Episode 10: Collaboration is Invigorating

Recently I finished my first attempt at teaching a masters level course in the use of multimedia in teaching and learning.  It was truly a great experience and the students were engaging, accepting, open-minded, and thought provoking in their response to the technology that was introduced throughout the class.

The letdown at the end of the class, however, is that the collaborative energy that is generated as we work with other motivated professionals has also come to an end.  This got me thinking: how can we sustain this important energy and enthusiasm in our professional lives without having to pay hundreds or thousands of dollars to colleges and programs?  The reality is that it isn't as tough as it seems, but it takes a commitment to making it happen.  Listen to the podcast to hear just some of my ideas about how you can practically make it happen.
Just a suggestion: DO IT NOW!  Now most educators have a moment to breathe.  Set up your collaboration teams early in the summer!  Wait too long and summer will pass before your eyes.  Wait until fall and it will likely not happen.  How quickly we forget that the second that first bell rings we hold our breath and wait for a chance to breathe again; that next breath is generally not available until summer.
As always, we would love to hear from you.  Find us on Twitter, @brianyearling, and email us at gettingtechintoed@gmail.com .

Thanks for visiting and listening.
Brian

Podcast: Collaboration is Podcasting

Adopting educational technology: The journey to full integration

What I love most about my professional learning network (PLN) is the continuous opportunities it has provided me for reflection on my professional practice.  It never fails to inspire me when I'm in a funk, teach me something new when I least expect it, or provide insight that I would not have come to on my own.  My PLN has been particularly helpful lately as I've experienced incredible frustration with the sluggish pace of educational reform.

Recently while fumbling between an Ed Tech Talk podcast, reviewing some of the recent Tweets I missed, and I was thinking about comments I heard a recent tech committee meeting at our school.  I was specifically stuck on a comment made by one person that suggested that the district needed to provide both quality educational experiences and experiences utilizing technology. The suggestion that the two could not work in tandem reminded me that everyone at the table was at a very different place regarding their conceptual understanding of the role technology could play in changing the way we teach students.

Through the combination of it all I was reminded of just how much I've grown in my understanding of the ways that technology can transform and enhance educational delivery and instructional practice for educators willing to embrace it.  It wasn't really so long ago when I was the one scoffing at some of the very same ideas I now promote in these meetings.  I, too, probably wondered how we could find enough time in the day to teach all of the regular curriculum and then add new "technology specific skills" to the list.  The epiphany that technology can alter what education looks like probably never struck me when I was just beginning to grasp the concepts I fully accept now.  That is a realization one has to come to as we allow these concepts to roll around for a while.

This strikes me as an important revelation to hold on to when I experience the frustration that comes with trying to move the juggernaut of education at anything faster than a snail's pace.

While seeing can be believing within the world of educational technology (and thus doing is adopting???), there is no substitute for the time needed to allow the innovative ideas of this movement/pedagogy/practice to really take hold and transform the thoughts/beliefs/practices of those on the journey to adoption and integration of instructional technology principles.  Those of us that have made a habit of drinking the koolaid have to remember that.  Most of us needed that time to adjust as well.  It just happened that so many of us, as early adopters, were so far ahead of the wave that there was no pressure to adopt these ideas overnight.  Too often I find myself wanting to push the masses of educators just arriving to these concepts in a direction that they are not mentally prepared to accept.  I feel like that little kid who has been in the cave hundreds of times; now I just need my friends to trust me enough to follow me blindly into the darkness.  Fortunately, these professionals value their students and their profession enough to step cautiously when entering the darkness.  They are not going to follow blindly.  The result: I'm left to search for new and better ways to urge these educators along on the path to adoption and integration of educational technology more quickly than I came to the same full acceptance I want them to achieve.

One of the best ways that I can think of to help them achieve this growth and adoption more quickly is to take full advantage of something I was skeptical of during my journey: developing a high quality PLN.  For me my Twitter, Teachers 2.0, podcast, and personal networks serve as an ongoing source of ideas that help me to uncover new ideas, explore new terrain, and reflect on my practice.(you see, of course, the circular reasoning of this post...I end in the same place that I started).  My PLN serves as the ongoing backdrop of professional conversations that keep me focused on the areas of interest to me.  If I had the benefit of these conversations earlier in my educational technology adoption journey, perhaps I would have started to accept these ideas/practices more quickly.

Therefore, I'm going to begin suggesting to those that I would like to see move along more quickly in their instructional technology adoption that they form a network of influential thinkers that may help keep them focused on the task at hand: using technology to transform education.  Of course, this suggesting will best be served with a side of mentoring as to how to actually achieve this(do you remember how hard it was to start developing a high quality PLN?).  By the way, this is a heck of a way to start gaining even more followers and growing my virtual ego to an even greater extent.

Getting Tech Into Ed - The Podcast Returns

Well, hello strangers.  It has been far, far, far too long!  As those of you who have visited the site previously can see, we went through some major upgrades since the last time we aired a new podcast.
What has changed?  Well, to begin with, our family has welcomed another member: Sophie Grace.  With our oldest daughter Ella keeping us constantly on our toes, and our bubbly little Sophia biding for our attention, that has been the primary change that has filled our lives.

However, passion is a tough element to suppress.   Educational technology has truly become a passion and a mission for me over the past few years, and I truly enjoy the opportunity to share new ideas and thoughts with you.

Another new element has been added to the show.  My wife, Stacy, has agreed to step into the world of Getting Tech Into Ed.  Stacy is a marvelous school psychologist with an upbeat, energetic passion for her work, a solid understanding and focus on literacy, experience with K-8 students/teachers, a limitless well of innovative ideas, and a wide array of interventions and techniques to help struggling and special education students.  Having her to assist me as we explore technological innovation and share our findings with you will certainly increase the depth and bredth of the topics we cover in the show.

Also, mobile podcasting has finally found GTIE.  I am now using an iPod Touch to record some of my podcasts.  One of the primary hang-ups for me is finding the time to get in the studio and record and edit new material.  Using the iPod Touch and an app called iPodcaStudio to record shows while on the go, I am able to overcome that issue.  One of the hangups at this point is a drop in sound quality, but I'm exploring ways to fix that with a new cable and a lapelle microphone.  I'll let you know how that experiment goes for me.  I am doing my best to take some of the road noise and "tininess" out of the mobile recordings, but that is definitely a work in progress.

What's in this episode?

In this episode I am recording in the car.  I have been eagerly anticipating attending the WEMTA conference for quite some time.  However, I began to think about the irony of my growing enthusiasm for attending this conference.  What is most exhilarating about attending a conference is sharing your ideas and taking new ideas from people at the conference.  However, these people are often complete strangers that we do not work with.  I questioned why I don't find this same enthusiasm to share ideas with my colleagues in my own department/building/district.

This show is my rambling thoughts on that issue.  It does provide some motivation and some ideas as to why I don't feel excited to share with my colleagues on a daily basis.  Perhaps in identifying why I do not attempt to share often (and I am as honest as I can be about the issue), I can begin to change that pattern to allow my closest colleagues to become a trusted part of my personal/professional learning network.  As I conclude in the show, in doing so, maybe I will find even greater satistfaction daily if I can begin to count on the people I work with to actively participate in the journey of integrating technology into their/our classroom instruction together.

Sign off

I want to thank you for your time in reading/listening and sharing this site/podcast with others.  I also want to encourage you to share your own ideas and reflections with Stacy and I.  Please email comments, show ideas, or feedback to gettingtechintoed@gmail.com.

Here's to being back in the podcasting game!  You'll hear from us again soon.

Brian and Stacy Yearling

Getting Tech Into Ed co-hosts

Episode 7: Managing digital video projects

I've experimented in my classroom with digital video since my rookie year as a teacher. In fact, it was a first year video project that began to turn me on to the field of educational technology. For me, digital video is a transformational technology that educators can employ to explore new learning outcomes that were not even possible before video and home video editing was so readily available to consumers/educators.

However, it is clear that many educators do not feel comfortable with the concept of digital video shooting and editing, and it is understandable to hear educators admit they are intimidated by the technology and by the process. Today's show isn't going to work miracles for anyone in the audience. The first step to bringing digital video projects into your classroom is accepting the challenge to try something new, knowing that the process to becoming proficient in this skill area is a bumpy one with pitfalls along the way. If that doesn't sound too much like a pep talk, that's because it isn't. The ability to shoot video and create video projects isn't an unattainable skill. It just requires that teachers accept the reality that they may not know everything right away, and that they may have to rely on people and communities surrounding them to help them out (including students, who can, at times, be the greatest resource of all).

So, today's show is for those teachers who are willing to accept the challenge to accept digital video into your classroom and who are ready to jump head first into the deep end of the pool (I promise you, once you start, you will realize it isn't nearly as scary as you thought). It is also for those who are tinkering or who have worked with digital video for a while, yet are looking for some new tips to try out to make digital video projects even more successful in your classroom.

By listening to the show, you will get a brief mention on a series of tips that I've come up with to make digital video projects smoother and more efficient in their use of class time. The links from the show below will provide a brief synopsis of those tips.

Links from the Show

Pre-planning:

• Do an inventory on what equipment you have available to you
  
  
  
  • If you do not have digital video cameras, digital cameras with video can work well.
  
  


• Find out what video editing program is available on the computer already
  
  
  
  • Two common programs: Windows Movie Maker (pc) or IMovie (Mac)
  
  


• Based on your personal skill level, locate online tutorials matched to your ability level


• Examine your curriculum and determine what learning objectives MUST be demonstrated
  
  
  
  • If you don't know what they are supposed to show you, how will they know?
  
  


• Engage your tech support network at this point and allow them to provide support to you

Before the shooting/editing begins:

• Clearly communicate your learning objectives immediately, in writing and verbally


• Provide a grading rubric before any planning begins


• Force students to actively engage in a rigorous pre-planning/storyboarding process
  
  
  
  • This will allow you to avoid major errors before the hard/tedious work begins.
  
  


• If you are doing group work, take an ability/skills inventory of your students
  
  
  
  • Create groups based on varied abilities and skills that will be needed
  
  
  • Make sure you've got a "tech" or "video" person, a write, and actors in each group
  
  


• Provide just enough camera and software training without going into overkill mode
  
  
  
  • Students are more capable with cameras than most adults...they use them daily
  
  
  • Students will need an introduction into the layout of the video editing software
  
  


• Keep your expectations and the students ideas in the realm of realistic
  
  
  
  • Feature films take thousands of man hours and lots of expensive equipment to create
  
  
  • Setting realistic goals will make the end product more fulfilling and less intimidating
  
  


• Spend time teaching or showing kids various types of shots that can be done on cameras
  
  
  
  • Interesting videos can be created by creatively thinking about the shots included
  
  
  • Spend more time on this than on camera basics or software tutorials
  
  


• Give yourself more time than you think you need. I always overshoot by one week

Lights, Camera, Action: During shooting and editing

• While shooting in class may be fun, encourage students to do acting/shooting at home
  
  
  
  • Acting/shooting can take a lot of valuable class time...keep that for the editing needs
  
  


• Save, save, save...and remind your students to do so as well
  
  
  
  • Editing can use lots of computer resources that cause computers to crash
  
  
  • Regular saving can help students to avoid "losing it all"
  
  


• Encourage students to keep files organized and in one common place
  
  
  
  • If in groups, make sure all group members know how to access those files
  
  


• Constantly reiterate the learning objectives for the project


• Have "background" work that can be done at the same time as video editing
  
  
  
  • While these are labor intensive projects, you will have completion at different times
  
  
  • This will also help to keep kids on task and working toward finishing their project
  
  


• Maintain open communication between group members
  
  
  
  • Dominant group members can kill the collaborative spirit...keep them at bay
  
  
  • Encourage all students to utilize their skill set (they've identified) to contribute
  
  

Finishing the project and screening it

• Each video program has a procedure for "finishing" the movie (combining files into one file)
  
  
  
  • Review that process with your students regularly
  
  


• Before the movie is finished and burned to CD/DVD, have the group review the movie
  
  
  
  • Give them a copy of the rubric and have them score their project
  
  
  • This will encourage them to make changes instead of saying, "Good enough!"
  
  


• Announce a screening day that will allow the whole class to view the projects
  
  
  
  • Set a date for a pre-screening day "run through"
  
  
  • This is where you check to make sure the files/cds/dvds all work on your computer
  
  
  • This encourages students to finish on time and makes screening day flow better
  
  


• Stick to the standards set forth in your rubric -- beautiful movies that do not demonstrate learning should not be given a pass because they look nice

Final Tips

• Keep students focused and remind them they are not Hollywood producers
  
  
  
  • Students tend to focus on details that do not impact the big picture of the movie
  
  
  • Guide them through this by encouraging them to come back to it at the end
  
  


• Encourage students to do the editing at school
  
  
  
  • While sometimes unavoidable, if the editing is done at one person's home, then they will be doing most of the work
  
  
  • Digital video projects are powerful when the group is involved
  
  


• Be understanding...accidents happen and issues come up. Be flexible when you can.


• Start small -- big projects take lots of resources and lots of time
  
  
  
  • For the beginner to succeed, starting small is an absolute ke
  
  

Tech Trial - Storyboard Pro:

This digital/electronic storyboarding software is a free program that allows students to do their storyboarding work on the computer. It provides the flexibility to move shots and scenes around, but it also encourages the directors to be incredibly detailed before they begin shooting. A sharp little program

Tech Trial - Teach with Video:

Steven Katz has put together a nice resource for teachers to come to for resources and ideas to improve their digital video projects. Steven has an impressive podcast, great ideas, and some useful resources on the website. This isn't geared to solely beginners or to experienced movie editors. There are a wide range of ideas and resources that visitors can utilize. Check it out, and make sure you check out his podcast.

If you've got questions, comments, ideas, suggestions, or want to share your use of non-linear PowerPoints with me, send it to: gettingtechintoed@gmail.com

Thanks for listening.
Brian Yearling

Host and Instructional Technology Enthusiast

Episode 6: Google Docs in your classroom

Google Docs isn't new to the online community, but to many teachers, it is a concept that is entirely new and exists in unexplored territory in our schools and in our classrooms. It is an incredible, free, functional, and intuitive tool, yet it doesn't get the attention it deserves from the educational community.

Google Docs is an online office suite software package released by Google. Anyone who has signed up for a free Gmail account can access Google Docs. The reality is, though, that most teachers have not explored the concepts of online software because many districts do not utilize these resources at all. This is unfortunate, as a tool like Google Docs is robust enough to do most of the heavy lifting of other more traditional office productivity software (namely the products from Microsoft), yet Web 2.0 modeled to incorporate real-time collaboration and accountability tools.
Teachers will be well suited to examine Google Docs to understand what it can offer them in their classroom instruction. For the price, it is a tool that absolutely deserves a first look. Due to the functionality, it deserves consideration in districts across the country as an alternative to high priced productivity software.

Links from the Show

Google Docs in Plain English - a video from the Common Craft Show:

This is a video that will help newcomers to Google Docs understand the bigger concept and purpose behind this revolutionary productivity tool.

Google Docs Tutorial Guides - Google teams up with Weekly Reader:

This is a series of three basic PDF tutorials created by Google in partnership with Weekly Reader to teach the use of Google Docs, and specifically, to teach the skill of revision in writing.

Google Docs Usage Tutorial:

Another basic Google Docs tutorial with some commonly asked questions and detailed step-by-step instructions.

Google for Educators Online Discussion Group:

Although I just stumbled upon this group, it looks like a solid resource for some of the major questions asked about Google Docs, and perhaps some additional support from the makers of the product.

Using Google Forms for Electronic Quizzes:

If you are interested in immediate feedback offered through online quizzes and surveys, check out Google Forms, a part of the Google Docs suite. This video shows how to easily create a Google Form survey, and how to manipulate the Google Spreadsheet to gather commonly utilized statistics on student performance.

Google Docs Bar for Firefox:

If you are a Firefox user and you begin to use Google Docs regularly, check out this freeware program. It is an extension for Firefox, but it allows you to access your Google Docs account at the touch of a button in your web browser.

Classroom 2.0:

I mentioned it several times in the show, and I will link to it here, again. If you haven't logged on to Classroom 2.0, you really need to try it out. The best advice I can give, though, is to not be afraid to make connections with the community. Find like-minded educators/professionals on the site and send them a message or write a note on their page. Your willingness to reach out to meet them will pay enormous dividends and will be rewarding and enjoyable. If you sign up, you can find me on the site: brianyearling.

Tech Trial - Fences:

For those of use who cannot seem to even keep our computer desktop organized, this is a handy little tool. Organize your desktop in seconds. A freeware program.

Tech Trial - Weebly:

A handy website generator, Weebly allows users to create sharp looking web pages in no time. Easy to use, no coding necessary, and ideal for the teacher/administrator/student who wants to create a nice looking page but doesn't want to invest the time to do all of the coding properly. Very easy to use..

If you've got questions, comments, ideas, suggestions, or want to share your use of non-linear PowerPoints with me, send it to: gettingtechintoed@gmail.com

Thanks for listening.
Brian Yearling

Host and Instructional Technology Enthusiast

Episode 5: A whole new PowerPoint!

Today's show is about a topic that I haven't thought much about over the past year, but it was an idea I was introduced to by Glen Lehmann in my master's program, and it's an idea I've used in my classroom before. I really liked the final product, although there was some tweaking that I will be doing before I reintroduce it to my students this year.

I'm talking about a whole "new" way of using PowerPoint. Now, the idea is clearly not new, and it isn't something I came up with, either. However, the "new" portion of it is in how we think about PowerPoint and how we utilize it. Typically, PowerPoint and other presentation software is used to deliver a linear presentation. That means we start at one end and work our way straight through to the other end of the presentation. It's the way most people use PowerPoint, and it certainly has many benefits.

However, today's show is talking about non-linear presentations. In this style of presentation, a central presenter/speaker is not necessary. The audience/viewer gets to interact with the PowerPoint, directing their own experience by manipulating the PowerPoint with directions created by the creator of the presentation. It is really a different way of using PowerPoint, and it allows the creator of the presentation to really focus on content and manipulation of content, as opposed to concerning themselves with their presentation. It also engages the audience more and allows the viewer to do what many of our kids know best: interact with the content. It is a perfect way to make the existing curriculum in your classroom something that students can manipulate and interact with.

Links from the Show

Guides and Tutorials: Non-linear PowerPoint tutorial:

This is a handy little walk-through of what non-linear PowerPoints are, how to plan for them (planning for these types of presentations is far different and more intricate than planning for a linear presentation), and how to tweak the "user interface" of the presentation. There are also some great flash videos on the site that will actually demonstrate how to create the presentation in a step-by-step, easy to follow manner.

Internet4Classrooms Online PowerPoint Assistant:

The Internet4Classrooms website has a wide variety of tutorials aimed at teachers who need to brush up on their skills in various programs. I particularly like this site because the creators of the site assign levels to each tutorial. For the very beginner, there is a "Basic" category; for the advanced user, advanced tutorials are available.

Baltimore County Public Schools PowerPoint Guide:

I didn't mention this resource in the show, but I've used the tutorials on this site before, and I really like them. The tutorials are from the BCPS Office of Instructional Technology, and the folks who put these together seem to really know their stuff and break down the steps of some more complex PowerPoint tasks with ease. If you need more help with your understanding of PowerPoint, check this site out.

Examples of Non-Linear PowerPoints:

If you have an interest in seeing what this kind of PowerPoint looks like before you set out to create your own, or if you struggle to wrap your mind around non-linear PowerPoints, check out this site. There are several good examples that will introduce you to some of the possiblities that exist within this use of PowerPoint.

Classroom 2.0:

I mentioned it several times in the show, and I will link to it here, again. If you haven't logged on to Classroom 2.0, you really need to try it out. The best advice I can give, though, is to not be afraid to make connections with the community. Find like-minded educators/professionals on the site and send them a message or write a note on their page. Your willingness to reach out to meet them will pay enormous dividends and will be rewarding and enjoyable. If you sign up, you can find me on the site: brianyearling.

Tech Trial - Pandora:

You will love this online radio station for use in your classroom. Sign up for free, identify artists you really like, and kick back and wait for your musical library to be greatly expanded. They consider the artists you like, and they select artists you may also like that you have never heard before. Best of all, if you like it, you can add the artist to your station. If you don't like it, you can block them from the station never to be played again. Fun resource that will liven up your classroom and will make your hours of work time pass with ease.

If you've got questions, comments, ideas, suggestions, or want to share your use of non-linear PowerPoints with me, send it to: gettingtechintoed@gmail.com

Thanks for listening.
Brian Yearling

Host and Instructional Technology Enthusiast

Return of Getting Tech Into Ed

Return of Getting Tech Into Ed: Welcome back to the show!

Well, we were knocked down, but certainly not knocked out. Podango's recent shutdown put a lot of podcasters in a bind, but that is part of the price of depending on a free service. It's a lesson all teachers need to take into consideration, but that will be the topic of the next show.

Just want to welcome everyone back to Getting Tech Into Ed. If you are an old listener, thanks for making the effort to find us here. If you are a new listener, we are glad you could join us. There will be shows with more content coming in the very near future. Getting back up and running online was a big enough challenge to fill my time over the last month. Now, it is time to get back to what I love to do: help you find ways to integrate technology into your classroom instruction.

Look for the next show to appear some time within the next two weeks.

Thanks again for listening.
Brian Yearling

Host and Instructional Technology Enthusiast