Tag: teachers

How to Make Reading Lots of Books More Manageable

I talk a lot about reading here on this site because I believe we learn more if we read more. And if we read books that challenge us, that learning increases exponentially.

I can speak to my growth as a writer and educator as I’ve worked to increase the number (and type) of books I read each year.

Of course, everyone is different, and your reading goals likely don’t align with mine, nor should they. Your reading habit should support your goals personally and professionally.

Reading more books can be daunting, especially when you have a long list of books you want to get through. It is important to read for personal and professional development, but finding the time and motivation can be difficult.

We’re all busy and have many things competing for our time. Family, friends, work, and life ask more of us daily.

Thankfully, there are ways to make reading more manageable, so you can reach your goals without feeling overwhelmed.

Setting Goals

The first step in making reading more manageable is setting goals. It is important not to share your goals publicly as this will increase the pressure to reach them. Instead, create realistic and achievable goals that you know you will be able to meet without too much stress.

Break large goals into small ones so that they are easier to manage. For example, if your goal is to read 10 books by the end of the year, break it down by setting smaller monthly or weekly targets instead.

Putting Reading Time on Your Calendar

I’m a big believer in scheduling time in your day for the tasks you deem most important.

It is easy for reading time to get lost among other commitments throughout the day. To make sure you prioritize reading, set aside specific times each day or week when you dedicate yourself completely to reading. This could be during your lunch break at work or before bed each night—whatever fits best with your schedule.

You could even set reminders on your phone for when it’s time for “reading hour” each day so that it doesn’t slip away from you too quickly.

Joining or Starting a Book Club

Joining a book club or starting one of your own has many advantages when it comes to managing your reading goals and habits. Being part of a book club allows you to connect with others who share similar interests while also providing accountability and support in achieving your own personal goals.

There are plenty of online book clubs available if there isn’t one local enough for you to join in person, but starting one yourself would allow complete freedom when it comes to choosing topics and themes that interest all involved.

Always Carrying a Book On You

Carrying a book around with you wherever you go (Kindles and other digital readers make this easy) makes it easier for moments throughout the day when there may be some downtime or waiting around—whether that be in line at the store or waiting for an appointment—to become moments devoted solely towards catching up on some pages rather than scrolling through social media timelines or checking emails out of boredom.

As long as there’s something good enough in hand, these moments can become part of a routine, which helps keep track of progress over time and stay motivated about reaching those larger goals.

Not Feeling Bad About Quitting Books That Aren’t Enjoyable

Not every book we choose will immediately grab our attention which means sometimes we may need some convincing before we keep going with something new; however, don’t feel like quitting after only giving something new a few pages just because someone else said it was amazing —reading should always remain enjoyable no matter what everyone else says! Give yourself permission not just stick with what everyone else recommends but also take chances on those books that really spark an interest within oneself first and foremost.

Conclusion

Making reading more manageable means taking control of how much time is dedicated to getting through books effectively without feeling overwhelmed by unrealistic expectations placed upon oneself or others alike.

Creating routines such as setting achievable goals, putting reading time on calendars, joining/starting book clubs, carrying books around everywhere possible, and allowing yourself permission not to finish any books if they’re not enjoyable are all great places to start when trying to make sure all those different genres & topics get their fair share attention moving forward.

Ultimately, if you want to read more, the only way to do that is to just read more. But that’s not always so easy. These tips will, hopefully, give you some support in increasing your reading in the coming year.

The Reading List

If you’re looking for book recommendations, I release a reading list email monthly. In each newsletter, I recommend 5-10 books that I think are great, along with a one-sentence recap. I also include connections to other books I’ve read and why I think you might enjoy reading them as well.

If you’d like access to that reading list, fill out the form below, and you’ll receive the next monthly email.

A Love Letter to Libraries: Susan Orlean’s The Library Book

In her fascinating 2018 book, The Library Book, Susan Orlean recounts the story of the Los Angeles Public Library and its remarkable journey from destruction to rebirth. On April 29th, 1986, a devastating fire consumed the Central Library of Los Angeles, destroying hundreds of thousands of books and leaving much of its infrastructure in ruins. Through extensive research and interviews with those who lived through this tragedy, Orlean sheds light on how the library could be rebuilt despite such immense destruction.

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The Library Book
The Library Book
  • Orlean, Susan (Author)
  • English (Publication Language)
  • 336 Pages – 10/01/2019 (Publication Date) – Simon & Schuster (Publisher)
$9.89 Amazon Prime
Buy on Amazon

The Fire at the Los Angeles Public Library

The blaze that consumed much of the Central Library in downtown Los Angeles started around 11 pm on April 29th, 1986, and burned until dawn. By then, it had destroyed 400,000 books and damaged 700,000 more. Unfortunately, the building was also left in ruins; its fire-resistant materials had failed to contain the blaze, spreading quickly throughout the library’s many floors and departments.

The Effects of the Blaze

When news of the fire reached Angelenos, many feared that their beloved library was gone for good; however, remarkably enough, it was able to be rebuilt in just over two years due to an outpouring of support from citizens across Los Angeles. While reconstruction efforts were underway, there were still significant obstacles to overcome — they had to reconstruct an entire building and replace hundreds of thousands of lost books.

The Inspiring Stories Behind Rebuilding Efforts

Throughout her narrative, Orlean introduces us to some truly inspiring stories about those involved with rebuilding efforts after the fire. Harry Peak—a young actor, embroiled in a complex case involving arson—and Gene Scott—the eccentric pastor who spearheaded fundraising efforts—are two prime examples whose stories help demonstrate how a community can come together during difficult times and achieve seemingly impossible feats.

Charles Lummis’ Impact on the Rebuilt Library

We also learn about Charles Lummis — one of America’s first conservationists — whose legacy remains alive today at the rebuilt Central Library in downtown Los Angeles. Before becoming a conservationist, he served as a librarian for five years at what is now known as Lummis House; his dedication to reading left a lasting impression on patrons before and after his tenure there. His influence can still be felt today at Lummis House and other libraries across California thanks to initiatives he championed, such as public access points for children living in poverty-stricken areas or those without access to technology or internet service.

Conclusion

Susan Orlean’s The Library Book is ultimately a love letter to public libraries everywhere; she highlights their essential role in society by telling us stories about those involved with rebuilding efforts after the devastating fire that consumed much of downtown LA’s Central Library in April 1986. We are reminded that libraries are more than just places where we go for information or entertainment; they are bastions for knowledge that provide access points for people regardless of their race or economic background and help foster communities within our cities and towns worldwide.

Thursday Assorted Links

“Doing less meaningless work, so that you can focus on things of greater personal importance, is NOT laziness. This is hard for most to accept, because our culture tends to reward personal sacrifice instead of personal productivity.”

Tim Ferriss
  1. Striking findings from 2022 (Pew Research)
  2. Announcing the fifth annual NPR Student Podcast Challenge
  3. ChatGPT and How AI Disrupts Industries
  4. Machines that make you feel more human

How We Might Use ChatGPT in Education

Yes, there’s more to say about ChatGPT and how we can use it in education. I’m doing my best to develop productive uses of this technology to override all the Negative Ninnys out there in Luddite Land.

I won’t have an answer for everyone, but there’s a decent chance one of the ideas I share here could inspire you to use ChatGPT yourself.

Why Some Teachers May Fear ChatGPT and other AI Tools

never be afraid on typewriter
Photo by Suzy Hazelwood on Pexels.com

First of all, let’s start here: Anytime a new technology is introduced into the world, people are apprehensive. This phenomenon is not exclusive to the education world.

New technologies can be intimidating and scary because they represent change and the unknown. People may be hesitant to adopt new technologies because they are unsure how they will work or fit into their existing way of life.

Additionally, new technologies can sometimes create uncertainty about the future and its impact on society. This fear of the unknown can lead to resistance to change and skepticism about new technologies.

For instance, bicycles were once thought to cause insanity and something called “bicycle face” that was a danger to a person’s health. Weird, I know, but totally true. Fearing new technology isn’t new.

Technology enthusiasts have to keep things in perspective when talking about new tools. Not everyone gets as excited as we do about disruptive tools, and not everyone immediately sees the potential. Patience, brethren. Change comes slowly.

Teachers might be uncertain of how to effectively incorporate ChatGPT into their classrooms, making them feel uneasy. To ensure successful implementation, teachers should become well acquainted with the tool beforehand and develop a strategy tailored specifically to it.

Another reason could be that they are concerned about the potential for the tool to be misused by students, for example, by using it to cheat on assignments or exams. Also, some teachers may be concerned about the impact of using a tool like ChatGPT on students’ critical thinking skills and ability to engage in deep learning and reasoning.

I should probably also mention that every input is being tracked, especially during this “research” phase of ChatGPT. OpenAI doesn’t hide this at all; they tell you that everything you type and every conversation generated is being tracked when you sign up. They even ask you for feedback when you get a generated response. Be aware of what is going on when using a tool like this.

Finally, there may be concerns about the ethical implications of using a tool like ChatGPT in the classroom, particularly with regard to issues such as privacy and the potential for bias in the tool’s responses. We’ve already seen the impact of widespread disinformation and how social media can influence opinions.

In case you’re curious, ChatGPT has some left-leaning and libertarian political bias.

How Can Teachers Use ChatGPT in the Classroom

smiling male mechanic repairing details in garage
Photo by Andrea Piacquadio on Pexels.com

On the other hand, teaching with ChatGPT offers educators many opportunities. The technology can be used to help students outline or organize their papers, and at its best, can serve as a powerful, fun-to-use digital tutor that works like an improved version of Google. 

– Erik Ofgang

There are several ways that teachers can effectively use tools like ChatGPT in the classroom. One way is to use the tool to provide students with additional support and guidance as they work on assignments or projects.

For example, a teacher could use ChatGPT to help students brainstorm ideas, conduct research, or organize their thoughts. Additionally, the tool could provide personalized feedback to students on their work, helping them identify areas for improvement and providing them with guidance on making progress.

Another way that teachers can use ChatGPT effectively in the classroom is by incorporating it into activities designed to promote critical thinking and problem-solving skills. For example, the tool could be used as part of a debate or discussion activity, where students could use it to generate and evaluate different arguments and perspectives on a given topic.

This can help promote deep learning and reasoning and encourage students to think more critically about the information and ideas they encounter.

Additionally, teachers can use ChatGPT to create engaging and interactive learning experiences for their students. For example, the tool could be used to create interactive quizzes or games where students can ask questions and receive answers in real time. This can help keep students engaged and motivated and provide a more dynamic and interactive learning experience.

Overall, the key to effectively using tools like ChatGPT in the classroom is to be creative and to find ways to integrate the tool into teaching and learning activities in a meaningful and engaging way. This can help to enhance students’ learning experiences and promote critical thinking and problem-solving skills.

Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.

What Will We Do with AI Tools in Education?

The buzz around AI writing tools continues in the education world. Of course, there are several AI tools that we’re already using, whether in the classroom or not. We were using AI tools long before anyone thought about them invading our classrooms, but we didn’t think they had classroom applications.

But none have gotten the coverage that ChatGPT has gotten since its launch on 30 November 2022.

I fear that the first response many educators will have is, “we have to block it right now.”

I understand teachers’ very valid concerns about any new technology tool, but blocking is horribly inefficient and the equivalent of burying our heads in the sand.

As tools proliferate, they become more and more difficult to block School IT departments get enough of these types of requests already, and in most cases, blocking one site only leads to students finding ten more that offer them the same access.

It’s not that I don’t think we need to have good conversations about the responsible usage of tools like ChatGPT. Without rails to guide the path, there is a strong possibility of misuse or poor usage. If there was ever a time when we needed more focus on digital citizenship and media literacy, I can’t think of one.

But we can talk about responsible usage of any tool in the classroom. The concept isn’t new. Before we had Google Docs, kids passed notes in class. The pen was once accused of the oncoming downfall of the education system.

How many times have you had to prevent your classroom from being invaded by ruler helicopters? Abusing tools in the classroom or, perhaps more correctly, using tools to avoid boredom in the classroom is nothing new.

So what do we do with new tools that are certain to disrupt the status quo?

My hope is that more of us have this outlook on new tools available to use in schools:

Obviously, our classroom activities should challenge students to do more than regurgitate information. We should challenge students to create from their imagination.

We must strive for deeper learning in every classroom in every school.

If teachers design student-centered learning experiences that allow students to write with support in class, ChatGPT won’t be nearly as disruptive as some articles claim.

Catlin Tucker

We should provide opportunities that stimulate their brain and make neural pathways come alive with dancing dreams of great design.

When we don’t embrace new technologies, we deny students options. We prevent them from learning about how their world is changing.

I love me some disruptive technology. There’s no point in beating our chest about how technology x has made y obsolete. The business world can not ignore disruptive technology or they will go out of business. As educators we are in the business of preparing students for THEIR future. The future for students includes AI (Artificial Intelligence).

– Alice Keeler

But not only do we prevent students from experiencing new tools that can be very useful in their lives, but we also overlook what we, as teachers, can use these tools for to make our lives easier.

The emergence of AI education disruptors like ChatGPT reveal the need for more diverse teaching models. The COVID-19 pandemic was a catalyst, spurring teachers and administrators into action. We can’t return to “normal school” any more than we can ignore new educational advancements.

We must embrace change. We can’t move forward without it.

How Disruptive Will ChatGPT Be?

I introduced Minecraft: Education Edition to my school district last school year and made the statement in a school board presentation that it was likely the most disruptive tool I’d brought to the district.

But ChatGPT? Oh my. I hope it breaks more barriers and causes more people to rethink daily what they do in classrooms. We already know (or we should know) that students will use AI tools to write papers. I hope educators use it, and many other technologies, to completely redesign education for the future.

Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.

Small Moves: The Key To Digital Leadership

This post was first published in August 2014, so please forgive any outdated references. I began my student teaching and carried many dreams and plans in my mind. Looking back on these words, I still carry many of these ideas with me eight years later. Maybe I was on to something…

I’m a huge movie fan. Many of my favorite films are science fiction, which, if you know me, is probably a foregone conclusion.

I love Star Wars, Star Trek, The Last Starfighter, Dune… the list goes on for days.

One of my favorite sci-fi films is Contact, based on the book by Carl Sagan. If you’re unfamiliar with the book or film, the plot revolves around what might happen if the human race received a message from another world.

Spoiler alerts ahead if you haven’t seen this nearly 20-year-old movie yet…

In the film’s climax, the main character speaks with a member of an alien race in the guise of her dead father. He explains a bit about how they were able to contact our planet and how things will progress in the future.

Our fearless heroine wants all of her questions answered at once, excited at what this incredible discovery could mean for science and the human race. However, she doesn’t get her wish.

The alien explains to her that progress and communication will come slowly over time. He tells her…

“Small moves, Ellie. Small moves.”

Change is a good but incredibly difficult thing. Especially in education. No matter how great we think some new technology or process is or how much we will benefit from it, the implementation will not come quickly. Not will it come free of pain, problems, and complaints.

Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today

Small moves.

Writing this post, I’m in my second full week of student teaching. Of course, I bring with me a fairly large amount of tech experience with a boatload of tools that teachers can use in the classroom. I am not, however, an experienced classroom teacher.

But, I can still show other teachers a few small ways that technology can make their lives easier, engage students, and bring some 21st-century methods into their classrooms.

But it has to start small. A friend of mine introduced Plickers in his classroom as a way to perform formative assessments. He called me over to see the trial run.

Of course, the students loved it. It was cool to see this app grade their responses instantly rather than waiting for their answers to be graded. I knew the kids would love it, and I knew my friend would love it, as we’ve been talking about using it since long before school began.

What I didn’t know would happen was the response from other teachers around his classroom. The buzz in the hallways after school about this little app was astounding. One of the guys from the district IT department even came over to see what we were doing.

Small moves.

Sometimes as tech evangelists, we forget that not everyone is as comfortable with tech as we are. There are teachers in your building right now that have been teaching long enough that they can remember a time when the only computers in the school were in a computer lab, and no teacher had a school email address.

And now we’re asking them to implement tools like GAFE, Microsoft LYNC, iPads, laptops, Chromebooks, and tablets….

Small moves.

If we really want to be great digital leaders, we have to be willing to meet others where they are with tech. Too often, we get carried away with the latest and greatest shiny app that will “revolutionize” our classrooms. We don’t understand why EVERYONE doesn’t use it the day it becomes available.

It’s not about beating other teachers and administrators over the head with new technology. It’s about showing them how one tool can improve or help them. How one tool can ignite a student’s interest in a new way.

It’s about small moves, not giant leaps.

We must be ready to make those small moves quickly and guide others to do the same. When that happens, teachers, administrators, and students win.

Sure, there will always be those asking, “Well, why are you doing this? What’s your motivation? What do you want to get out of it?” They balk at every suggestion and idea made.

But if we’re making small moves, those people will soon be drowned out by the gathering crowd of people making their small moves toward a better system for us all.

And soon, that gathering crowd will no longer be the minority that wants change; they will be the overwhelming majority that drives change and sends our education system in a new and exciting direction.

But it all starts with small moves.

Small moves, Ellie.

As leaders, that’s what we have to do.

Thanks for taking a stroll down memory lane with me.

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The Connected Educator Book Summary

The Connected Educator is more than just someone that uses technology in the classroom. The connected educator is a lifelong learner, ready to adapt and use the tools available to improve their practice. They embrace new ideas and viewpoints throughout the connected world. Through the development of connected learning communities, the connected educator can improve their practice, encourage the work of others, and build an ever-changing repository of shared knowledge to benefit the education community as a whole.

BECOMING A CONNECTED LEARNER AND EDUCATOR

As educators of 21st-century learners, we must embrace different models of learning and connectivity that are native to our students. Learning happens for our students in a connected world. The same should hold for educators. Collaboration between educators of diverse backgrounds and levels of expertise allows for creating connected learning communities: an amalgamation of communities of practice, professional learning communities, and personal learning networks. Connected learning communities provide the same benefits as the three aforementioned communities but on a scale not previously achievable due to the connected tools available today.

BUILDING CULTURE THROUGH COLLABORATION

Conversations with a community of practice can lead to deep, connected learning. Learning as a connected educator is important to connect with global educators in a globalized world. Educators can make learning relevant for themselves and their students through communities of practice. The focus of connected learning is on a collaborative culture that includes having a shared vision, shared values, and opportunities for inquiry.

Magnetic Connections
Magnetic Connections by NASA Goddard Photo and Video is licensed under CC-BY 2.0

DEFINING THE TOOLS FOR CONNECTING

In the past, connecting outside of the classroom was relegated to professional development opportunities and conferences that only a few educators attended. With tools like Twitter and Facebook, teachers can participate in groups and chats based on grade levels, content areas, teacher leadership, and more. Bookmarking and sharing sites such as Diigo and Wakelet allow teachers to curate resources around any topic and share them with the larger community. Blogging tools like Blogger, WordPress, Squarespace, and more allow teachers to reflect on professional learning with a worldwide audience.

BUILDING COMMUNITY THROUGH CONNECTIONS

Educators must have a plan and purpose for how they will build their personal learning network (PLN). Tips for getting started creating a PLN include:

  • Begin with one tool and add others when comfortable.
  • Establish a consistent username across all networks.
  • Find a mentor to help along the way.
  • Choose well-respected and familiar educators, see who they follow, and select connections from their list.

Educators assume roles and responsibilities in a PLN: linking, lurking, learning, and leading. Linking and lurking involve staying on the sidelines and being reluctant to share thoughts. Learning and leading members are frequent users who share ideas and help shape the community. The learning and leading roles should commit to bringing those linking and lurking into action.

people doing group hand cheer
Photo by Dio Hasbi Saniskoro on Pexels.com

SUSTAINING COMMUNITIES

While forging ahead in new connected realms, it is important that educators work to sustain these communities and foster growth. Through appreciative inquiry, educators can sustain the initial work begun in newly connected virtual communities by focusing on their strengths and asking “what if?” to explore possibilities. Community members can keep a positive perspective on what can be accomplished using the 4-D model of appreciative inquiry: discovering what they feel the group is at its best, dreaming about what it would be like to see those discoveries happen, designing the community to make those dreams happen, and fulfilling the destiny for the community by implementing those designs.

TRANSFORMATIONAL LEADERSHIP THROUGH CONNECTIONS

Transformational leaders collaborate, encourage connected learning, and believe in distributed leadership. Distributed leadership is shared throughout the school by many people to strengthen the community. To shift to transformational leadership, traditional leaders must let go of control to move forward. Distributed leadership requires having a shared vision and shared responsibility in problem-solving. In a connected world, solving these problems includes making online connections with experts to inform ideas. Being connected allows teams to collaborate outside of the school day in a shared space.

CONNECTIONS TO LEADERSHIP

Being a connected educator goes hand in hand with teacher leadership. It is important in leadership to be an effective communicator and collaborator, which are also important aspects of being connected. Connected educators build their personal learning networks, or communities of practice, to continue professional learning and build connections outside of their school community.

Thanks for reading. Get access to exclusive content and expert insights on technology, teaching, and leadership by subscribing to my newsletter. Stay up-to-date on the latest trends and join our community of professionals and educators worldwide.

References:

Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.

Nussbaum-Beach, S., & Hall, L. A. (2011). The connected educator: Learning and leading in a digital age. Bloomington, IN: Solution Tree Press.

Real-World Learning – Content is Nothing Without Context And Application

Do a Google search for Real World Learning. Then take a look at the number of search results.

Depending on where you are in the world and what day you perform this particular search, you will likely get a different answer, but you should still come to the same conclusion I have:

Real-World Learning is a popular topic, with many people contributing ideas as to exactly what it should be and how it should be accomplished.

But what is real-world learning? What does it look like in a classroom? Is it a goal that can only be reached by the most progressive teachers and schools? Can you actually cover content standards while engaging students in authentic, real-world tasks that involve more than just giving them a “scenario” that mimics a real-world situation?

Giving Context and Application to Content Standards

Real-world learning is a topic that educators have discussed for many years. Research on the topic of integrating social, interactive processes into learning stretches back to 1938 (Maxwell, Stobaugh, and Tassell, 2015) and carry into today with schools offering internships and even job shadowing as part of their curriculum.

But, can real-world learning incorporate standards that students will be tested over on the all-too-emphasized standardized tests taken at the end of every school year for most public school students?

The answer is: yes.

Standards for math, science, ELA, and social studies are not prescriptive in the methods used to teach the standards, only in the content that should be covered. This flexibility provides ample opportunity for educators to design and implement programs that meet the required content standards while providing students with real-world activities that reach beyond the classroom walls.

By doing so, students can see how the content they learn in class has practical applications in the real world and is not just information that must be stored in their brain cells for a year-end dump on a standardized test.

According to Maxwell, Stobaugh, and Tassell (2015), “When a student learns from, interacts with, and has an impact on the real world, higher retention of learning will occur” (p. 21).

Clearly, when a student can move from solving problems or answering questions on a worksheet to solving problems that could have an impact on their community, region, country, or the world, the likelihood that they will work harder, engage in deeper thinking, and ultimately learn more from the problem then we, as educators, must move to more of this learning in our classrooms and schools.

Let’s look briefly at each content area and see how real-world learning can occur around content standards.

ELA Standards and Real-World Learning

In the ELA Literacy standard for 7th graders W.7.1.A, students are tasked with introducing claims, acknowledging other claims, and organizing thoughts and evidence logically (English, n.d.).

From reading just the standard, there is no detailed method for teaching this standard to students, nor an evaluation of any type that can measure student mastery of this topic. Teachers must be able to create or find lessons or projects that can address this standard, leaving much room for introducing real-world learning.

I looked for a sample lesson that might give an example of real-world learning for this standard and found this lesson that tasks students with tracing an argument on whether or not schools should get rid of sports (Doolin, n.d.).

While this lesson does incorporate some real-world learning, I believe it would attain a Level 3 on the Create Excellence Framework (Maxwell et al., 2015, p.19).

Students are engaged in a real-world activity that could have possible consequences but is not asked to create their own argument, and the task is guided by the teacher rather than allowing students to take the lead through inquiry.

However, a project like this could be easily modified to a more real-world task that could be presented to a school-based committee or school board.

Math Standards and Real-World Learning

Applying real-world learning to standards in mathematics is a task I am involved in every day. I teach math to 6th & 7th graders and am always looking for ways to bring real-world learning into the classroom. However, after reading several articles, I now understand that many of my efforts are far from meeting true real-world learning standards.

In the video Individualized Real-World Learning (Teaching, n.d.), we see a senior that is working in a veterinarian clinic as part of an internship program.

While a great many life skills are incorporated into this experience, the student does reference using math to complete tasks such as calculating correct dosages of medicine for animals.

In this example, the math standards are not the focus of the learning but are an integrated part of the entire learning experience, along with many other subjects. As Maxwell et al. (p.29) noted, Real World Learning “is integrated across subject areas” and takes place not necessarily in a classroom but in the real world.

I am beginning to see how the math standards allow for much flexibility in teaching the necessary content while providing rich and meaningful tasks to students that incorporate ideas and standards from other subject areas to make the learning more meaningful.

Social Studies Standards and Real-World Learning

Social Studies standards have direct tie-ins to real-world learning. The guiding principles for the standards give direction for the standards and how they should work with other standards and benefit students. Principles include “Inquiry is at the heart of social studies” and “Social studies prepares the nation’s young people for college, careers, and civic life” (College, n.d.)

Science Standards and Real-World Learning

As with every other content standard area, the Next Generation Science Standards allow for ample real-world learning opportunities for students. Amy Abbott created a project for her class involving analyzing environmental controls in factories that produce clothing and how the dyes are disposed of (Abbott, 2016).

Students were asked to investigate the impact of chemicals being dumped into water sources and draft a portfolio for submission to the United Nations. Included in the lesson are not only standards for science but also standards for ELA (Abbott, 2016). Certainly, this lesson is a fine example of real-world learning with applied content standards.

Conclusion

From the evidence above, we can clearly see that standards for many academic content areas in public schools can be taught using real-world learning.

The opportunity exists for teachers, both current and future, to create programs that are more concerned with creating experiences and authentic learning for students than simply ensuring that content standards are covered at a basic level.

As educators, we should focus on teaching students in environments that mimic or are based on the environments they will have when they are finished with their formal education.

In the video Taylor Mali: In My Middle School (Mali, n.d.), Taylor Mali provides an overview of what he thinks middle school based on real-world learning might look like. Perhaps more educators must work towards creating an ideal environment for our students.

References:

Abbott, A. A. (2016, March). Chemical Connections A Problem-Based Learning, STEM Experience. Science Scope, 39(7), 33-42.

College, Career, and Civic Life (C3) Framework for Social Studies State Standards. (n.d.). Retrieved from http://www.socialstudies.org/c3

Doolin, K. (n.d.). Should Your School Get Rid of Sports? Retrieved September 11, 2016, from http://betterlesson.com/lesson/559859/should-your-school-get-rid-of-sports

English Language Arts Standards » Writing » Grade 7. (n.d.). Retrieved from http://www.corestandards.org/ELA-Literacy/W/7/

Mali, T. (n.d.). Taylor Mali: In My Middle School. [Video file]. Retrieved from https://www.teachingchannel.org/videos/the-perfect-middle-school

Maxwell, M., Stobaugh, R., & Tassell, J. H. (2015). Chapter 1: Real-world learning. In Real-world learning for secondary schools: Digital tools and practical strategies for successful implementation. Bloomington, IN: Solution Tree. ISBN: 9781935249443.

Teaching channel. (n.d.). Individualized Real-World Learning. [Video file]. Retrieved from https://www.teachingchannel.org/videos/high-school-internships-bpl

Asking the Right Questions about Educational Technology

What people think of as the moment of discovery is really the discovery of the question. — Jonas Salk

When we make decisions about the technology we use in our classrooms, we very often ask the wrong questions.

We think about how we can use the latest, greatest, coolest tools and gadgets available to get students in a desperate attempt to engage them in learning while ignoring what we should be focused on in education.

I was the world’s worst offender of chasing the cool factor. Whatever came down the edtech release line, I was there for it. I would watch the Twitter stream during the yearly ISTE conference waiting for new announcements from old favorite companies or to see what the hot, new tool would be this year.

This was a time when every educational technology conference was filled with “60 apps in 60 minutes” sessions that were not unlike the opening of floodgates upon unsuspecting teachers as a skilled pitch person wowed them (most often a classroom teacher themselves) dazzling them with what you could do with kids with this new fandangled whizbangadoodle.

What a time to be alive. And what a sad time to look back upon.

The problem was that there was so much new technology appearing from seemingly nowhere and being adopted by teachers far and wide that we weren’t really sure what to do with all of it.

And no one was asking any questions. If they were, they were shouted down by the cheers of the edtech Illuminati.

If one doesn’t watch the introduction of new technologies and particularly watch the infrastructures that emerge, promises of liberation through technology can become a ticket to enslavement. 

— Ursula Franklin
Photo by Daniel Josef on Unsplash

The failure to seriously consider how new technologies might be weaponized reveals a stunning degree of either naivete, hubris, or recklessness.

— LM Sacasas (@LMSacasas) June 1, 2021

Before we get too far ahead of ourselves, let’s be clear: I don’t think that educational technology is being weaponized. But I think that we have serious questions to consider before we implement new tools.

The technology we use with our students isn’t just about the tech. It’s about the environment that is created by using technology. Technology usage changes the world around it for either good or not-so-good.

But once a given technology is widely accepted and standardized, the relationship between the products of the technology and the users changes. Users have less scope, they matter less, and their needs are no longer the main concern of the designers. 

— Ursula Franklin

As the number of devices in our schools continues to increase and our reliance on technology to complete even the most mundane tasks in schools increases, we should ask better questions about the technology we use and how we use it.

Photo by Sigmund on Unsplash

Yes, our questions about technology usage need to be about how these tools are used to support student learning outcomes. We need to know what students will create with the tools we provide them.

We need to ask about issues of access and equity. Not just access to devices and programs but to qualified teachers with the training and support to appropriately leverage any technologies.

Technology distributed and used equitably enables opportunity and voice, dismantles barriers around learner exceptionalities, democratizes access to information, and disrupts racial and economic privilege hierarchies. 

— Ken Shelton

We must ask questions about how we use devices in our classrooms and shift the focus from low-level digitization of paper activities and ineffective repetition of skills practices for intervention to deeper learning activities that provide personalization and student-centered learning.

But we should also ask questions about how our technology usage affects us as humans.

LM Sacasas has compiled 41 questions concerning technology that would be excellent conversation starters among teachers, administrators, and students.

Here are the first five of those questions:

  1. What sort of person will the use of this technology make of me?
  2. What habits will the use of this technology instill?
  3. How will the use of this technology affect my experience of time?
  4. How will the use of this technology affect my experience of place?
  5. How will the use of this technology affect how I relate to other people?

I don’t write this article to overly criticize my fellow educational technologists. Several great things are happening in our schools that are directly related to the recent influx of technology and the support that continues to be offered by experts in the field.

We’re doing good work. But that doesn’t mean that we can’t do better work or that there are things we haven’t thought about in our race to improve.

It’s sometimes important to take a breath, get perspective, and ensure we’re on the right path.

The decisions we make with students make impacts that we may never see in our time on this planet.

Let’s be sure we’re asking the right questions.

What is a Hyperdoc?

The reason HyperDocs work is because each one begins with strong lesson design, curates quality instructional content, and packages learning in a way that engages learners. A HyperDoc shifts the focus from teacher-led lectures to student-driven, inquiry-based learning, allowing students to actually learn through exploration.

– The HyperDoc Handbook

HyperDocs are an emerging tool in education. They offer teachers an effective way to design and deliver interactive lessons that keep students engaged, organized, and on-task. But what exactly is a HyperDoc? What are the benefits of using them in the classroom? And how can they be used to improve student engagement and understanding?

What is a HyperDoc?

Developed in 2016 by Lisa Highfill, Kelly Hinton, and Sarah Landis, Hyperdocs are a digital lesson hub designed by teachers and given to students.

A HyperDoc is an interactive document created by teachers to provide students with an engaging learning experience. A HyperDoc is a digital document, accessible through any number of devices, that contains all the components of a learning cycle in one place. Within the document, students can find hyperlinks to all the resources they need to complete the learning cycle.

The earliest known example of a “digital lesson hub” was WebQuest, which used only online resources to guide students through a lesson.

This makes it easy for teachers to monitor student progress without searching multiple documents or websites. It also provides students with a clearly defined structure to which they can refer back as needed.

Benefits of Using HyperDocs in the Classroom

HyperDocs have several key advantages over traditional paper-based documents or worksheets.

First, they allow teachers to easily incorporate multimedia elements such as videos, audio clips, images, or animations into their lessons. Whatever resources students need for the lesson can easily be linked or embedded into the Hyperdoc.

Second, they give teachers the flexibility to offer extra support for students or enrichment opportunities for others. Since the hyperdoc is digital, teachers can easily use a template to differentiate instruction.

Lastly, Hyperdocs make it easier for students to collaborate with each other as well as stay organized throughout the lesson plan.

How Can HyperDocs Be Used to Improve Student Engagement and Understanding?

HyperDocs can be used in many different ways to help improve student engagement and understanding in the classroom. For example, teachers can use them to create virtual field trips by incorporating videos and other multimedia elements into their lessons. They can also use them for project-based learning activities by having students work together on a single document instead of individual worksheets or projects. Finally, they can use them as online portfolios where students can showcase their work and reflect on their progress throughout the course of the year.

HyperDocs are quickly becoming popular among educators due to their flexibility and ease of use. They make it easier for teachers to organize their lessons and provide students with an engaging learning environment that encourages collaboration and critical thinking skills while helping them stay on track with their assigned tasks. Ultimately, using HyperDocs in your classroom will help you save time and help your students become more engaged learners who understand the material better than ever before!

More HyperDocs Resources:

The HyperDocs Handbook

How HyperDocs Can Transform Your Teaching

9 reasons why HyperDocs can transform your class

How HyperDocs Can Make Schoolwork More Student Friendly