This past summer, I was asked to post a video on Flipgrid to introduce myself to a class. Little did I know at that time I would be re-introduced to this technology (tech) tool by my virtual co-op. This time around, I spent more in depth time researching the tool and what benefits it can have when used in the classroom. Let's dig in, and maybe you will be convinced to use this tech tool in your classroom sometime. What is flipgrid? Flipgrid is an online website/tech tool in which teachers create a "grid" with all of their students. This grid is similar to making a classroom but the program calls it a grid. In this grid, the teacher posts a thought or a topic that he or she wants the students to answer. In response to the topic, the students produce different videos to answer questions and post the video in the grid. The students then respond to the post by making a video. This also allows for the students to use their own creativity and design. According to the website, "Flipgrid is the leading video discussion platform used by millions of PreK to PhD educators, students, families, and organizations in more than 150 countries!" This website also allows for extension beyond the classroom. Want to know how to use it in other ways? Keep reading below to find out how else it can be used. Why use Flipgrid in the classroom? There are times when a teacher is giving a lesson and a student really has something to say, yet the teacher does not have time or does not see the student's hand. Flipgrid allows for every student to have a voice. Each student needs to answer the post/ topic online which creates a community where no student is left behind or put to the side. Each student has a voice, and with this option, each student can be heard-not only by the teacher, but also their classmates. Another amazing aspect about Flipgrid is that classes can connect with other classrooms around the country and world! This helps with the ISTE standards for students by being a Global Collaborator. Students are able to connect with other students around the world by using the simple Flipgrid tech tool. Students will be able to work with international students on a project and be able to comment on each other's work. Check out this awesome video that is on Flipgrid's website! vimeo.com/207217646 Also, check out the video down below for teacher's perspectives on Flipgrid. Is Flipgrid only for students and classrooms? With the emphasis on Flipgrid being on the student's work and what they are able to do for a classroom, is there any way for teachers to use this tool for themselves? Yes, this tech tool is by no means limited to student use only! Teacher's are also able to connect around the country and world to work on professional learning network. It would work similar as it would with students, yet, there could be rich, interesting posts which help each teacher involved learn and encourage each other in regards to teaching. Don't limit the tool to just a simple classroom use, use it for yourself and your teaching friend group. Connecting Flipgrid to different aspects of teaching. If I haven't already convinced you to begin using flipgrid, here are other benefits to Flipgrid: it ties into Danielson's Framework, the ISTE standards, AND the SAMR model. I'm going to dig into how Flipgrid connects to each one of these before I wrap up my review of Flipgrid.
info.flipgrid.com/ Do you have any tech tools that you absolutely love and would like to share? I would love to hear about any tool that is your go to tool! Comment below with your favorite tech tool. References:
Flipgrid. Ignite Classroom Discussion.. (2017). Flipgrid.. Retrieved 5 October 2017, from https://info.flipgrid.com/ Flipgrid: The Power of Student Voice. (2017). YouTube. Retrieved 6 October 2017, from https://www.youtube.com/watch?v=_A-pbE9qXD4
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"Welcome to 21st century!" This comment has been continually mentioned to parents and the older generation which did not grow up with Iphones, Androids, etc. The idea of technology in the classroom was not thought of, nor even mentioned. How could technology be of any help, when some think it destroys children's minds? This exact point is why I am writing about technology in the classroom. In 2014, Dr. Puentedora, found how important technology can be in the classroom. Upon his discovery, he came up with a model which demonstrates how students should be using technology in the classroom. His model is named the SAMR model, with each letter representing one way that technology can be used in the classroom. In the following few paragraphs, the steps of the model, why this model is important, as well as how to check oneself in using the model will be presented. Are you comfortable? Do you have your coffee or tea? Perfect, let's dig in! One way that the SAMR model has been represented is through coffee, and since I am an avid coffee lover, why not continue this tradition?! Let's begin by digging into the first letter-S. The letter "S" stands for the word Substitution. Using our coffee explanations, substitution is like your regular every day cup of coffee that you can either buy or save money by making it at home. There is no difference whether you have store bought or homemade coffee. In regards to classroom application, substitution is like writing a story with pen and paper. But the one item that students could substitute the pen and paper for is using Microsoft word and using the basic skills in that program. There is almost no difference whether a pen and paper is used or an online document, except for the fact that paper could be saved in typing the document. Moving on to the next letter- A. The letter "A" stands for Augmentation. The next type of coffee that we would use is the example of a latte. Taking a regular cup of coffee, we add some warmed milk or cream and we slightly change the original idea without altering it severely. We could again make the latte at home or if we are picky, we could buy it at a coffee shop. Moving onto the classroom application, augmentation is when the students perform common classroom tasks using technology instead of the normal paper and pen. An example of this would be taking a quiz using Kahoot or a Google Doc form and admitting that rather than a hard copy. Here, the quiz or test is still the same, yet paper could be saved and it could be stored easily by the teacher than having many different papers around the classroom. This also allows the students to discover how to use technology in profitable ways. Continuing onto our next cup of warm coffee, we discover the next letter-M. The letter "M" stands for Modification. Along with this letter theme, our coffee is a caramel macchiato. If we start with our regular cup of coffee, it will be extremely difficult to transform it into a caramel macchiato. It is simply easier to go out and buy a caramel macchiato from a coffee shop, which is similar to modification. Modification is the first word that is "above the line" when it comes to the SAMR model. Going back to our original story writing idea, modification is where the students create the story by using audio rather than paper and pen. Here the students would read the story aloud with appropriate background noises for the scenes. Modification also goes one step further, and the students present their finished work to parents, other teachers, or a real audience. This step allows for easy creation from the students as well as an easy way for teachers to modify or give feedback to their students. This step is far above the simple paper and pen essay. We've made it to the final letter- R. This rambunctious letter stands for Redefinition. Sadly, we must encounter our last cup of coffee, yet it is my favorite for fall, pumpkin spice chai latte. If we have our plain cup of black coffee, transforming that cup of coffee to a pumpkin spice chai latte is not going to happen. The only way to go and get the pumpkin spice chai latte is by going to the local coffee shop and ordering one. This is exactly like redefinition. The regular paper and pencil story is no where close to what students would create using technology in the redefinition phase. Students would use the computer to bring their story to life. Not only could their be pictures, but there could be videos and noises and animation. The students would make a video of their story instead of a hard copy. This step could also include splitting the class into small groups and having them work on one story but each student is assigned a section of the story. Using technology, they can place all of the pieces together to create on final story. With all of this knowledge of how to use technology in a variety of ways in the classroom, how can teachers check to see where in the model they are? That answer is pretty simple, compare your idea to the original plan. How much technology is being implemented, is it a simple tool substitution, or are the students using brand new tools for the entire project? I would recommend having a copy of the model somewhere you can easily see it and use it as a checkpoint. Below is a video of students demonstrating and explaining the SAMR model, as well as a picture of the model. In closing, why would teachers want to put so much effort on students to use technology? My answer is why not? Students use technology every day, whether it be texting, Tweeting, or emailing, why not have the students learn to use technology for educational purposes and professional development. This gives students the chance to be creative while using tools that bring out their interests more, and even we as teachers can learn from our student's technology knowledge. How will you use the SAMR model in your classroom? Comment below with any ideas! References:
Oxnevad, S. (2013, November 24). Using SAMR to Teach Above the Line - Getting Smart by Susan Oxnevad - 1:1 programs, EdTech, technology. Retrieved September 17, 2017, from http://www.gettingsmart.com/2013/07/using-samr-to-teach-above-the-line/ SAMR Model - Technology Is Learning. (n.d.). Retrieved September 17, 2017, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model (2013, June 06). Retrieved September 17, 2017, from https://youtu.be/jgGVieLWPWo Once a student teacher completes his or her field hours, graduates and officially leaves his or her institution, how does the knowledge base he or she learned increase? One way to begin is by taking a change of mindset. A major mindset that should be found in teachers is a growth mindset. This mindset is the opposite of what is known as a fixed mindset. No two children are alike, and children are constantly changing. As educators, it is important that we work with our students and help them achieve their ability and potentials. This means that educators need to work towards a growth mindset where each student can improve and do better on his or her work. Growing up, many times I heard about the stories of how teachers couldn't see hope for some of their students. This closes the students potential for improvement because the teacher is fixed on the notion that the students are stuck. Students can sense if the teacher has a fixed or growth mindset, which effects the work they do in the classroom. Research has been done by a woman named Carol Dweck to prove that a fixed mindset is not good. According to Dweck, teachers should be "embracing failure" (Heggart). Struggling and failure allows students open for trial and error which allows for students to be committed to a work. According to Dweck's research, "students with a growth mindset are far more likely to take on more challenging work and succeed at it than students with a fixed mindset- even if all other factors remain the same." (Heggart) Student's abilities in the classroom can improve with such a simple change in mindset from the teacher. The next step that teachers can take is applying the four Cs of learning to the classroom. The four Cs are a hot topic in the education world, and schools around the nation are trying to implement them in their institutions. What are the four Cs of education? Great question, the four Cs are Critical Thinking, Collaboration, Creativity and Communicator. When it comes time for student teachers to begin their own classroom, it is key that they implement these characteristics to their lessons. In order to help future educators, below is a description of the four Cs. (Saxena) Critical Thinking- the ability to make decisions, solve problems, and take action as appropriate. Communication- the ability to synthesize and transmit ideas in both oral and written form Collaboration- the ability to work effectively with others, including those from diverse groups with opposing points of view Creativity- the ability to see what's not there and make something happen Now that we have the definitions, how can these be implemented into the classroom? Below are two videos that help to describe the four Cs as well as give examples for modern classrooms. In conclusion, as teachers we need to keep an open mind and attempt to keep a growth mindset when it comes to our students. Each student that walks through the door to our classroom has amazing potential, and we need to help each one reach his or her potential. Also, there is an abundance of technology available to teach a class in the 21st century that we live in. Take advantage of technology and use it to advance lesson in the classroom. Finally, don't forget to use the four Cs in the education. These four skills can advance student's learning and help advance the future generation. Which one of the four Cs will you work on and how will you implement it into your classroom? References:
Heggart, K., Developing a Growth Mindset in Teachers and Staff. (n.d.). Retrieved September 10, 2017, from https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff Saxena, W. B. (2013, November 08). How 4Cs Can Transform Learning? Retrieved September 10, 2017, from http://edtechreview.in/trends-insights/insights/747-how-4cs-can-transform-learning |
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