GSS–> Getting Savvy with Sheets

By Mychau Sou

An image of a spreadsheet utilizing check boxesIn Gsuite (formerly known as Google Apps for Education), Sheets are spreadsheets that many feel intimidated by, but once you learn the benefits of Sheets, you may not want to go back. I create spreadsheets to help me keep a digital record of what my students turn in. For instances, I would copy and paste my students’ name list from illuminate and insert a checkbox column to check off which students turned in what. At the bottom of Sheet, I add tabs to the same Google Sheet to use it as my track log. The first-day packets, GAFE permission slips, and signed report card envelopes are all examples of what you can quickly check off. I use it to create my small groups and highlight which groups I’ve touched bases with for the week.

A Google Sheet can be converted into tools that help the flow of your classroom. Flippity.net is a site that will provide 10+ templates of ways in which you can convert your spreadsheet into something spectacular. One I frequently use is Flippity Random Name Picker where you insert your class list, publish the Google Sheet and instantly get access to digital equity sticks with your phone or laptop. What I love about this tool is that the Random name picker helps me form groups, pairs, and teams with a push of a button.  I know with the constant movement of students it’s hard to keep up with real popsicle sticks. What if I told you can add and delete students on the spreadsheet as you please and still use the same link?

Convert a spreadsheet into …

sheet1

 

 

A flippity random name pickerAn image of a flippity game wheel

My students love the quiz shows that I make with Flippity Game Show. I insert the categories of my math units as the topics such as Ratios, Unit Rate, Unit Conversion, etc. and type in my questions and answers using the template provided. The Flippity template allows me to publish and get a link to the game show for a math review. The kids are split into teams where you can have them name their group. Points can be added or deducted to keep track which team is doing well. Once we’re finished playing, I provide the link to my students so they can always study these questions at home the day before the test. This is both easy and effective for teacher and student alike.

An image of a spreadsheet/study guide.Take the spreadsheet and convert it into…An image of a Jeopardy style game boardA Jeopardy style quiz show board!

Whether or not you will be using Sheets as a system to track your students’ paper permission slips and work, or use free flippity templates, you can learn how to create a sheet with the click of a button! Trust me, it’s fairly simple. Come to my PD next week on Wednesday, February 6, 2019. John Adams Elementary Rm. 28 to learn more about Google Sheets. If you can’t make it, please sign up for the other PDs I’m offering in February.

(This is part 2 in a series. Part one was  Getting Savvy with Slides.)


About the Author:

Mychau Sou is an Intermediate Teacher at Adams Elementary in Stockton, Ca. She is also a Certified Google Trainer.

 

Cloud Computing & Collaboration Services

collaboration

By Austin Cushman

There are many cloud computing and real-time collaboration services to choose from. Here at Stockton Unified, we primarily use G Suite or Office 365. These two are probably the more well known, however, there are a few other options to choose from. Most of my adult students have never used any real-time collaboration services which have become more and more popular in the education and business world. These platforms are a requirement for any competitive company or agency. Companies have seen a 15% – 20% increase in their revenue using one of these services. Companies that use them see an advantage over their competition simply because they can get more done. So, in no particular order, here are some well known and lesser known cloud computing and collaboration services.

431075-zoho-logoZoho offers a suite of apps to create online documents, spreadsheets, presentations and databases, with great sharing features. You can invite others to view or edit documents and also create groups. Similar to Google Docs, you can publish any doc to your blog or website and make any document public. Zoho creates a URL and RSS feed for every public document that is updated when a change is made. You can also chat live with others making it easy to communicate while editing a document together in real time. Also, you can check older versions of the document.

g-suiteG Suite has apps for creating documents, spreadsheets and presentations. They also share features allowing you to effectively collaborate in real-time. You can also post the document to a blog or website and have any changes updated. G Suite is also being used more and more in the private sector. Verizon Communications Inc, Nielsen Holdings Plc and Colgate-Palmolive Co. have brought about 250,000 workers to G Suite during the last year and a half, along with many school districts.

etherpad-logo                                                                                          Etherpad is an open source online editing program that allows collaboration in real-time of plain text documents. It includes a chat room and shows color coded edits. Users are also able to save older versions of the same document. Etherpad is good for group brainstorming sessions in real-time. It also lets you import and export Word, PDF, Plain Text and web documents. Students at Stanford Law School use it  and programmers like to customize Etherpad to suit their needs.

office_365_logoOffice 365 is a subscription based Microsoft Office suite available online. It has cloud-based software for businesses, such as hosted Exchange Server, Skype for Business Server, and SharePoint. Subscribers can collaborate with other users by using their Microsoft Office Online account. “70% of Fortune 500 companies have purchased Office 365 within the last year.” Companies such as Shell Oil, Air France, and Lilly Pharmaceuticals use Office 365. Stockton Unified has Office 365 available to district employees via the “staff” section of the homepage.

ce75b1a100012e9db79597098cf6785bThinkFree is a suite of online apps like Zoho and Google Docs. You can use the web version or install it to work offline. Thinkfree allows you to do everything just like the Microsoft Office suite with great sharing tools. Each document works with Microsoft Office and if the person you’re working with doesn’t have it, they can view documents with the ThinkFree viewer. Also, you get 1 GB of storage online for your documents.

Other Services:

So, there are a few. Here at Stockton Unified, we have been trained in and primarily use the G Suite apps and work in the Google Drive environment. Being aware of other services is valuable for our students and staff. We should be knowledgeable in the uses of real-time collaboration suites to prepare our students for careers in the 21st century.

Coding for Kindergarteners? Absolutely!

By Maridee Stanley

America is short on computer programmers. Currently, tech companies are recruiting programmers from India, not by choice but by necessity. Don’t we want our own SUSD students to get these high paying tech jobs so we can finally break generational poverty? This can happen if we start our students coding early. How early? High school? Middle school? Intermediate grades? Kindergarten is not too soon. For the past 5 years, my kinders at Kennedy Elementary have successfully learned the basics of block programming and began to think of themselves as the programmers and tech entrepreneurs of the future. Students have fun and the parents love it! “But,” you ask, “ I’m not a programmer. How can I teach coding?” Don’t worry. Coding isn’t as hard as you think. If I can do it, anyone can do it. Trust me on this.code1

All the instructional work is done for us by Code.org, Tynker, PLTW, or Google, and the beginning lessons are designed for pre-readers. Why wouldn’t any teacher want to do this? You have several options to get your students started on coding. The best known is Code.org, developer of Hour of Code. If your school has Project Lead the Way you have the PLTW computer science module. Tynker has some free content here  or you can sign up for free teacher account for an easy K lesson here. Google will send teachers a free kit to be used with their online material, click here. Even if you supplement with other programs, Code.org is indispensable as it has the most resources and an easy-to-navigate website. From there you can watch videos (Course A for age 4-7 ), visit the educator section and create your account, peruse lesson plans, or print out offline material .

If you and your colleagues want an enjoyable Saturday, attend a Code.org Computer Science Fundamentals PD, learn some tricks and pick up some swag. Or, take the online PD .

Students working with robots.

Students work with blue-bots, robots that the kids can program!

If you don’t have time for all this, simply take your class straight to an Hour of Code classic, Angry Birds, and start coding! I recommend starting offline. I use Code.org’s “Move It” for PE and PLTW as a center activity. Ozobots are a popular way to teach the concept of programming. But my students’ favorite offline activity is the Bee-Bot, a small robot that is programmed with directional arrows on its back. Kinders doing Code.org offline coding for P.E. Tip: Don’t try this on a windy day. Using the directional cards that come with BeeBots and Blue-Bots, kindergarteners write a line of code. Using direction keys, students program BeeBots and Blue-Bots to spell CVC words or order numbers. Bee-Bot and BlueBot programming was a big hit at STEAM Night and Literacy Night at Kennedy. Even some parents got hooked!

Image of student and laptop.

“Look, Ma, I’m programming!”

After the offline warm-ups, students should do Code.org’s Course A followed by Angry Birds and Minecraft on Hour of Code. Some may progress on to Star Wars or Moana, although you may have to tell students the objective …get scrap metal in Star Was and fish in Moana. I don’t recommend Frozen for kinders as this requires knowledge of angles. Many kinders begin to have difficulty when they get to loops, but with patience, persistence and careful counting they can overcome difficulties. Remind students that “fail” means first attempt in learning something awesome.

Coding a Minecraft game is a good incentive to finish ST Math and is an alternative for students who have completed work early. If you have never coded, try some super simple kindergarten block coding on the following Google Doodle celebrating 50 years of children’s coding. https://www.google.com/doodles/celebrating-50-years-of-kids-coding And please, get your students coding. You might inspire the next Bill Gates or Mark Zuckerberg.

Google Slides

Google Slides may be great for presentations, but it is also a great teaching tool when parent-teacher conference time comes around. I took it upon myself to conduct student-led conferences with the help of….. Drum roll, please… Google Slides.

I created this template with possible measures in the speaker notes for students to follow along. I also provided a student led conference sample for students to refer to, in case they need some ideas.

I provide my students 10-15 minutes to fill in each slide according to the criteria on the  template. By doing so, students are taking the responsibility to input their scores, strengths, weakness, and setting goals. Aren’t we all working on reflecting and goal setting?  Students were able to be creative by adding a personal photo and style when designing their Google Slide. Students took responsibility for their conference, and I saw a large turnout of parents who showed up. Don’t get me wrong, there were those few parents that didn’t come, but no problem. The slide presentation format made it easy for those students to conduct phone conferences or the presentation can be easily printed out to be sent home, it is up to your discretion.

Image of a student and parent at a conference

Using Google Slides, students are able to lead parent-teacher conferences.

As with anything, when you invest your time during the beginning stages it goes smoothly when it’s ready to be executed. Here were some of my observation from the first parent-teacher conference:

  1. Parents were attentive
  2. Students were excited to share
  3. Students encouraged parents to come to see their Slides presentation
  4. I was a facilitator of learning rather than being the guardian of knowledge
  5. Parent, teachers, and students walked away feeling positive

Note: I did not go over any behavior during the conference, all conferences were data-driven.  

We are moving toward 1-to-1 devices district-wide. Let’s move forward with making the technology and home connection.

If you feel you need some more clarification and help with Google Slides, no problem. Come to my December 19th PD at Adams, and I can support you.  Email me at mtsou@stocktonusd.net, and I would be happy to provide a screencast video instructions based on your needs.






TPACK: Finding the solution to the “wicked” problem of teaching with technology

The concept of TPACK (Technological Pedagogical and Content Knowledge) has definitely left a strong  impression on me as a teacher. It sums up the entire Education process in one acronym: TPACK or Total PACKage. This one acronym gives us a comprehensive view of the entire educative process. We live in a world full of choices today. This is true for the field of Education as well. Be it “what we teach,” “how we teach,” “what technology we use for teaching,” what context we are teaching in,” or “how our students learn”: all this is ever changing and dynamic in today’s world.

We talk about technology today, but the technology was always present in our classrooms. The blackboard that we used in our classes for so long, was a technology. But slowly technology evolved and took a shape that we are used to in the present time. How we use this for effective teaching of the concepts that we want our students to learn is the “wicked question” that we as teachers answer almost every day in our classrooms.

Untitled drawing (3)Teachers must know and understand the subjects they teach, including knowledge of central facts, concepts, theories and procedures within a given field, along with a knowledge of pedagogical strategies that involve various elements of student learning, classroom management, lesson plan development, and implementation, and student evaluation.

I agree with Dr. Mishra when he says that technology changes:

 

  • How we teach. (Pedagogy)
  • What we Teach. (Content)
  • The context in which teaching/learning happens.

 

We as teachers unconsciously make these decisions every day: what to teach, how to teach and what to use to make learning easier for our students. The concept of TPACK is new to me but I feel that I have been applying this every day during my classes. But now it does get me to think consciously about these decisions and has given me a deeper insight into the process of using technology for better teaching and effective learning.

Image of students working on Chromebooks.

Today classrooms have more technology than ever before. Using it effectively is the challenge teachers face.

Today we have technology at our disposal which is a big advantage. I have been using technology such as Chromebooks, projector, internet access for students, and students’ own devices in my own classroom along with different pedagogical strategies such as group discussions, brainstorming, Socratic seminars, think pair share, and peer review, to name a few. We can now teach using methods which were not even conceivable earlier. For example, while students work on an independent reading activity for my class, I create a google doc and share it with my students. Students are required to respond to the prompt presented to them in the doc and others can join in and comment or ask questions or give answers. This engages students in online discussion and even students who hesitate to speak in front of others join in the online discussion.

My high school classes are composed of adolescent students from multicultural backgrounds. Engaging adolescents in classwork and maintaining their focus and attention is a challenge. Most of them don’t have English as their mother tongue. Some of the students are proficient with all four English language skills; others are still developing all or some of those skills. Most students struggle with writing skills. But I also have students who are good at writing but struggle with speaking skills. So different backgrounds, different previous experiences, and different skill levels, all these lead to different student needs. This makes teaching challenging and when you meet these needs it is really satisfying.

TPACK has given me a fresh insight into how we are unconsciously making decisions and using technology for effective teaching and learning in today’s classrooms. TPACK definitely has an impact on these decisions when I make them for my classes. One thing that I always have in mind is that technology is a means to an end, not an end in itself. Whenever I use technology, I think of its utility for that particular content, and its compatibility with the pedagogical strategies that I am using, keeping in mind the context and environment of my classroom.

Dr. Mishra has also brought focus on the idea of using creativity in making everyday teaching effective. Most technological tools we use (Office software, Blogs, etc.) are not designed for teachers, and we have to find creative ways of using them for educational purposes. I also try to find more creative and more useful ways in which I can use technology in my classroom. For this, I make use of our collaboration time and the PLC meetings that we have at school and also search for new avenues online.

I totally agree with the following three things:

  • Teaching with technology is a wicked problem.
  • Wicked problems require creative solutions that are novel, effective and whole.
  • Teachers are the designers of the total package.

Quality teaching is the transformation of the content. It is the act of learning to think in a disciplined manner. Technology gives us new opportunities to connect with the content and use new pedagogical strategies to pass the content to our students. The Technological Pedagogical and Content Knowledge (TPACK) has given me the knowledge that is needed to effectively integrate technology in my classroom. It has also given me an understanding of the complex interactions between the various knowledge components. These interactions happen differently across diverse contexts, and thus there is no one perfect way of teaching and integrating technology in our classrooms.

We as teachers need to apply technology creatively and productively by recognizing when technology can assist or impede the achievement of a goal, and to continually adapt to changes in technology. When technology is effectively applied in the educational field, we reach a stage that Dr. Mishra called “dynamic equilibrium”. This means that “a change in any one of the factors has to be compensated by changes in the others,” to make teaching and learning, engaging and effective.

Education for the iGeneration

If we define today’s world in one word, it would be “change.” The 21st century is truly an age of change and if the education system does not change according to today’s needs, it is sure to collapse. As pointed out by Sir Ken Robinson, a creativity expert, we have to “change paradigms” in order to cater to the educational needs of the 21st century. For this reason, I think most of the countries today are thinking of reforming their public education system. Educating tomorrow’s children, with yesterday’s methods is not at all a good idea.It is true that a change in our education system is the need of the hour.

A quote from the article.

 The reason for this need may be the economic efficiency of our students or the ability to be a global citizen who still has a hold on his/her cultural roots. The iGeneration is the first American generation to be born, almost literally, with a smartphone in hand. Today, our children are flooded with information coming to them through technology. They have access to endless information at their fingertips. We, as educators, can use this for our advantage or this can actually become a distraction for our students and a problem for us. It is due to this, that more and more schools are shifting their curriculum and methods to incorporate technology and media in everyday instructions.

Some schools are providing technology and some schools are following the “Bring Your Own Device” (BYOD) policy for this. According to Project Tomorrow’s annual Speak Up survey, fifty-eight percent of high school students in a national survey said they use their own mobile devices for learning in school, and 47 percent of teachers in the survey reported that their students have regular access to mobile devices in their classrooms. Along with this, most of the schools also provide chromebooks, ipads or some other device with wi-fi connectivity from the school, for most of the core classes, and students can use these on a daily basis in the class.

Due to this, digital literacy has become very important for all of us. As Eric Sheninger pointed out in his article, The Need for Digital Literacy, “although technology enables students to access more information in much less time, it does not always foster learning. Teaching digital literacy helps to manage all of the benefits of technology while helping students understand how to safely weed through the vast amounts of information online.”

 

This vast amount of information online is the number one distraction for our students these days because they find it interesting and engaging as compared to the traditional and “boring” class work. We need to make our lessons more challenging and engaging for today’s generation. Otherwise, we will and we are losing our students to the more magnetic digital world of technology. This has been rightly pointed out by Marc Prensky in his article, “Engage me or Enrage me.” The students who are truly self-motivated are rare in today’s classrooms. We usually have students who go through the motions and think that they know how to manipulate school work, to get a good grade or we have students who “tune us out” because we fail to engage them and their senses in the class work. Technology can come to the teacher’s rescue here. It can make the lesson not only more interesting, but also challenging enough for our students to perform to the best of their abilities.

But this brings up another problem and I have personally faced this in my class and this problem is of digital equity. Forty-seven percent of surveyed school and district technology leaders said digital equity and students’ out-of-school internet access are among their most challenging issues. “Today, as many as 7 in 10 teachers, assign homework that requires access to the internet and broadband,” said Jessica Rosenworcel, FCC Commissioner, at the Congressional briefing. I am also one such high school teacher. But we need to remember that as many as 1 in 3 households in this country do not subscribe to broadband and this leads to what is called the ‘homework gap.’ I have students come to me and say that they could not finish the homework because they do not have access to the internet or a computer at home. To tackle this problem, I give more time and opportunity to my students to work on these assignments in the class, using the school chromebooks and assign homework which can be completed without the use of technology. This can be an example of using “Blended learning,” and it is showing positive results like the forty-five percent of surveyed districts, where blended learning programs are showing positive results.

Online and blended learning can increase self-directed learning even outside of the classroom, foster divergent thinking and creativity as well as develop and maintain trusted collaboration among students. Collaboration fosters learning, innovation, and development. According to Burns, Crow, and Becker, “collaboration spurs innovation because bringing together groups of people who have different ideas, approaches, experiences, and areas of expertise creates a fertile environment for generating new concepts and methods.”

We need to stop alienating our children from who they actually are and what they are actually interested in. We need to use their interests and capacities to challenge them to improve, learn and innovate. The “factory line” system of school can only create a generation of students who are clearly uninterested and find school boring and irrelevant. This will keep reinforcing our idea of “Fictitious ADHD epidemic” that we think is responsible for our students’ lack of interest and ultimate “failure” at school.

Using technology, along with divergent thinking and creativity, is one of the most important 21st-century skills that our students must have. For developing this skill, we should be using technology more and more in our classrooms for challenging our students’ capacities and engaging them in the process of learning. For this educators should become more digitally literate themselves and then use this knowledge for the benefit of the students of the iGeneration.