Article Review

Can Blended Learning Improve Equity in One of Nation's Most Diverse Districts?

Article can be accessed here 

This article by Jen Curtis describes how one diverse district has implemented a blended learning model to meet the wide range of students' needs. The New Jersey Morris District is diverse both racially, socioeconomically, and academically. While the student population makeup is 52% white, there is a significant number of Latino and African-American students, 32% and 11% respectively. More than one-third of their students are on free or reduced lunch. There is a significant number of ELL students, as well.  

The district began transitioning to blended learning in 2015. They use a station rotation model where students have designated time with the teacher in small group and then spend time learning independently using technology that meets their specific needs. They do have 1:1 Chromebooks in grades 6-12 that go home with the students, and they support families without connectivity through a local philanthropic organization.

As a result of this blended learning model, they have seen impressive gains on the 2015-2016 PARCC scores in ELA and Math with minority groups' growth outpacing that of the white student population. At the middle and high school level, it has been more difficult to measure potential growth with many parents opting out of the PARCC test. However, when they looked at AP course enrollment, they have seen it at its highest ever. Ultimately, they are confident that they will continue to see the blended learning model continue to positively impact student achievement.

This article was interesting to me, because my district has a similar population of students, and many teachers in tech pilot classrooms use the station rotation model of blended learning. While we are only in our second year of the tech pilot, our data has shown that students in these classrooms have shown slightly more growth than students who are in non-pilot classrooms. I agree with the teachers in this article. Blended learning takes away the stigmas associated with race, socioeconomic status, and/or academic struggles. The students are less self-conscious about using the modifications and adaptions that technology offers, because it is seamless and goes undetected by their peers. It also allows them to be more independent, because they know how to use those tools (dictation when writing, reading of text, etc.) without assistance. Using blended learning increases student engagement and renews their interest in learning and school. I think as my district implements and grows the tech pilot, we will continue to see significant impact on student achievement, and I think the use of blended learning supports that.

Can Blended Learning Improve Equity in One of Nation’s Most Diverse Districts? (EdSurge News). EdSurge. Retrieved 11 March 2017, from https://www.edsurge.com/news/2017-02-14-can-blended-learning-improve-equity-in-one-of-nation-s-most-diverse-districts

Article Review

In the article, Technology Starts with Professional Development and Training (Peterson, 2016), districts share the creative ways they provide technology professional development and training when time and financial resources are in short supply.

Three things that I found insightful are:

• Schools that are successfully implementing technology recognize that technology has to be woven into a larger landscape of learning goals. It's important to look at both short and long term impacts. In the short term, adjustments should be made to professional development strategies as feedback is provided. In the long term, data and anecdotal information should be collected on the impact of technology in the classroom.
• Districts with successful professional development and technology integration recognize the overwhelming duties and tasks that teachers already face and find ways to "job embed" the PD with the use of technology specialists in each building. They understand that expecting teachers to go figure it out on their own time is not effective. Finally, there should be consistent follow up with teachers to make sure they aren't struggling with a particular tool or implementation strategy.
• Districts that make PD and training fun, find that teachers are more open and willing to explore technology integration without fear or inhibition. Providing incentives and unique approaches to PD make teachers feel in control of their own learning goals.

Two things I would like to see in my school/district are:

• I think my district is doing great things with our in house PD, but I would like to see more classroom support with more technology coaches. We are lacking in the follow up. I think teachers would appreciate the chance to co-teach a lesson or to have a lesson modeled for them.
• I would like us to continue to look for innovative ways to provide PD such as online webinars, Twitter chats, and more socially connected peer learning. I thought the idea of a Midnight Madness PD session one district did from 6:00 pm to midnight with food and interactive sessions was a fun and relaxed way to approach PD.

One question I have is:

• One district in the article said they use tech PD "points" as an incentive for teachers to participate in tech PD. They were able to cash in the points for technology in their classroom. I am wondering how the point system works exactly, and what kind of extra technology they can earn. 

The article can be accessed here.

Article Review

In the article Teaching Teachers (Murphy, 2016), the struggle for teachers to implement technology successfully in their classrooms is discussed. It discusses the innate desire of teachers to better their teaching and to incorporate technology into their instruction. The biggest hurdle is time and support.

Three things I found to be insightful are:

• Districts are recognizing that the days of district driven "sit and get" professional development are behind us. Teachers need their own personalized learning, and that equates to giving them choice. Teaching professionals know what they need and want to improve their craft. 
• Teachers are spending an enormous amount of their own time and money to learn outside of contract hours with little to no recognition or credit.
• Teachers are asking for role models and coaches for continuous and consistent support with technology integration.

Two things I would like to see in my school/district are:

• I am proud of the recent steps my district has taken to bring back internal professional development offerings taught by teachers, district leaders, and other professionals. Teachers get the choice they want, and they get to receive training from their colleagues who have experience with district curriculum, goals, and policies. A lingering problem is once the day is over, there is inadequate support for teachers. Also, it puts undo burden on teachers who teach full time and then have to prepare and give professional development. I would like to see more coaching positions to provide the needed support and to alleviate some of the PD teaching load.
• Currently, at the building level there are a few teachers who have been identified as tech competent who field day-to-day tech questions, but it makes it difficult to provide adequate support when you have the responsibility of your regular classroom in addition to that. I, again, think that additional coaches would resolve some of the issues associated with this model.

One question I have is:

• One of the districts in the article has a staff development teacher in each school. I would like to know if that is their only job or if they are full time teachers, as well. I am aware that the financial impact of paying to have a coach in each school is probably not realistic, but I would like to hear how other schools handle that situation.

The article can be accessed here

Article Review

I recently read an article titled Future K-12 Educators Learn to Teach Through Virtual, Mixed Reality Simulations in THE Journal (Ravipati, 2017). The article drew me in with its title. I began reading the article with touch of skepticism. I was thinking, "There's nothing that can come close to being in front of a classroom full of actual students." While most pre-service teachers do get their best experiences in actual classrooms, I think the idea of using a virtual reality platform as an initial introduction to student and parent interaction could be very beneficial. The article spotlights the use of virtual and mixed reality to train future educators at East Carolina University. Students work in simulated classrooms to practice classroom management, instructional techniques, and parent interactions.

Three things I found to be insightful are:

• The immediate feedback it gives pre-service teachers allows them to make adjustments to their techniques before implementing them in front of an actual classroom full of students. This cuts the learning curve down substantially, and allows the student teachers to use their limited time in a true classroom setting to focus on more difficult tasks and instructional approaches.
• The experience can provide them with a wide variety of situations that they may or may not encounter during student teaching or practicum courses. This builds a strong background that they can tap into later in their career, if needed.
• Using VR early in their education program may allow them to change majors sooner rather than later if they find they are not comfortable in the teaching setting. Often, student teachers discover teaching isn't a good fit for them too late, and they feel stuck because they've already invested a lot of time and money in their education.

Two things I would like to see in my school/district are:

• I would be interested in professional development related to VR, so that I could find ways to implement it in my classroom. I think it would be a valuable tool across all grade levels to provide background knowledge for students for better comprehension, and also to help students find some direction when deciding on a career.
• I would like to see the university we partner with use something like this in their teacher prep courses. I think it is an excellent introduction to what can happen in real world education environments, particularly with parent interactions. Dealing with an angry or aggressive parent is intimidating and unsettling for a new teacher, and I feel like this could be a viable solution to preparing them for those uncomfortable situations.

One question I have is:

• What are the costs associated with using VR?

The article can be accessed here

Getting Organized in the New Year: Paper vs. Digital

As the new year approaches, it is natural to want to reset and get organized for a fresh start. I pride myself on being pretty organized most of the time, but there are definitely some areas that need improvement. Now that I've been on break a few days, I've been thinking about some changes I want to make. I refuse to call them resolutions, because that word just sets people up for failure. Too much pressure! I saw on a Facebook group I belong to that some people choose a word that is their "theme" for the year, and they use that to keep them focused. When I read that, one word popped into my head-BALANCE. I tend to overbook and overload myself in all areas of my life. So, I am going to try and find balance this year.

I have used planners in the past, but I have a bit of ADD when it comes to planning. I love planners, but I tend to buy them and then bounce around from one to another without any direction. I think that might be because I need to use more than one, and I thought that I should be able to function with just one. This is also complicated by the fact that I'm a tech geek, and I use several tech tools to keep me organized. So, this got me thinking about the role that tech should play in our planning and organization.

I think this is a really personal choice. I don't think I could ever go totally digital. For one, I need the physical act of crossing things off a list to feel like I've accomplished something. Silly, I know, but it's the truth. So, I am going to set up a few different paper planners and assign them "jobs" in order to help me focus on specific areas of my life. I will discuss what I've got lined up, but first let's run down what IS digital in my life.

There are three digital tools that I would be completely lost without.
Cozi Family Calendar
I've written about this app/website before, but it's so great I'm going to mention it again! This is the main calendar that I share with my husband and teenage daughters. EVERYTHING goes on this calendar. We even have our two dogs on the calendar, because they have appointments too :) We are extremely busy people, and this helps us know where everyone is at all times. It updates in real time, so everyone can make appointments/plans without worrying about conflicts. There is also a shared list feature, but we don't tend to use it. One of the other features is a recipe and meal planning tool. I recently started using this, and I love it! I entered our favorite recipes, so I have them available on the go. There is also an Add to Cozi Meals add on for your desktop that allows you to add those recipes from Pinterest you're always pinning (and never going back to) right into the app! As much as I love this app, there is a new app I'm looking into that could possibly replace my Cozi obsession. Stay tuned! Check out Cozi at www.cozi.com

Google Keep
Most people have heard of Google Keep, but in case you haven't it is another great tool that can be shared with anyone. I usually use it as a board that keeps all of my lists. I use the app on my phone to add websites, books, websites, apps, hashtags, and ideas to running lists that I can go back to anytime I want. It is handy when you don't have time to get something down on paper. You can color code and tag the lists with key words. Check it out at keep.google.com

Google Drive
I'll be honest. Until last year, I really didn't use Google Drive. I was just so used to saving files to my thumb drive that I didn't make the switch. This year I've become an avid user! Again, most people are familiar with Google Drive, but if you aren't completely sure what it is, here's a quick rundown. It is cloud based, so there is no saving to a thumb drive or hard drive. The advantage to this setup is that files are accessible anywhere you have internet access. There is even a Google Drive app. Of course, the downfall is you need internet access so there's always the worry that when the internet goes down you're out of luck. This is another tool that is shareable and updates in real time. Always a plus when you're collaborating on a project. Check it out at www.google.com/drive

Those are my top 3 digital organization tools. Okay, on to my paper planners setup! I will wrap this up by sharing one of my new planners. I stumbled upon this one on Facebook. I clicked the link and was immediately intrigued! It is called the Commit 30 Planner. The idea behind it is that you create a goal or habit for the month and track how often you are implementing that habit. So, I thought I would give it a shot! I am currently setting up my planner for January. My goal for January is to "utilize my planners to manage my time and tasks" better. I am suppose to come up with a reward for myself if I reach my goal of 30 days. Here is a picture of my Monthly Goal page.

Just to be clear, this is not a paid review of the Commit30 planner. I am just sharing a product that I think will be useful. I will share my other planners and their "jobs" in other posts. Check out Commit30 at www.commit30.com

This is when it gets hard

Last week, I was listening to teachers chat in the teacher workroom, and I noticed several teachers were hoarse, coughing, and sniffling. I also noticed that many of my colleagues were looking tired and stressed, including me. Then, it dawned on me after 16 years of teaching, this is when it gets hard.

October. When summer is officially over. This is when it gets hard. When the excitement of a new school year and a new group of students has waned. This is when it gets hard. When the paperwork, emails, and meetings have become overwhelming. This is when it gets hard. When our homes and families start to feel the strain of our long days. This is when it gets hard.

All of this adds up to rundown teachers who end up sick and tired and dragging through the month trying to stay afloat. I'd like to say that eventually things settle down, and we all become re-energized. But, what really happens is we adjust to this new level of stress and activity. I wish I could offer some wonderful, innovative ideas to combat the October rundown, but I think you probably already know what you need to do. Here are things to keep in mind when you're running on empty:

Accept imperfection 
That's right. I know that is hard to hear, because a lot of educators are Type A perfectionist kind of people (I know I am!). However, perfection creates A LOT of pressure. So, pick one area of your life that you can live with imperfection when things get rough. For me, it's my house. It is messy and chaotic which I don't like, but I can live with it when I have to.

Surround yourself with good people
Friends, co-workers, and family can make or break you. If you're struggling, try to distance yourself from the ones adding to your stress. Make time to have fun and laugh with those that love you and understand how hard you're working at life. I am VERY lucky to have great, supportive friends, co-workers, and family.

Prioritize
I don't just mean your to-do list (although that helps too), but also what's most important to you. My own children are at the top of my list. I'm about to have 3 college age daughters, and I make a point to spend as much time with them as I can. So, instead of working on the mountain of laundry that is growing by the day, I make it a priority to sit on the couch with them and talk and laugh and enjoy a show or movie together. Laundry can wait. Moments like that cannot.

It might sound weird after all of that, but October is actually my favorite month of the year. The weather is beautiful, and the trees are so pretty. Volleyball, hockey and football seasons start, and this year the Cubs are doing great in the post season! So, even though this is when it gets hard, try to carve out some time to enjoy what's happening around you.

An Article Review of Digital Badging in K-12 Education

Digital Badging for K-12 Students

This article examines the use of digital badging for K-12 students. It explains that digital badging is evidence of learning and/or skills inside or outside of a traditional learning environment, such as a public school. The article explains that this is a growing interest among the K-12 education community, as it provides an alternative to the traditional college path. Given the struggle most recent college graduates face finding a job, digital badging would allow job candidates to demonstrate specific skill sets that are backed up with tangible evidence as opposed to a general degree in a particular subject area. The article suggests that a potential roadblock might be standardization for badging requirements. Without some kind of standard requirements to earn a badge, the badging system will lack the credibility necessary to give badging a prominent place in the job market.

The idea of digital badging holds interest for me on many levels, but in particular, in teacher professional development. My district has launched a digital badging program that teachers can participate in through our internal professional development classes. I think this will be a successful approach to professional development, as it gives teachers a way to focus in on their own specific areas of interest. It will allow them to become “experts” in that area, and they will then be able to provide support to other teachers who are struggling. I think it will gain more momentum if badging can be aligned with professional licensing renewal requirements. Like badging for students, I see standardization of badge requirements becoming an issue in teacher professional development. A minimum set of requirements will need to be put in place, and there will need to be qualified evaluators to review the portfolios of evidence based activities. There are many details to be worked out, but I do see digital badging having a permanent place in education in one form or another.

Waters, J. K. (2013). Digital Badges. T H E Journal, 40(5), 14.