Category Archives: Digital Literacy

Parents as #Edtech Partners

A partnership with parents is critical to all success in our schools and classrooms; technology or not. There’s always a barrage of initiatives and events; academic, extracurricular, athletic, or otherwise. Looking specifically through the lens of technology, however, we must pay careful attention to the partnerships we’re hopefully already forming with our parents. With all the 1:1 implementations, STEM, apps, devices, etc. we’re giving kids access to, we must constantly be assessing where parents are at in terms of a foundational understanding of what this means for their child(ren).

I have said many times in talks and workshops I’ve given that I believe

https://www.flickr.com/people/medfieldtech/

parents are the most underserved group in education. Is it solely a school district’s job to educate parents about technology, social media, digital citizenship, etc.? Of course not. As a parent myself, I still need to first and foremost be a diligent parent and make time to check my daughter’s phone, ask lots of question, and embarrass her in public as often as possible. 🙂 However, the more access to the world and devices we provide students to have that access, we must create not only learning opportunities for staff, but for the parents as well.

So, what are some ways we can do this? I have seen some very successful parent learning nights around technology, STEM, and digital citizenship. Guess what? The best ones weren’t led by teachers, they were led by kids! Yes, elementary students too. Put the planning in students’ hands. Ask them to come up with the agenda of what their parents need to know about Chromebooks, iPads, G Suite, Chrome, this app, that app, etc. Have the students share about what good online collaboration looks like, what it means to be a good digital citizen, and show examples of the amazing things technology allows them to create and learn about.

This is all called being proactive instead of reactive about #edtech. Create learning opportunities for parents before something negative happens. It makes those difficult conversations (about negative topics) a bit easier and students have more ownership of technology’s place in teaching and learning.

#GoogleEduOnAir – Making YouTube Work Better For You and Your Students

On May 8 and 9 the Google Education team put together a fantastic two days of free professional development called Google Edu On-Air. Friday’s line up we heard from speakers such as Ken Shelton and Jennie Magiera and Jamie Casap. Then on Saturday there was over 12 hours of back to back free professional development from presenters all over the world. Everything should now be available online for you to watch whenever you want. I plan on taking in lots of sessions in the coming days because most of my Saturday I was on the soccer field rooting on both of my kids!

I was honored to be able to also make a contribution to the day by sharing about one of my favorite educational tools – YouTube. YouTube gets a really bad rap in my opinion. Is there a lot of junk there? Of course. Is there a lot of great educational content there? Absolutely! I really enjoy helping teachers not only how to better utilize the existing content on YouTube, but also to empower them to be creators of content as well. Video is a powerful medium for learning and it’s even more powerful when teachers have the ability and resources to create their own personalized content for their students.

You will find my session below. Thank you so much to those who joined me live and particularly to my partner Dominique who was kind enough to help me with the Q&A time. I hope you find the information beneficial to you and your students.

Why Forward Movement Matters

If you think about the staggering amount of edtech services out there, coupled with the numerous types of devices, it can feel pretty overwhelming to most people. We go to edcamps, conferences, webinars, etc. and get filled up with so many new ideas and resources but we don’t know where to start. Have you ever had either of these feelings?

Looking at it through the workshop facilitator/presenter lens, I’m just not into trying to cover 60 tools in 60 minutes or whatever other catchy title there is for it. That’s just not my style. I think we (leaders, presenters, etc.) need to keep this in mind when sharing with the intent of moving teachers forward with technology integration. The last thing I ever want to do is see someone get overwhelmed with too many choices. I will tell people this that I’m meeting with or presenting to on whatever the topic may be; especially if our time together is pretty limited.  I’ve seen the look on teachers’ faces that shows their brain has been flooded and they don’t know what to do next. Like I said, there’s so many options out there for us and our students. I’d rather only share 3 ideas with you to dive into and pick from, and you try 1 of them and get really good at it. The old adage of ‘less is more’ most definitely rings true with technology integration.

Even so, when trying to get teachers to focus their learning with incorporating technology, there is often an unnecessary urgency. Here are some of the commonalities I’ve heard teachers say:

“I want to try this, this, and this and have my students using all of them within the next week.” (too much at once)

“Yeah but Mr. ‘teacher down the hall’ is having his students using Hangouts, coding, and robotics.” (feeling the need to compete)

“I’m only doing ____ right now in my class, which I know isn’t much.” (feeling that what they’re doing is inadequate)

Here’s how I always respond to these type of statements: the point is not to see how fast you can move forward, or how many new ideas you can move forward with at once, the point is to just move forward! Forward movement matters! If you’re embracing new ideas by trying them, refining them, and trying them again then don’t discredit yourself. You’re in a learner first mindset and that is huge!

I decided to explore my creative side again by using Canva (my newest learning adventure) to recreate a quote that I love to share with teachers I’m speaking to. I tried to find the original source of the quote but all I could turn up was that the author is ‘unknown’.

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