that at points devices were distractions to students, they had a tendency to make learning more individualistic, and that adults can’t assume because students have grown up with technology they automatically know how to \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/\" target=\"_blank\" rel=\"noopener\">use devices productively\u003c/a>. “The piece that was making me so sad was that the kids weren’t being challenged to think collaboratively using these tools,” Dailey said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that has been a guiding principle of my career is we don't know the talents and strengths of the students in our room.'\u003ccite>Jeanie Dailey, social studies specialist\u003c/cite>\u003c/aside>\n\u003cp>But Dailey and a team of social studies teachers think they may have found a tool that gives them the flexibility to hold onto best practices they’ve long used, while leveraging computing power. \u003ca href=\"https://versolearning.com/\" target=\"_blank\" rel=\"noopener\">Verso Learning\u003c/a> is an Australian company that describes itself as a tool to help teachers take learning from the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener\">surface level to deep thinking\u003c/a> quickly. It’s basically an online communication platform, but Dailey and her team have found it has elevated the quality of thinking and discussion happening in middle school classrooms.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’ve never lost sight of the fact that true literacy is listening, speaking, reading and writing,” said Dailey, who has taught for 40 years. “It’s real simple, but we don’t do it. So I see this as an extension of the work I’ve done in my career. Verso excites me, quite frankly. It gets back to some of the basics, but it has a 21st century feel.”\u003c/p>\n\u003cp>Dailey has plenty of experience teaching these basic tenets of literacy without technology, but she has found elements of the virtual environment on Verso to be particularly powerful for highlighting unexpected pockets of brilliance in the room.\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/CMLab3sUN2w\" frameborder=\"0\" gesture=\"media\" allow=\"encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“One of the things that has been a guiding principle of my career is we don’t know the talents and strengths of the students in our room,” Dailey said. “We know the high flyers and we know the ones who don’t perform well.” Because students can interact anonymously on Verso’s platform, and they can’t see other students’ responses until they’ve shared one of their own, Dailey sees more participation and more interaction between students who may never work together otherwise.\u003c/p>\n\u003cp>Unlike many tools that intend to keep students within the program as much as possible, Verso is designed to meld face-to-face interaction with online collaboration. Verso CEO Phil Stubbs says often when teachers first experiment with Verso they make the mistake of using it as an online question asking tool. Stubbs likes to say, “We want to see kids not at their first thinking, but at their best thinking,” something he believes only happens when they’ve been exposed to the ideas of others.\u003c/p>\n\u003cp>For example, a typical activity middle school social studies teachers use starts with a provocative, open-ended question that drives at a hard-to-grasp or core concept in the curriculum. For seventh graders in Horry County studying global history, that prompt might be: What was the biggest cause of the French Revolution?\u003c/p>\n\u003cp>Students are given time to jot down their initial thoughts on paper and then they share their thinking in a small group. Only after they’ve had this initial opportunity to activate their thinking and interact with peers do students begin typing an answer into Verso – getting at what Stubbs would call their best thinking in that moment. Student responses to the question show up anonymously; after sharing their own response students are usually required to read and respond to several of their peers, also anonymously.\u003c/p>\n\u003cp>Then, teachers can easily group students based on their responses to the question. For example, they may put students who agree into a group and then ask them to discuss their thinking in face-to-face groups before collaboratively writing a statement that synthesizes the arguments each member made.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Some of the things they said were very deep thinking -- it was pretty awesome.'\u003ccite>Jennifer Wilson, seventh grade social studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“If you can take kids to a synthesis level in one class, you’ve done a great job,” said Dailey, who is constantly pushing the teachers she coaches to remember that despite the massive amount of content social studies teachers have to cover in a year, none of it will make a lasting impact without deeper thinking.\u003c/p>\n\u003cp>“We run the danger of making it very low level questioning, very right/wrong answer questioning, multiple choice type responses and assessments,” Dailey said. “We run the risk in that kind of environment of forgetting what the big picture is -- that we want to make all kids college and career ready.”\u003c/p>\n\u003cp>For Samantha House, a seventh grade social studies teacher at St. James Middle School (a public school in Horry County), structuring the lesson so there are multiple points of collaboration helps all learners feel comfortable participating. “By the time it’s no longer anonymous they’ve had a lot of opportunities to see correct answers,” House said. “So they’ve learned from their peers.” And, just as importantly in her mind, many of her shy students, as well as those who struggle, have seen their ideas validated by anonymous peer responses. That makes them feel more confident to speak up during small group or whole-class discussions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Jwv2BpisDcuHIdM3Qd7iJV7KSKN2X5VT\"]\u003c/p>\n\u003cp>Early on House and other teachers realized that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/\" target=\"_blank\" rel=\"noopener\">students didn’t know how to give one another substantive feedback\u003c/a>. When asked to comment on one another’s contributions in Verso students would write unhelpful things like, “I agree.” In response, teachers started giving them sentence starters to agree, disagree or extend another person’s idea. House says she’s seen an improvement in the academic vocabulary students use when responding to each other. And she's beginning to see that online practice spill over into the conversations students have in-person too.\u003c/p>\n\u003cp>At first House worried that an anonymous online discussion forum like Verso would lead to inappropriate or bullying comments, but she’s been surprised that the only comments her students flag are ones that don’t appropriately use the sentence starters for good feedback.\u003c/p>\n\u003cp>When Jennifer Wilson first tried Verso with her seventh graders at Aynor Middle she hadn’t had any professional development. She used the tool as a space for students to make a claim about the book they were reading and back it up with evidence. That worked well, but she’s even more excited about the collaborative structures she has since learned through professional development. She says the Verso activities work best when she asks a meaty, open-ended question and pairs work in Verso with the Kagan cooperative structures teachers in this district have been using for some time.\u003c/p>\n\u003cp>For example Wilson asked students which founding document was most important to the country: the Declaration of Independence, the Constitution, or the Bill of Rights (students understood the Bill of Rights is part of the Constitution, but thought it should be considered on its own). To formulate answers students had to understand the differences in the documents and make evidence-based arguments. “Some of the things they said were very deep thinking -- it was pretty awesome,” Wilson said.\u003c/p>\n\u003cp>Wilson said preparing Verso lessons takes time because she has to plan a pre-Verso activity to get students thinking on their own, come up with a rich provocation or question for the Verso, and then make sure students debrief afterwards. She uses Verso once every two weeks, but she thinks the practice there is spilling over into students’ writing and academic discourse.\u003c/p>\n\u003cp>Using Verso can be a bit more challenging when there’s a broad array of abilities in the classroom. “With high level honors students that works beautifully,” said Annette Nerone, a seventh grade social studies teacher at Myrtle Beach Middle School. “It’s not as simple with lower-level kids because now you're introducing a lot of different processes in one lesson.” Nerone has more English language learners and kids with special needs in her classes and she finds they need more support with Verso activities because they require so much reading and writing.\u003c/p>\n\u003cp>“The higher level students can jump right in and they’ll basically do it on their own and the conversations are amazing. But with my lower level students, they need more support along the way,” Nerone said. She helps them by simplifying the instructions, offering sentence frames, and giving them lists of helpful vocabulary to include in their answers.\u003c/p>\n\u003cp>She also likes to start activities by having students work together so that the kids who understand more English can help their peers understand the question and documents. Despite the inherent challenges of working with students who are struggling with the language, Nerone says students are proud when they write a response in Verso and see it pop up in the class dialogue.\u003c/p>\n\u003cp>Nerone particularly likes using Verso in conjunction with the Kagan structures. She finds students enjoy the face-to-face interactions. “They’ll write interesting things to one another, but I think it’s kind of like human beings emailing back and forth. When you take the human side out of it you lose so much,” she said.\u003c/p>\n\u003cp>Verso CEO Phil Stubbs agrees that the collaboration piece is key to making Verso a deep learning experience. His team has baked collaborative structures into the \u003ca href=\"https://versolearning.com/campus-features/\" target=\"_blank\" rel=\"noopener\">premium version\u003c/a> of the technology with features like lesson builders, recipe cards, the ability to connect with other teachers, and other \u003ca href=\"https://versolearning.com/teaching-resources/sample-activities/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a>. “You can only move from best to better if you have collaborative structures,” Stubbs said.\u003c/p>\n\u003cp>Jeanie Dailey has appreciated Stubbs’ commitment to collaboration and the student experience. She knows his job is to sell a product, but she’s found him to be a helpful thought partner as she’s worked with classroom teachers on how to get the most out of the tool in Horry County.\u003c/p>\n\u003cp>“To me the exciting piece is if you can create a model that teachers can follow, step by step by step, you can change how they think about the construction of knowledge,” Dailey said. She believes the model they are following gets students to go from a surface knowledge of a subject to a deeper level of synthesis and reflection in one 60-minute class period. And some teachers even take it a step further, asking kids to think metacognitively about how the comments and suggestions of peers changed their thinking on a topic.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Dailey won’t have data until students take the standardized social studies exam in the spring, but she’s hoping all the writing they’ve done in Verso will boost their performance on the document-based questions. She says seeing improvement on test scores would be nice, but her real goals are bigger than that: “What I want to do as a social studies leader is help provide students with experiences that are enriching to them, that makes them better thinkers, deeper thinkers, more curious thinkers.”\u003c/p>\n\n","blocks":[],"excerpt":"These teachers say they've found a digital tool that melds tried-and-true teacher practices with effective online collaboration.","status":"publish","parent":0,"modified":1517233894,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/CMLab3sUN2w"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2129},"headData":{"title":"A Tech Tool Designed For Collaboration Online And Offline | KQED","description":"These teachers say they've found a digital tool that melds tried-and-true teacher practices with effective online collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Tech Tool Designed For Collaboration Online And Offline","datePublished":"2018-01-29T13:51:34.000Z","dateModified":"2018-01-29T13:51:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49841 https://ww2.kqed.org/mindshift/?p=49841","disqusUrl":"https://ww2.kqed.org/mindshift/2018/01/29/a-tech-tool-designed-for-collaboration-online-and-offline/","disqusTitle":"A Tech Tool Designed For Collaboration Online And Offline","path":"/mindshift/49841/a-tech-tool-designed-for-collaboration-online-and-offline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/\" target=\"_blank\" rel=\"noopener\">lack of clear evidence\u003c/a> that adding technology to classrooms makes them more effective has dimmed some of the excitement around its potential to radically transform learning. Advocates for technology are quick to point out that \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">implementation matters\u003c/a>, and getting the most out of technology that allows students to create, collaborate and connect across space and time will require \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">fundamental shifts in teaching\u003c/a>. Skeptics, meanwhile, worry that precious education dollars are spent on expensive technology that strips the learning environment of important social dimensions, instead \u003ca href=\"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/\" target=\"_blank\" rel=\"noopener\">isolating students on screens\u003c/a>.\u003c/p>\n\u003cp>There is truth in both sides of the argument. And \u003ca href=\"https://ww2.kqed.org/mindshift/2017/11/06/its-time-for-a-deeper-conversation-about-how-schools-use-technology/\" target=\"_blank\" rel=\"noopener\">lack of clarity \u003c/a>about how to ensure technology lives up to its potential has led harried teachers to question whether it’s worth their time to change everything they do in the classroom.\u003c/p>\n\u003cp>Educators in Horry County, South Carolina have gone through this cycle of excitement about technology followed by a period of rethinking their strategy over the past few years. “We expected to see things dramatically move towards the use of technology in a very productive, constructive, critical way,” said Jeanie Dailey, a social studies learning specialist for the district. “And I don’t think that happened.”\u003c/p>\n\u003cp>Teachers found, as many others have, that at points devices were distractions to students, they had a tendency to make learning more individualistic, and that adults can’t assume because students have grown up with technology they automatically know how to \u003ca href=\"https://ww2.kqed.org/mindshift/2013/05/24/teaching-respect-and-responsibility-even-to-digital-natives/\" target=\"_blank\" rel=\"noopener\">use devices productively\u003c/a>. “The piece that was making me so sad was that the kids weren’t being challenged to think collaboratively using these tools,” Dailey said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'One of the things that has been a guiding principle of my career is we don't know the talents and strengths of the students in our room.'\u003ccite>Jeanie Dailey, social studies specialist\u003c/cite>\u003c/aside>\n\u003cp>But Dailey and a team of social studies teachers think they may have found a tool that gives them the flexibility to hold onto best practices they’ve long used, while leveraging computing power. \u003ca href=\"https://versolearning.com/\" target=\"_blank\" rel=\"noopener\">Verso Learning\u003c/a> is an Australian company that describes itself as a tool to help teachers take learning from the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener\">surface level to deep thinking\u003c/a> quickly. It’s basically an online communication platform, but Dailey and her team have found it has elevated the quality of thinking and discussion happening in middle school classrooms.\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’ve never lost sight of the fact that true literacy is listening, speaking, reading and writing,” said Dailey, who has taught for 40 years. “It’s real simple, but we don’t do it. So I see this as an extension of the work I’ve done in my career. Verso excites me, quite frankly. It gets back to some of the basics, but it has a 21st century feel.”\u003c/p>\n\u003cp>Dailey has plenty of experience teaching these basic tenets of literacy without technology, but she has found elements of the virtual environment on Verso to be particularly powerful for highlighting unexpected pockets of brilliance in the room.\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/CMLab3sUN2w\" frameborder=\"0\" gesture=\"media\" allow=\"encrypted-media\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“One of the things that has been a guiding principle of my career is we don’t know the talents and strengths of the students in our room,” Dailey said. “We know the high flyers and we know the ones who don’t perform well.” Because students can interact anonymously on Verso’s platform, and they can’t see other students’ responses until they’ve shared one of their own, Dailey sees more participation and more interaction between students who may never work together otherwise.\u003c/p>\n\u003cp>Unlike many tools that intend to keep students within the program as much as possible, Verso is designed to meld face-to-face interaction with online collaboration. Verso CEO Phil Stubbs says often when teachers first experiment with Verso they make the mistake of using it as an online question asking tool. Stubbs likes to say, “We want to see kids not at their first thinking, but at their best thinking,” something he believes only happens when they’ve been exposed to the ideas of others.\u003c/p>\n\u003cp>For example, a typical activity middle school social studies teachers use starts with a provocative, open-ended question that drives at a hard-to-grasp or core concept in the curriculum. For seventh graders in Horry County studying global history, that prompt might be: What was the biggest cause of the French Revolution?\u003c/p>\n\u003cp>Students are given time to jot down their initial thoughts on paper and then they share their thinking in a small group. Only after they’ve had this initial opportunity to activate their thinking and interact with peers do students begin typing an answer into Verso – getting at what Stubbs would call their best thinking in that moment. Student responses to the question show up anonymously; after sharing their own response students are usually required to read and respond to several of their peers, also anonymously.\u003c/p>\n\u003cp>Then, teachers can easily group students based on their responses to the question. For example, they may put students who agree into a group and then ask them to discuss their thinking in face-to-face groups before collaboratively writing a statement that synthesizes the arguments each member made.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Some of the things they said were very deep thinking -- it was pretty awesome.'\u003ccite>Jennifer Wilson, seventh grade social studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“If you can take kids to a synthesis level in one class, you’ve done a great job,” said Dailey, who is constantly pushing the teachers she coaches to remember that despite the massive amount of content social studies teachers have to cover in a year, none of it will make a lasting impact without deeper thinking.\u003c/p>\n\u003cp>“We run the danger of making it very low level questioning, very right/wrong answer questioning, multiple choice type responses and assessments,” Dailey said. “We run the risk in that kind of environment of forgetting what the big picture is -- that we want to make all kids college and career ready.”\u003c/p>\n\u003cp>For Samantha House, a seventh grade social studies teacher at St. James Middle School (a public school in Horry County), structuring the lesson so there are multiple points of collaboration helps all learners feel comfortable participating. “By the time it’s no longer anonymous they’ve had a lot of opportunities to see correct answers,” House said. “So they’ve learned from their peers.” And, just as importantly in her mind, many of her shy students, as well as those who struggle, have seen their ideas validated by anonymous peer responses. That makes them feel more confident to speak up during small group or whole-class discussions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Early on House and other teachers realized that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/10/15/developing-students-ability-to-give-and-take-effective-feedback/\" target=\"_blank\" rel=\"noopener\">students didn’t know how to give one another substantive feedback\u003c/a>. When asked to comment on one another’s contributions in Verso students would write unhelpful things like, “I agree.” In response, teachers started giving them sentence starters to agree, disagree or extend another person’s idea. House says she’s seen an improvement in the academic vocabulary students use when responding to each other. And she's beginning to see that online practice spill over into the conversations students have in-person too.\u003c/p>\n\u003cp>At first House worried that an anonymous online discussion forum like Verso would lead to inappropriate or bullying comments, but she’s been surprised that the only comments her students flag are ones that don’t appropriately use the sentence starters for good feedback.\u003c/p>\n\u003cp>When Jennifer Wilson first tried Verso with her seventh graders at Aynor Middle she hadn’t had any professional development. She used the tool as a space for students to make a claim about the book they were reading and back it up with evidence. That worked well, but she’s even more excited about the collaborative structures she has since learned through professional development. She says the Verso activities work best when she asks a meaty, open-ended question and pairs work in Verso with the Kagan cooperative structures teachers in this district have been using for some time.\u003c/p>\n\u003cp>For example Wilson asked students which founding document was most important to the country: the Declaration of Independence, the Constitution, or the Bill of Rights (students understood the Bill of Rights is part of the Constitution, but thought it should be considered on its own). To formulate answers students had to understand the differences in the documents and make evidence-based arguments. “Some of the things they said were very deep thinking -- it was pretty awesome,” Wilson said.\u003c/p>\n\u003cp>Wilson said preparing Verso lessons takes time because she has to plan a pre-Verso activity to get students thinking on their own, come up with a rich provocation or question for the Verso, and then make sure students debrief afterwards. She uses Verso once every two weeks, but she thinks the practice there is spilling over into students’ writing and academic discourse.\u003c/p>\n\u003cp>Using Verso can be a bit more challenging when there’s a broad array of abilities in the classroom. “With high level honors students that works beautifully,” said Annette Nerone, a seventh grade social studies teacher at Myrtle Beach Middle School. “It’s not as simple with lower-level kids because now you're introducing a lot of different processes in one lesson.” Nerone has more English language learners and kids with special needs in her classes and she finds they need more support with Verso activities because they require so much reading and writing.\u003c/p>\n\u003cp>“The higher level students can jump right in and they’ll basically do it on their own and the conversations are amazing. But with my lower level students, they need more support along the way,” Nerone said. She helps them by simplifying the instructions, offering sentence frames, and giving them lists of helpful vocabulary to include in their answers.\u003c/p>\n\u003cp>She also likes to start activities by having students work together so that the kids who understand more English can help their peers understand the question and documents. Despite the inherent challenges of working with students who are struggling with the language, Nerone says students are proud when they write a response in Verso and see it pop up in the class dialogue.\u003c/p>\n\u003cp>Nerone particularly likes using Verso in conjunction with the Kagan structures. She finds students enjoy the face-to-face interactions. “They’ll write interesting things to one another, but I think it’s kind of like human beings emailing back and forth. When you take the human side out of it you lose so much,” she said.\u003c/p>\n\u003cp>Verso CEO Phil Stubbs agrees that the collaboration piece is key to making Verso a deep learning experience. His team has baked collaborative structures into the \u003ca href=\"https://versolearning.com/campus-features/\" target=\"_blank\" rel=\"noopener\">premium version\u003c/a> of the technology with features like lesson builders, recipe cards, the ability to connect with other teachers, and other \u003ca href=\"https://versolearning.com/teaching-resources/sample-activities/\" target=\"_blank\" rel=\"noopener\">professional development\u003c/a>. “You can only move from best to better if you have collaborative structures,” Stubbs said.\u003c/p>\n\u003cp>Jeanie Dailey has appreciated Stubbs’ commitment to collaboration and the student experience. She knows his job is to sell a product, but she’s found him to be a helpful thought partner as she’s worked with classroom teachers on how to get the most out of the tool in Horry County.\u003c/p>\n\u003cp>“To me the exciting piece is if you can create a model that teachers can follow, step by step by step, you can change how they think about the construction of knowledge,” Dailey said. She believes the model they are following gets students to go from a surface knowledge of a subject to a deeper level of synthesis and reflection in one 60-minute class period. And some teachers even take it a step further, asking kids to think metacognitively about how the comments and suggestions of peers changed their thinking on a topic.\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>Dailey won’t have data until students take the standardized social studies exam in the spring, but she’s hoping all the writing they’ve done in Verso will boost their performance on the document-based questions. She says seeing improvement on test scores would be nice, but her real goals are bigger than that: “What I want to do as a social studies leader is help provide students with experiences that are enriching to them, that makes them better thinkers, deeper thinkers, more curious thinkers.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49841/a-tech-tool-designed-for-collaboration-online-and-offline","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1028","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20601","mindshift_125"],"featImg":"mindshift_49845","label":"mindshift"},"mindshift_49588":{"type":"posts","id":"mindshift_49588","meta":{"index":"posts_1591205157","site":"mindshift","id":"49588","score":null,"sort":[1512978819000]},"guestAuthors":[],"slug":"tools-harvard-computer-science-students-use-to-collaborate-stay-organized","title":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","publishDate":1512978819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\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/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n","blocks":[],"excerpt":"Educators and students of CS50, a widely popular computer science class at Harvard that's also available in a high school AP version, use a variety of tools to help with the collaborative part of learning computer science. ","status":"publish","parent":0,"modified":1513036028,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/59pfsj4nvI8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":2234},"headData":{"title":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized | KQED","description":"Educators and students of CS50, a widely popular computer science class at Harvard that's also available in a high school AP version, use a variety of tools to help with the collaborative part of learning computer science. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","datePublished":"2017-12-11T07:53:39.000Z","dateModified":"2017-12-11T23:47:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49588 https://ww2.kqed.org/mindshift/?p=49588","disqusUrl":"https://ww2.kqed.org/mindshift/2017/12/10/tools-harvard-computer-science-students-use-to-collaborate-stay-organized/","disqusTitle":"Tools Harvard Computer Science Students Use to Collaborate, Stay Organized","path":"/mindshift/49588/tools-harvard-computer-science-students-use-to-collaborate-stay-organized","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Harvard University is one of the \u003ca href=\"http://college.usatoday.com/2014/10/12/the-20-most-selective-colleges-in-the-u-s-and-why-selectivity-can-be-misleading/\" target=\"_blank\" rel=\"noopener\">most selective schools\u003c/a> in the United States, so it isn’t the first place that comes to mind when discussing how to make computer science appealing and open to a broad range of students. But Professor \u003ca href=\"https://cs.harvard.edu/malan/\" target=\"_blank\" rel=\"noopener\">David Malan\u003c/a> has been experimenting with different ways to make his introductory computer science class (CS50) the type of place where students from many different backgrounds can thrive. And he’s spreading what he learns to the broader educator community, hoping what he’s learning from the \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener\">CS50\u003c/a> experiment spreads beyond Harvard’s walls to K-12 educators working to fire up kids about computer science.\u003c/p>\n\u003cp>Malan’s class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that’s equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the “less comfortable” group has \u003ca href=\"https://medium.com/@cs50/cs50s-changing-demographics-d00fb7369d6\" target=\"_blank\" rel=\"noopener\">dominated his 700-person course\u003c/a>.\u003c/p>\n\u003cp>“At the end of the day all students are treated with the same expectations,” said Malan, speaking at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener\">Building Learning Communities conference\u003c/a> in Boston. Students are graded based on each individual’s growth; Malan and his team of teaching assistants don’t use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it’s time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started.\u003c/p>\n\u003cp>And since computer code is particularly easy to steal off the web, Malan has a “regret clause” for his course “to encourage and allow students to come forward if they made a bad decision that historically is very hard to take back. “We encourage them to come forward.” If a student did cheat, but uses the regret clause, he or she can still be penalized, but Malan won’t escalate the incident to the university level. He understands that sometimes stressed-out students, many of whom are perfectionists pushing themselves in a completely new area of study, act on their anxieties against their better judgment.\u003c/p>\n\u003cp>Malan also uses many teaching assistants to help him provide personalized attention to students in this large course. He sees them as one of the most important parts of the course’s success and popularity. “One of our greatest assets is the human structure within the course,” Malan said. He also encourages students not to take notes during lecture, instead asking one of the teaching assistants to take notes for everyone so students can focus their attention on the discussion.\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>Office hours are another important support structure for this challenging course. During office hours several teaching assistants will be in one place offering one-on-one help. Malan has been pleased at how these meetups have gradually begun happening in social spaces, becoming a connection point between digital and analog support. He attributes some of his success with students new to computer science to the intentionally social aspects of the class.\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/59pfsj4nvI8?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Malan’s team also explicitly tries to make computer science fun by planning events that foster a sense of community. They organize an annual puzzle day where students get together on a Saturday, and a hackathon. By merging the social and the academic, Malan is trying to make computer science feel approachable. “A side effect of holding these events is drumming up new interest,” Malan said. His students bring their friends, who might decide to take the course the following year. And the silly community events are shared on social media and the course website to help create the community feeling that keeps kids engaged in the academic work.\u003c/p>\n\u003cp>At the end of the semester, all CS50 students present their \u003ca href=\"https://docs.cs50.net/2017/fall/project/project.html\" target=\"_blank\" rel=\"noopener\">final projects\u003c/a> to the community at a fair. “For us what’s most striking at this specific event is seeing their final projects and seeing them present something that we did not teach them,” Malan said. Students often take the initiative to go out and learn more on their own, rather than merely applying the homework he has assigned.\u003c/p>\n\u003cp>In addition to the 700 Harvard students who take CS50, Malan has opened the course to 150 Yale students, as well as about 300 Harvard extension students. The course is also available on \u003ca href=\"https://www.edx.org/\" target=\"_blank\" rel=\"noopener\">edX,\u003c/a> and high school students can access a version of it, \u003ca href=\"https://ap.cs50.net/\" target=\"_blank\" rel=\"noopener\">CS50 AP\u003c/a>, at 150 schools around the country. The course is one of the most popular offerings at Harvard, and students new to computer science keep joining. Malan believes the collaborative nature of the course, along with the intentional community-building that his team does, are a big part of their success.\u003c/p>\n\u003cp>\u003cstrong>CS50-SPECIFIC TOOLS\u003c/strong>\u003c/p>\n\u003cp>With so many students, Malan’s team has developed some CS50 specific tools to help them manage workflow and support students.\u003c/p>\n\u003cp>\u003cstrong>CS50 IDE:\u003c/strong> This is basically a computer in the cloud so students can write code and run it on the internet. It allows students to access their code from multiple locations and for groups to work together virtually. The program highlights the code written by different authors in unique colors to help evaluators see who did what.\u003c/p>\n\u003cp>\u003cstrong>Check50:\u003c/strong> Students and instructors use this program to check for correctness. Is a program giving the expected output? The tool checks student code against a set of tests Malan’s team has written and then generates smiley faces and frowny faces next to the code. This helps students identify trouble spots, but still requires them to problem-solve the fixes. Some of Malan’s teaching assistants are currently rewriting this program to make it open source, so any teacher could input their own checks to use with students.\u003c/p>\n\u003cp>\u003cstrong>CS50 Help:\u003c/strong> This tool rewrites the language of error messages to help students parse what went wrong with their code. It also provides feedback and action items for students to start fixing the error. “It’s just designed to be a resource for students to make that process of understanding error messages easier,” Malan said.\u003c/p>\n\u003cp>\u003cstrong>Droplet:\u003c/strong> This tool provides a bridge between more traditional coding languages and block coding, like what you might see in Scratch or a number of other learn-to-code programs.\u003c/p>\n\u003cp>Malan’s team also uses a lot of other productivity tools that aren’t proprietary and could be useful to other teachers. When discussing these tools with teachers at the BLC conference, it was clear that many K-12 teachers are frustrated by the limits their districts put on the tools they can use.\u003c/p>\n\u003cp>\u003cstrong>OTHER TOOLS\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49784\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/github-small.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/github-small-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://github.com/\" target=\"_blank\" rel=\"noopener\">GitHub\u003c/a>:\u003c/strong> This open-source code repository is a way for programmers to share code and get feedback. Malan’s students sometimes use it to submit their code instead of doing so through the Learning Management System (LMS).\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://theory.stanford.edu/~aiken/moss/\" target=\"_blank\" rel=\"noopener\">MOSS\u003c/a> (Measure Of Software Similarity):\u003c/strong> This tool is freely developed and can help determine academic honesty. The tools allow users to anonymously submit student work and see a comparison to other existing code. It gives the teacher a sense of whether similarly written code really is a problem.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49787\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gradescope-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gradescope-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://gradescope.com/get_started\" target=\"_blank\" rel=\"noopener\">Gradescope\u003c/a>:\u003c/strong> This free tool was designed by UC Berkeley students. It allows teachers to upload student homework or tests and grade them online. The grader can add criteria as he goes and if anything changes, the program will automatically change the scores for that problem on everything that has already been graded. The student gets detailed feedback, all graders are consistent, and the instructor can see how many students made each mistake.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49788\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/dropbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/dropbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.dropbox.com/\" target=\"_blank\" rel=\"noopener\">Dropbox\u003c/a>:\u003c/strong> Users get 2G for free and can easily sync and share files. And, if a student doesn’t have a Dropbox account, there’s an anonymous upload feature that creates a unique link so each student’s work goes into a folder with his or her name. It can be an easy way to collect files and work around an LMS.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49789\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/asana-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/asana-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://asana.com/\" target=\"_blank\" rel=\"noopener\">Asana\u003c/a>:\u003c/strong> This commercially available task management system helps keep track of who’s doing what and when it’s due. Team members can add themselves to different projects and set deadlines. “We’ve used it for office-style team management, but I’ve used it for classes as well to assign homework,” Malan said. “It gives you eyes into what could be a fairly large data set.” There’s also a mobile app.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49790\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slack-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slack-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://slack.com/\" target=\"_blank\" rel=\"noopener\">Slack\u003c/a>:\u003c/strong> This is a free chat service, but also makes it easy to share media. Malan finds it more group friendly than Google Hangout.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignleft size-full wp-image-49813\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/onepassword-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/onepassword-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cimg class=\"alignleft size-full wp-image-49814\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/lastpass-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/lastpass-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003ca href=\"https://1password.com/\" target=\"_blank\" rel=\"noopener\">1Password\u003c/a>, \u003ca href=\"https://www.lastpass.com/\" target=\"_blank\" rel=\"noopener\">LastPass\u003c/a>:\u003c/strong> These are password protection services that are not free, but Malan finds important to safeguard student work.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49791\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doodle-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doodle-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://doodle.com/\" target=\"_blank\" rel=\"noopener\">Doodle\u003c/a>:\u003c/strong> Malan’s team uses Doodle for scheduling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49793\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Help-Scout-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Help-Scout-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.helpscout.net/\" target=\"_blank\" rel=\"noopener\">Help Scout\u003c/a>:\u003c/strong> This tool is a bit like help desk software in that you can create tickets for different email items that require a task. It helps a user see what issues are closed and which ones still need attention.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-49794 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/hubspot-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/hubspot-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.hubspot.com/\" target=\"_blank\" rel=\"noopener\">HubSpot\u003c/a>:\u003c/strong> This is good for managing large courses with lots of contacts. It was designed as a customer relationship management system.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49795\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/BringIt-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/BringIt-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.bringit.bz/\" target=\"_blank\" rel=\"noopener\">PleaseBringIt\u003c/a>:\u003c/strong> This is an easy way to sign people up for open slots. It also functions a little like a wedding registry for running an event -- different people can agree to bring various items.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49796\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/adobeconnect-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/adobeconnect-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.adobe.com/products/adobeconnect.html\" target=\"_blank\" rel=\"noopener\">Adobe Connect\u003c/a>:\u003c/strong> This tool works well for online classes or office hours. It is not a free service, but Google Hangout would be a free alternative. Zoom is also similar, although more video-based.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49797\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/Google-forms-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/Google-forms-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.google.com/forms/about/\" target=\"_blank\" rel=\"noopener\">Google Forms\u003c/a>:\u003c/strong> Malan uses this a lot to collect work from students. It’s easy to integrate with spreadsheets, but limits the types of questions he can ask.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49798\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/surveymonkey-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/surveymonkey-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.surveymonkey.com/\" target=\"_blank\" rel=\"noopener\">SurveyMonkey\u003c/a>:\u003c/strong> This service has more question types and better analytics. It also has some interesting visualization options.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49799\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/slido-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/slido-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.sli.do/\" target=\"_blank\" rel=\"noopener\">Slido.com\u003c/a>:\u003c/strong> This is an interactive online question forum. Users can up-vote or down-vote different questions. That’s useful because a presenter can look at the questions while giving a talk and weave answers into the presentation or follow up afterwards.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49800\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/piazza-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/piazza-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://piazza.com/\" target=\"_blank\" rel=\"noopener\">Piazza\u003c/a>:\u003c/strong> This is a good discussion platform, a functionality many LMS’s lack. Teachers can create a classroom within Piazza. Students can also ask questions anonymously, making it more appropriate for certain discussions than other platforms.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49801\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/quip-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/quip-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://quip.com/\" target=\"_blank\" rel=\"noopener\">Quip\u003c/a>:\u003c/strong> This software is good for sharing information. The platform makes it easy to organize information and share with others.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49802\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/smugmug-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/smugmug-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.smugmug.com/\" target=\"_blank\" rel=\"noopener\">SmugMug\u003c/a>:\u003c/strong> This is a good photo portfolio site. It allows the user to filter, but also provide textual context.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49803\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/basecamp-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/basecamp-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://basecamp.com/\" target=\"_blank\" rel=\"noopener\">BaseCamp\u003c/a>:\u003c/strong> This project management tool has a free tier for teachers. In general, Malan and his team suggest that educators should always ask for a discount from any commercial software provider. Many companies will be happy to accommodate, making paid products more accessible.\u003c/p>\n\u003cp>\u003cstrong>K-12 TEACHERS’ FAVORITE TOOLS\u003c/strong>\u003c/p>\n\u003cp>When Malan had finished sharing the tools his team finds useful to organize their work, grading and efforts to support students, other educators shared their favorite tools.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49804\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/ZipGrade-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/ZipGrade-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.zipgrade.com/\" target=\"_blank\" rel=\"noopener\">ZipGrade\u003c/a>:\u003c/strong> This tool is basically like a scantron machine on a phone. It’s useful for quickly grading multiple-choice exit tickets or formative assessments and tracking student data on those quizzes.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49805\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/videonotes-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/videonotes-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://www.videonot.es/\" target=\"_blank\" rel=\"noopener\">VideoNot.es\u003c/a>:\u003c/strong> This open-source software allows users to take notes next to videos, syncing to time\u003c/p>\n\u003cp>stamps. It’s also possible to create one’s own video note with a question. And the service works with a Google sign-in (one limitation a number of teachers said they were experiencing with their districts).\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49806\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/vizia-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/vizia-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://vizia.co/\" target=\"_blank\" rel=\"noopener\">Vizia\u003c/a>:\u003c/strong> This tool allows teacher to integrate quizzes and questions into a video. The questions pop up as students watch.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49807\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/gosoapbox-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/gosoapbox-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://www.gosoapbox.com/\" target=\"_blank\" rel=\"noopener\">GoSoapbox\u003c/a>:\u003c/strong> Similar to Poll Everywhere, this tool can be used on a mobile device or computer. It enables teachers to get a sense of how well students understand the content with quick polls. It also has a panic button students can press if they really don’t understand. The instructor’s screen will flash red. It can also be used anonymously.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-thumbnail wp-image-49811\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/driveslides-160x100.png\" alt=\"\" width=\"160\" height=\"100\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-240x150.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-375x234.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides-520x325.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/driveslides.png 640w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/driveslides-by-matt-mille/ijnjlojbdhgpamjiflocklhfeciokfdl?hl=en\" target=\"_blank\" rel=\"noopener\">DriveSlides\u003c/a>:\u003c/strong> This chrome extension built by \u003ca href=\"http://ditchthattextbook.com/\" target=\"_blank\" rel=\"noopener\">Matt Miller\u003c/a> and \u003ca href=\"http://www.alicekeeler.com/\" target=\"_blank\" rel=\"noopener\">Alice Keeler\u003c/a> makes it easy to automatically insert images into Google Slide presentations.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49808\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/wizer-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/wizer-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"http://app.wizer.me/\" target=\"_blank\" rel=\"noopener\">Wizer.me\u003c/a>:\u003c/strong> Teachers can create interactive quizzes in various question formats with this tool.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49809\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/goobric-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/goobric-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/goobric-web-app-launcher/cepmakjlanepojocakadfpohnhhalfol?hl=en\" target=\"_blank\" rel=\"noopener\">Goobric\u003c/a>:\u003c/strong> When used in tandem with the Doctopus extension, this Chrome extension allows teachers to pull all the assignments into one Google Sheet and integrate with a rubric.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-49810\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/11/doctopus-sm.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2017/11/doctopus-sm-128x128.jpg 128w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003cstrong>\u003ca href=\"https://chrome.google.com/webstore/detail/doctopus/ffhegaddkjpkfiemhhnphmnadfbkdhbf?hl=en\" target=\"_blank\" rel=\"noopener\">Doctopus\u003c/a>:\u003c/strong> Another Chrome extension built by a teacher to make classroom workflows easier. Some of its key functions are to create a file structure in Google Docs, allow a teacher to easily “pass out” blank templates and change or revoke different editing rights, and it’s a way to monitor collaboration happening on Docs.\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>What are your favorite collaboration and sharing tools for the classroom?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49588/tools-harvard-computer-science-students-use-to-collaborate-stay-organized","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20707","mindshift_981","mindshift_557","mindshift_21154","mindshift_20784","mindshift_1040","mindshift_125"],"featImg":"mindshift_49862","label":"mindshift"},"mindshift_49042":{"type":"posts","id":"mindshift_49042","meta":{"index":"posts_1591205157","site":"mindshift","id":"49042","score":null,"sort":[1504591502000]},"guestAuthors":[],"slug":"how-the-google-suite-can-enhance-open-ended-math-exploration","title":"How the Google Suite Can Enhance Open-Ended Math Exploration","publishDate":1504591502,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n","blocks":[],"excerpt":"Math educator Alice Keeler teams up with Stanford math education professor Jo Boaler to look at how open-ended math tasks can be enhanced with technology.","status":"publish","parent":0,"modified":1504640165,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/129139086"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1597},"headData":{"title":"How the Google Suite Can Enhance Open-Ended Math Exploration | KQED","description":"Math educator Alice Keeler teams up with Stanford math education professor Jo Boaler to look at how open-ended math tasks can be enhanced with technology.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the Google Suite Can Enhance Open-Ended Math Exploration","datePublished":"2017-09-05T06:05:02.000Z","dateModified":"2017-09-05T19:36:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49042 https://ww2.kqed.org/mindshift/?p=49042","disqusUrl":"https://ww2.kqed.org/mindshift/2017/09/04/how-the-google-suite-can-enhance-open-ended-math-exploration/","disqusTitle":"How the Google Suite Can Enhance Open-Ended Math Exploration","path":"/mindshift/49042/how-the-google-suite-can-enhance-open-ended-math-exploration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford education professor Jo Boaler’s message about teaching math in visual ways that don’t emphasize one right procedure has become a rallying cry for many math educators ready for a seismic shift in how American schools teach mathematics. But \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\" rel=\"noopener noreferrer\">her ideas\u003c/a> also challenge much of what has been done in classrooms for decades, including the ways that current teachers and parents learned themselves. \u003ca href=\"http://alicekeeler.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Alice Keeler\u003c/a> is one of the converted, despite the fact she taught math traditionally for many years.\u003c/p>\n\u003cp>“I was a math teacher, and I’ll be honest,\" Keeler said, \"I didn’t teach it to be creative.\" She always felt pressure to move more quickly through the curriculum. Every day brought a new topic, whether or not students had deeply understood what came before. When Keeler read Boaler’s book, \u003cem>\u003ca href=\"https://www.goodreads.com/book/show/26067736-mathematical-mindsets\" target=\"_blank\" rel=\"noopener noreferrer\">Mathematical Mindsets\u003c/a>\u003c/em>, she saw herself as a young student in much of what Boaler described. With tears in her eyes, she told a group of educators at the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE)\u003c/a> that since fourth grade she secretly thought she was dumb because she couldn’t pass timed math tests. Boaler’s message that fast is not the same thing as smart was liberating to her as a person and as a math teacher.\u003c/p>\n\u003cp>“When we work on a math problem, any type of problem, there are five different pathways in the brain that light up and are working,” Boaler said by video call at the same presentation. “Two of them are visual.” She argues that much of traditional math teaching focuses on numerical representations, teachers demonstrating procedures, and memorization, when it would be more effective to try to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/21/what-neuroscience-can-tell-us-about-making-fractions-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">strengthen connections between the various parts of the brain\u003c/a> needed when working on math.\u003c/p>\n\u003cp>“That comes about by showing information in different ways,” Boaler said. Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway.\u003c/p>\n\u003cp>“The least likely way of helping kids have those brain connections is having kids sit and listen to lectures,” Boaler said. That doesn’t mean all math classes need to be project-based or that direct instruction is always bad, but when lecture is the default classroom mode, it doesn’t require students to use their brains to make sense of the new ideas.\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>Boaler’s website \u003ca href=\"https://www.youcubed.org/\" target=\"_blank\" rel=\"noopener noreferrer\">YouCubed\u003c/a> has many \u003ca href=\"https://www.youcubed.org/tasks/\" target=\"_blank\" rel=\"noopener noreferrer\">activities\u003c/a> to help teachers learn to open up the exploration of math from one of closed questions with a right and wrong answer, to one where \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/05/five-ways-to-shift-teaching-practice-so-students-feel-less-math-anxious/\" target=\"_blank\" rel=\"noopener noreferrer\">different ways of seeing and articulating math \u003c/a>are valued. When teachers ask students to explain why their thinking makes sense, students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/18/getting-inside-students-minds-why-misconceptions-are-so-powerful/\" target=\"_blank\" rel=\"noopener noreferrer\">misconceptions\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/129139086?title=0&byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>A simple example of opening up math in this way starts with a closed question: Divide one by two-thirds. But rather than asking students to apply a rule, ask students to come up with a visual proof. “What happens is the kids have these amazing discussions with different visual proofs, and it’s such a great way of taking a very closed question and opening it up,” Boaler said.\u003c/p>\n\u003cp>As a math teacher Alice Keeler loves the ideas on YouCubed and readily admits most of them can be done without technology. However, Keeler sees many ways that technology could enhance the visual and collaboration elements of the work, so she has adapted several YouCubed activities for the Google Suite. While Keeler spent 14 years in the classroom, she now has her own consulting business and teaches at California State University Fresno. She also co-wrote \u003ca href=\"http://alicekeeler.com/google-classroom/\">two books on using Google Classroom\u003c/a> with Libbi Miller: \u003cem>50 Things You Can Do with Google Classroom\u003c/em> and \u003cem>50 Things To Go Further With Google Classroom.\u003c/em>\u003c/p>\n\u003cp>“It’s not about being digital and it’s not about being paperless,” Keeler said. “That doesn’t make learning better. But collaboration does.” She likes doing open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher. She usually makes blank slides and gives editing power to students.\u003c/p>\n\u003cp>“I ask each student to add their own slides explaining how they did it, how they visualized it, and we’re all doing it together in the Google Slides,” Keeler said. She’s found that when students can see how a peer visualized the problem, they then reflect on different approaches. She also values her ability to comment in real time with students because it becomes a conversation, not a static comment on returned work that the student may or may not look at again.\u003c/p>\n\u003cp>“I can have conversations with them around the ideas and help them to develop their thinking rather than just marking things right and wrong,” Keeler said. A math teacher who isn’t using G-Suite in class could also have these kinds of formative conversations by circling the room and talking with students working in groups, but Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class.\u003c/p>\n\u003cfigure id=\"attachment_49164\" class=\"wp-caption alignnone\" style=\"max-width: 754px\">\u003cimg class=\"wp-image-49164 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/how-close-to-100.jpg\" alt='An adaptation of the <a href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"</a> YouCubed activity that can be done in Google Sheets. (<a href=\"http://alicekeeler.com/\">Alice Keeler</a>' width=\"754\" height=\"424\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100.jpg 754w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/how-close-to-100-520x292.jpg 520w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">An adaptation of the \u003ca href=\"https://www.youcubed.org/tasks/how-close-to-100/\">\"How Close to 100\"\u003c/a> YouCubed activity that can be done in Google Sheets. (\u003ca href=\"http://alicekeeler.com/\">Alice Keeler)\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.youcubed.org/tasks/the-four-4s/\" target=\"_blank\" rel=\"noopener noreferrer\">popular YouCubed problem \u003c/a>asks students to take exactly four 4s and use any combination of operations to come up with the numbers 1-20. Keeler often \u003ca href=\"http://www.alicekeeler.com/four4s\" target=\"_blank\" rel=\"noopener noreferrer\">does this in Google Slides\u003c/a>, where each slide is a place for students to show how they combined four 4s to get “1” and then on the next slide the work for “2,” etc.\u003c/p>\n\u003cp>She likes working in Google Slides because students can add media or even do work on paper and upload an image. This gives different types of learners options. Students with disabilities or who benefit from speech-to-text help can also participate using \u003ca href=\"https://chrome.google.com/webstore/detail/equatio-math-made-digital/hjngolefdpdnooamgdldlkjgmdcmcjnc?hl=en-US\" target=\"_blank\" rel=\"noopener noreferrer\">EquatIO\u003c/a>, a Chrome add-on that has voice typing capabilities, as well as handwriting recognition. EquatIO used to be g(Math), and now also makes it possible to use math symbols in slides and other Google apps.\u003c/p>\n\u003cfigure id=\"attachment_49170\" class=\"wp-caption alignnone\" style=\"max-width: 753px\">\u003cimg class=\"size-full wp-image-49170\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/pixelart-math-1.jpg\" alt=\"\" width=\"753\" height=\"421\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1.jpg 753w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-160x89.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-240x134.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/pixelart-math-1-520x291.jpg 520w\" sizes=\"(max-width: 753px) 100vw, 753px\">\u003cfigcaption class=\"wp-caption-text\">Alice Keeler adapted a YouCubed activity, asking students to visualize the math using pixel art. \u003ccite>(\u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\">Alice Keeler\u003c/a> )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another popular YouCubed activity asks students to visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in \u003ca href=\"http://alicekeeler.com/2016/07/17/modeling-division-brownies-joboaler/\" target=\"_blank\" rel=\"noopener noreferrer\">a spreadsheet\u003c/a>, and often asks students to create their own brownie pans -- their own problems -- in the next tab. “It allows them to experiment and play,” she said.\u003c/p>\n\u003cp>Keeler has become something of an \u003ca href=\"http://alicekeeler.com/2016/02/10/teaching-math-with-google-googlemath/\" target=\"_blank\" rel=\"noopener noreferrer\">evangelist for technology in math classrooms\u003c/a>, learning how to set up conditional statements and even simple code in Google Sheets to aid her purposes (she also shares these ideas regularly on \u003ca href=\"http://@alicekeeler\" target=\"_blank\" rel=\"noopener noreferrer\">Twitter\u003c/a>, including activity templates). Over time her teaching evolved and by the time she left the K-12 classroom she had upended some of the practices she once considered fundamental, like assigning \u003ca href=\"https://ww2.kqed.org/mindshift/2012/11/16/parents-wonder-why-so-much-homework/\" target=\"_blank\" rel=\"noopener noreferrer\">homework\u003c/a>.\u003c/p>\n\u003cp>One of the most controversial ideas in math education revolves around \u003ca href=\"https://ww2.kqed.org/mindshift/2013/02/22/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\" rel=\"noopener noreferrer\">how, when and how much students should practice\u003c/a>. Many teachers believe it is important for students to do homework so they can practice new concepts learned in class. Boaler agrees that practice is important, but doesn’t think that requires doing the same type of rote problem over and over. Boaler explained this to her daughter’s teacher and was pleasantly surprised at how she used the feedback. After their discussion, the teacher started giving students four problems to practice the calculations and then asked them to represent the concept some other way. They could write a story, make a drawing or come up with something else. The key was showing their knowledge in different ways.\u003c/p>\n\u003cp>Many elementary school educators are willing to consider that homework is not necessary for the young learners they teach, but far fewer high school teachers agree. Keeler taught Algebra and AP Statistics when she was in the classroom. She found that “the only kids who did the homework were the ones who didn’t need to,” so she stopped assigning homework. “It didn’t make a lick of difference” in terms of achievement, she said, but kids started enjoying class more. When she eliminated homework, Keeler found she had much more positive relationships with students and parents, a benefit that far outweighed what she called the “marginal gains of more rote practice.”\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>Ultimately both Keeler and Boaler hope that by making math a subject that’s about \u003ca href=\"https://ww2.kqed.org/mindshift/2016/12/18/what-can-we-learn-from-countries-that-effectively-teach-math/\" target=\"_blank\" rel=\"noopener noreferrer\">ideas, discussion, differing viewpoints \u003c/a>and visual representations, students will learn they can not only do math, but excel at it. Too many students don’t feel that way now, which is why teachers are beginning to see the need for a new approach.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49042/how-the-google-suite-can-enhance-open-ended-math-exploration","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20728","mindshift_20512","mindshift_21114","mindshift_20943","mindshift_392","mindshift_125"],"featImg":"mindshift_49163","label":"mindshift"},"mindshift_48902":{"type":"posts","id":"mindshift_48902","meta":{"index":"posts_1591205157","site":"mindshift","id":"48902","score":null,"sort":[1502953427000]},"guestAuthors":[],"slug":"digital-note-taking-strategies-that-deepen-student-thinking","title":"Digital Note Taking Strategies That Deepen Student Thinking","publishDate":1502953427,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n","blocks":[],"excerpt":"Debates over note taking tend to focus on whether devices are helpful or harmful, rather than on strategies students can use to make connections between ideas regardless of the format.","status":"publish","parent":0,"modified":1502953427,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1748},"headData":{"title":"Digital Note Taking Strategies That Deepen Student Thinking | KQED","description":"Debates over note taking tend to focus on whether devices are helpful or harmful, rather than on strategies students can use to make connections between ideas regardless of the format.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Digital Note Taking Strategies That Deepen Student Thinking","datePublished":"2017-08-17T07:03:47.000Z","dateModified":"2017-08-17T07:03:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48902 https://ww2.kqed.org/mindshift/?p=48902","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/17/digital-note-taking-strategies-that-deepen-student-thinking/","disqusTitle":"Digital Note Taking Strategies That Deepen Student Thinking","path":"/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\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>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20678","mindshift_20583","mindshift_20784","mindshift_1040","mindshift_21123","mindshift_381","mindshift_125"],"featImg":"mindshift_48915","label":"mindshift"},"mindshift_46409":{"type":"posts","id":"mindshift_46409","meta":{"index":"posts_1591205157","site":"mindshift","id":"46409","score":null,"sort":[1474462584000]},"guestAuthors":[],"slug":"what-high-tech-urban-farms-can-teach-kids-about-tinkering","title":"What High Tech Urban Farms Can Teach Kids About Tinkering","publishDate":1474462584,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>BOSTON – On the cramped urban campus of Boston Latin School, high-school students grow an acre’s worth of vegetables in an old shipping container that’s been transformed into a computer-controlled hydroponic \u003ca href=\"http://www.blsleafygreenmachine.org\">farm\u003c/a>. Using a wall-mounted keyboard or a mobile app, the student farmers can monitor their crops, tweak the climate, make it rain and schedule every ultraviolet sunrise.\u003c/p>\n\u003cp>In a few decades, nine billion people will crowd our planet, and the challenge of sustainably feeding everybody has sparked a boom in high-tech farming that is now budding up in schools. These farms offer hands-on learning about everything from plant physiology to computer science, along with insights into the complexities and controversies of sustainability. The school farms are also incubators, joining a larger online community of farm hackers.\u003c/p>\n\u003cp>“We are constantly experimenting,” said Catherine Arnold, a Boston Latin history teacher who oversees the environmental club that runs the farm as an extracurricular activity. It was built by a Boston startup called \u003ca href=\"http://www.freightfarms.com\">Freight Farms\u003c/a>, which “upcycles” discarded shipping containers into “Leafy Green Machines” for small-scale growers and restaurants, as well as a dozen schools and colleges.\u003c/p>\n\u003cp>The latest version of a freight farm costs $82,000. Boston Latin has a cheaper, earlier version, paid for with a green-schools grant. The students have been giving their food away but plan to sell produce to parents and neighbors this year, to cover the annual cost of seeds, nutrients and other supplies.\u003c/p>\n\u003cp>On a recent morning, Arnold showed off rows of spinach, peppers, tomatoes, lettuces, green beans and herbs hanging below drip irrigation that was bathing the roots in a recirculating mix of water and nutrients. The plants grew out of a recycled plastic mesh rather than soil and were lit by thin strips of LED lights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When the school’s farm opened in 2014, Freight Farms staffers taught students about crops that have a proven hydroponic track record and their preferred mixes of temperature, nutrients, moisture and other factors. But Arnold said the real learning comes from trying new things.\u003c/p>\n\u003cp>“They never said you can grow green beans, but we have two varieties,” Arnold said. “This year, we’re going to try carrots and turnips. Anything the students want to try, we’re going see what happens.”\u003c/p>\n\u003cfigure id=\"attachment_46411\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-46411\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg\" alt=\"James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o-400x300.jpeg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \u003ccite>(Eileen O’Brien)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A video camera and sensors send real-time data about the growing environment to a computer that triggers farm systems set to schedules and thresholds (such as carbon dioxide or nitrogen levels). Students monitor and control it all, on site or with a mobile app. According to Graeme Marcoux, a high-school environmental and marine science teacher in Salem, Massachusetts, whose school \u003ca href=\"http://www.massfarmtoschool.org/2016/06/07/salem-high-schools-garden-featured-on-cbs/\">set up a freight farm\u003c/a> last spring, the remote access is essential, because only so many students can work inside a 320-square-foot box, and because farming doesn’t stop when the bell rings.\u003c/p>\n\u003cp>“My students can collect data on the farm from anywhere, whenever they want to,” said Marcoux, who teaches a vocational course (worth one science credit) in hydroponics and aquaculture.\u003c/p>\n\u003cp>Besides passing on technical knowhow, Marcoux encourages class debates about food sustainability. The many high-tech automated \u003ca href=\"https://www.theguardian.com/environment/2016/aug/14/world-largest-vertical-farm-newark-green-revolution\">“vertical farms”\u003c/a> popping up in cities around the world have a shared mission of growing more food locally, while using a lot less land and water than conventional farms. Being indoors means no pesticides, and their closed systems mean they don’t poison waterways with fertilizer runoff.\u003c/p>\n\u003cp>But \u003ca href=\"http://news.cornell.edu/stories/2014/02/indoor-urban-farms-called-wasteful-pie-sky\">critics\u003c/a> say that indoor farms are energy hogs. A farm like the one at Boston Latin, for instance, uses enough energy to power about two and a half American households. Of course, conventional agriculture also has many hidden energy costs, from shipping food, refrigerating storage facilities, manufacturing and operating massive farm equipment, and moving and treating all that irrigation water. Plus, rapid gains in LED efficiency and renewable energy will help shrink the carbon footprint of indoor farms.\u003c/p>\n\u003cp>“It’s a great debate to have with the students, because by the end of that debate everybody has a much deeper sense of what actually makes something sustainable,” said Marcoux.\u003c/p>\n\u003cp>The Freight Farm app links to a repository of articles about everything from crop scheduling to food safety. There’s also a Facebook group of freight farmers who are a ready source of ideas and advice on topics such as how to deal with tiny spots on your lettuce or how best to keep the humidity under control.\u003c/p>\n\u003cp>The potential of networked farmers swapping expertise and experimental results – call it crowdsourcing crops – is also at the heart of \u003ca href=\"http://openag.media.mit.edu\">OpenAg\u003c/a>, an initiative of MIT’s Media Lab, led by research scientist Caleb Harper. In 2015, the OpenAg group gave a handful of local schools prototypes of their “personal food computers,” which are tabletop hydroponic farms that users program with “climate recipes.” Every recipe, as well as the user-interface code, is open-source and posted online for use by a global community of green-thumbed hackers.\u003c/p>\n\u003cp>One of the early food-computer recipients was the Shady Hill School, a private preK-8 academy not far from MIT in Cambridge, where students grew basil, sage and various leafy greens.\u003c/p>\n\u003cp>Every grade had some access to the food computer. The first-graders, for instance, featured it in their “farm to table” unit, alongside food grown in an outdoor garden.\u003c/p>\n\u003cp>“They could not only measure the plants, they could see and measure the growing roots,” said Will Borden, Shady Hill’s director of academic technology.\u003c/p>\n\u003cp>“To imagine you could help feed people with this computer was amazing to these kids,” he added. “Most of them don’t think about technology and food going together, when clearly they do, even in traditional farming.”\u003c/p>\n\u003cp>The food computers for the pilot schools came pre-assembled. But for everyone else, they were totally DIY, using downloadable step-by-step instructions. For example, James O’Brien, a senior at Staples High School in Westport, Connecticut, was inspired to build a food computer after watching a Caleb Harper TED talk on YouTube last summer.\u003c/p>\n\u003cp>On his own, O’Brien machined and assembled the parts, bought the sensors, wired them into a circuit board, and programmed the computer’s brain. He demonstrated his food computer and the lettuce he grew with it to middle school kids at a summer camp run at a local farm. In August, he started a nonprofit called \u003ca href=\"https://www.facebook.com/workshopgarden/\">Workshop Garden Technologies\u003c/a> to create after-school programs for middle-school students using food computers.\u003c/p>\n\u003cp>OpenAg is now readying a more refined and user-friendly kit version of the food computer for a second round of school pilots planned for the spring. It will also be possible to program the “climate recipes” with a simpler, block-based coding language, such as Scratch (another Media Lab creation).\u003c/p>\n\u003cp>There will still be a strong DIY element, however. The idea is that lesson plans, like climate recipes, will be created, shared and improved upon by the community of school food-computer users.\u003c/p>\n\u003cp>“We want to include kids in a co-creation process, to let them play with the food computer and help us improve the engagement and experience of growing with it,” said Hildreth England, OpenAg’s program coordinator. “Kids are natural tinkerers. It’s a perfect fit.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">Blended Learning\u003cem>.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Creating opportunities for students to operate an indoor farm remotely using technology has helped kids lean about food while seeing themselves as makers. ","status":"publish","parent":0,"modified":1474462804,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1340},"headData":{"title":"What High Tech Urban Farms Can Teach Kids About Tinkering | KQED","description":"Creating opportunities for students to operate an indoor farm remotely using technology has helped kids lean about food while seeing themselves as makers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What High Tech Urban Farms Can Teach Kids About Tinkering","datePublished":"2016-09-21T12:56:24.000Z","dateModified":"2016-09-21T13:00:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46409 http://ww2.kqed.org/mindshift/?p=46409","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/21/what-high-tech-urban-farms-can-teach-kids-about-tinkering/","disqusTitle":"What High Tech Urban Farms Can Teach Kids About Tinkering","nprByline":"Chris Berdik, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/46409/what-high-tech-urban-farms-can-teach-kids-about-tinkering","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>BOSTON – On the cramped urban campus of Boston Latin School, high-school students grow an acre’s worth of vegetables in an old shipping container that’s been transformed into a computer-controlled hydroponic \u003ca href=\"http://www.blsleafygreenmachine.org\">farm\u003c/a>. Using a wall-mounted keyboard or a mobile app, the student farmers can monitor their crops, tweak the climate, make it rain and schedule every ultraviolet sunrise.\u003c/p>\n\u003cp>In a few decades, nine billion people will crowd our planet, and the challenge of sustainably feeding everybody has sparked a boom in high-tech farming that is now budding up in schools. These farms offer hands-on learning about everything from plant physiology to computer science, along with insights into the complexities and controversies of sustainability. The school farms are also incubators, joining a larger online community of farm hackers.\u003c/p>\n\u003cp>“We are constantly experimenting,” said Catherine Arnold, a Boston Latin history teacher who oversees the environmental club that runs the farm as an extracurricular activity. It was built by a Boston startup called \u003ca href=\"http://www.freightfarms.com\">Freight Farms\u003c/a>, which “upcycles” discarded shipping containers into “Leafy Green Machines” for small-scale growers and restaurants, as well as a dozen schools and colleges.\u003c/p>\n\u003cp>The latest version of a freight farm costs $82,000. Boston Latin has a cheaper, earlier version, paid for with a green-schools grant. The students have been giving their food away but plan to sell produce to parents and neighbors this year, to cover the annual cost of seeds, nutrients and other supplies.\u003c/p>\n\u003cp>On a recent morning, Arnold showed off rows of spinach, peppers, tomatoes, lettuces, green beans and herbs hanging below drip irrigation that was bathing the roots in a recirculating mix of water and nutrients. The plants grew out of a recycled plastic mesh rather than soil and were lit by thin strips of LED lights.\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>When the school’s farm opened in 2014, Freight Farms staffers taught students about crops that have a proven hydroponic track record and their preferred mixes of temperature, nutrients, moisture and other factors. But Arnold said the real learning comes from trying new things.\u003c/p>\n\u003cp>“They never said you can grow green beans, but we have two varieties,” Arnold said. “This year, we’re going to try carrots and turnips. Anything the students want to try, we’re going see what happens.”\u003c/p>\n\u003cfigure id=\"attachment_46411\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-46411\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg\" alt=\"James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o.jpeg 640w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/berdik_14285536_1272299456134258_2003253988_o-400x300.jpeg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">James O’Brien, a Connecticut high school senior, built and programmed his own “food computer” after watching a TED talk on YouTube; then he demonstrated the computer and the lettuce he grew with it to middle schoolers at a local summer camp. \u003ccite>(Eileen O’Brien)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A video camera and sensors send real-time data about the growing environment to a computer that triggers farm systems set to schedules and thresholds (such as carbon dioxide or nitrogen levels). Students monitor and control it all, on site or with a mobile app. According to Graeme Marcoux, a high-school environmental and marine science teacher in Salem, Massachusetts, whose school \u003ca href=\"http://www.massfarmtoschool.org/2016/06/07/salem-high-schools-garden-featured-on-cbs/\">set up a freight farm\u003c/a> last spring, the remote access is essential, because only so many students can work inside a 320-square-foot box, and because farming doesn’t stop when the bell rings.\u003c/p>\n\u003cp>“My students can collect data on the farm from anywhere, whenever they want to,” said Marcoux, who teaches a vocational course (worth one science credit) in hydroponics and aquaculture.\u003c/p>\n\u003cp>Besides passing on technical knowhow, Marcoux encourages class debates about food sustainability. The many high-tech automated \u003ca href=\"https://www.theguardian.com/environment/2016/aug/14/world-largest-vertical-farm-newark-green-revolution\">“vertical farms”\u003c/a> popping up in cities around the world have a shared mission of growing more food locally, while using a lot less land and water than conventional farms. Being indoors means no pesticides, and their closed systems mean they don’t poison waterways with fertilizer runoff.\u003c/p>\n\u003cp>But \u003ca href=\"http://news.cornell.edu/stories/2014/02/indoor-urban-farms-called-wasteful-pie-sky\">critics\u003c/a> say that indoor farms are energy hogs. A farm like the one at Boston Latin, for instance, uses enough energy to power about two and a half American households. Of course, conventional agriculture also has many hidden energy costs, from shipping food, refrigerating storage facilities, manufacturing and operating massive farm equipment, and moving and treating all that irrigation water. Plus, rapid gains in LED efficiency and renewable energy will help shrink the carbon footprint of indoor farms.\u003c/p>\n\u003cp>“It’s a great debate to have with the students, because by the end of that debate everybody has a much deeper sense of what actually makes something sustainable,” said Marcoux.\u003c/p>\n\u003cp>The Freight Farm app links to a repository of articles about everything from crop scheduling to food safety. There’s also a Facebook group of freight farmers who are a ready source of ideas and advice on topics such as how to deal with tiny spots on your lettuce or how best to keep the humidity under control.\u003c/p>\n\u003cp>The potential of networked farmers swapping expertise and experimental results – call it crowdsourcing crops – is also at the heart of \u003ca href=\"http://openag.media.mit.edu\">OpenAg\u003c/a>, an initiative of MIT’s Media Lab, led by research scientist Caleb Harper. In 2015, the OpenAg group gave a handful of local schools prototypes of their “personal food computers,” which are tabletop hydroponic farms that users program with “climate recipes.” Every recipe, as well as the user-interface code, is open-source and posted online for use by a global community of green-thumbed hackers.\u003c/p>\n\u003cp>One of the early food-computer recipients was the Shady Hill School, a private preK-8 academy not far from MIT in Cambridge, where students grew basil, sage and various leafy greens.\u003c/p>\n\u003cp>Every grade had some access to the food computer. The first-graders, for instance, featured it in their “farm to table” unit, alongside food grown in an outdoor garden.\u003c/p>\n\u003cp>“They could not only measure the plants, they could see and measure the growing roots,” said Will Borden, Shady Hill’s director of academic technology.\u003c/p>\n\u003cp>“To imagine you could help feed people with this computer was amazing to these kids,” he added. “Most of them don’t think about technology and food going together, when clearly they do, even in traditional farming.”\u003c/p>\n\u003cp>The food computers for the pilot schools came pre-assembled. But for everyone else, they were totally DIY, using downloadable step-by-step instructions. For example, James O’Brien, a senior at Staples High School in Westport, Connecticut, was inspired to build a food computer after watching a Caleb Harper TED talk on YouTube last summer.\u003c/p>\n\u003cp>On his own, O’Brien machined and assembled the parts, bought the sensors, wired them into a circuit board, and programmed the computer’s brain. He demonstrated his food computer and the lettuce he grew with it to middle school kids at a summer camp run at a local farm. In August, he started a nonprofit called \u003ca href=\"https://www.facebook.com/workshopgarden/\">Workshop Garden Technologies\u003c/a> to create after-school programs for middle-school students using food computers.\u003c/p>\n\u003cp>OpenAg is now readying a more refined and user-friendly kit version of the food computer for a second round of school pilots planned for the spring. It will also be possible to program the “climate recipes” with a simpler, block-based coding language, such as Scratch (another Media Lab creation).\u003c/p>\n\u003cp>There will still be a strong DIY element, however. The idea is that lesson plans, like climate recipes, will be created, shared and improved upon by the community of school food-computer users.\u003c/p>\n\u003cp>“We want to include kids in a co-creation process, to let them play with the food computer and help us improve the engagement and experience of growing with it,” said Hildreth England, OpenAg’s program coordinator. “Kids are natural tinkerers. It’s a perfect fit.”\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/blended-learning/\">Blended Learning\u003cem>.\u003c/em>\u003c/a>\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46409/what-high-tech-urban-farms-can-teach-kids-about-tinkering","authors":["byline_mindshift_46409"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_125","mindshift_21034"],"featImg":"mindshift_46412","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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