History Website Project Developments

Over the past month, my GAFE project plan has changed and morphed a number of times. I began with a plan for students to use WeVideo to capture their learning in History on the development of the West. However, with current app restrictions and other logistical issues I decided to try a different approach. My teaching partner +Kimberley Wingert and I decided to join forces and try Glogster instead. However, privacy issues and subscription requirements once again made us re-think our plan. +Ferdinand Krauss suggested trying out Google Sites as an alternative.

I am currently taking an online course that requires me to create a website using Google Sites. I've spent some time playing around and modifying my site - the navigation and changes did not come naturally to me and took some time to get used to. Thankfully the "help search" function is well done and easy to follow. With my limited experience I thought it would be worth a try for my students to create their own sites for their History projects.

Students projects are well underway and many students have completed the Media Literacy requirements and research. Today some students began creating their websites. It was great to see that their learning curve was not as great as mine, and many of them were able to problem solve and help each other out independently. To help guide students through this project, Kim and I created detailed step-by-step instructions and an example website that outlined the expectations of this project.

This is a a very involved project to take on this late in the year, but I am excited about what students will accomplish and learn using technology and collaboration. Our hope is that students will deepen their critical literacy skills, learn how to make a website, and grow an interest in our Canadian history.

Moving in the right direction...

This is a reflection from the course I am currently taking (teaching and learning through eLearning). I thought I would share, as it captures for me the process of helping my students be 21st Century learners. 

Needs of 21st Century Students

My previous school needs (late 90’s-2000’s)

Students need to... -think critically about a media pieces (articles, videos, social media, etc) to judge if it is accurate or not -create new effective content that is shared (blogs, podcasts, glogs, videos, wikis, etc) -digest and view huge amounts of presented information and discern what is applicable and important to them -have meaningful learning experiences with people online and offline -multitask - do several things simultaneously while still achieving the desired task.

I needed to… -find information (usually from books) using the library computer catalogue, find the book, use the index and read the topic. -type efficiently (typing classes in gr. 4 and 5) -answer questions after reading an assigned selection. Scan and pull important points out. -take notes from a lecture/lesson, memorize notes and successfully take a test -write text intended for one audience: teacher -work in groups to complete assignments *some of these skills are still required by 21st century students in classrooms today.*

I went through school at a time when technology was becoming a bigger part of the learning process. I remember my gr. 6 class had a few old Commodore computers along the far wall that we would type up our poetry and short stories. In gr. 4, we took typing classes throughout the year (a skill I am very thankful for now). The internet arrived to a few of my peers homes when I was in gr. 7...not to my home until I was in gr. 9. In high school I used the computer on a regular basis - primarily for research, typing up assignments, e-mail, and chat rooms (remember MSN?). It was used as a tool to complete traditional assignments. I took a CAD course in gr. 11, and got a better sense of other applications for computer use. To be honest, I’m not sure if I am a “Digital Immigrant” or “Digital Native”...I feel a bit caught in between the two worlds.

I do my best to stay at or beyond where my students are digitally, but I’m not sure I believe they are “Digital Natives” either….many computer and 21st century skills I have to teach explicitly to students. However, I am always impressed with the swiftness they can understand those taught skills...much faster than teaching my parents, grandparents, and sometimes colleagues, those same skills. I know my students and I still have a long way before we have the 21st century skills required for this new digital age. At least we are moving in the right direction!

All In!

As previously mentioned, I've been getting my class ready to start using their GAFE accounts. After students returned their signed Account Rules and App permission form, everyone was given their account information. There was a clamor from the class that they could access any of their peers accounts as the password is just their birth date. I believe this will be an issue...as far as I can tell students can't change their password. Maybe someone knows differently? We did discuss how they all agreed in the Account Rules form that they would only ever use their own account or would lose account privileges.
I did an overview lesson of the basic features of Google Drive, specifically Docs and using Read & Write for Google. Students were quite excited about the features available.
To get students started on their GAFE accounts, I wanted to have a clear focus and task for students to get going. Earlier in the day, we did a small-group science lab (cleaning up an oil spill) and collected data and observations in a chart. I shared with students the Science Lab template and one student from each group made a copy and shared it with their group members. Students then worked collaboratively (using the chat feature) to complete the science lab in the assigned time. I was so impressed with how engaged students were in completing their labs. Students who typically waste precious computer lab time, were busy typing away to help their peers complete the assignment.
Once students completed their group science lab, they made a copy to their Drive and then shared a copy with me. This allowed them to complete the assigned questions individually (which I will assess).
My current goal is for students to become comfortable using Google Drive to share, collaborate, and create their work. This was a great start to making GAFE an extension of our classroom and a tool to increase student engagement and participation.

Collaboration is Key!

I attended a P.D. session today for instructional leaders. I found the afternoon very helpful, as we were provided time to talk with a number of other teachers about what they were doing with GAFE in their classrooms, as well as the challenges encountered.

The teachers at my first table had some great ideas to ease students into using Google Drive and Presentations. They also shared some great websites: (http://newsela.com/, http://www.readworks.org/).

I raised my concern with the package of third-party Apps that is automatically loaded on each student's GAFE account. We require parental permission for students to use these, however there is no form yet created. I went home this evening and modified a Blog permission letter and rules (from Ferdinand) so it would apply to third-party Apps. The third-party Apps Permission Form and GAFE Account Rules will have to be used for the time being so we can move forward with our projects. If you have any comments or suggestions, they would be much appreciated!

The teachers at my second table gave me some great feedback on my Project Plan and how to modify it to suit my class abilities and computer lab access. We also spent some time exploring different apps.

I'm hoping to get started next week setting two other teachers up with their Chromebooks and GAFE accounts. Next week I begin an online AQ course on teaching and learning through e-learning. I hope this will give me further insight into how to lead my students through online learning!

GAFE Project Plan

Yesterday I attended the second session of the 21st Century PLC. We spent some time getting to know our Chromebooks better, and then dove into developing our own 21st Century Project Framework. This past month I've been thinking about what I might like to do for this project. I knew I wanted to integrate it into the history and language curriculum, but wasn't sure which direction to take. I did know I wanted to use the Thinking Matrix as inspiration for students to think critically about the development of Canada and Confederation. 
After reviewing my school's SIP, I decided to focus on "providing more opportunities for student voice in order to build students sense of belonging, self-esteem, and critical thinking skills." I really liked the Digital Reports students had created about Louis Riel that were part of "Learning is the Work" series from Webcasts for Educators.
After looking at some different apps, I have decided to try WeVideo to help students improve their critical thinking skills and express their student voice. The software will allow students to creatively interpret and represent key ideas and personal perspective on the student generated topic question. Students will use resources found on the internet in combination with their own video and voice recordings to narrate their video. Students will be working as collaborative pairs in a student-centered environment. 
I believe this project has the potential to accomplish all of these goals, but I do recognize that there will be many mistakes and learning along the way. We have such limited computer access at my school, I am concerned with the length of time this project will take. However, I know this is part of the process and I'm looking forward to jumping in with both feet!

21st Century Learning

This past week I was given the opportunity to be a part of my school board's launch of Chromebooks and Google Apps for Education (GAFE). I attended our first PD session with high hopes and I wasn't disappointed. We received our new Chromebooks and began learning how to use them immediately. We were told the rationale and importance of moving in this direction, and began using Google Docs. Teachers presented the amazing work their students were able to achieve using GAFE and I was blown away. I left energized and excited to begin learning and teaching with this incredible tool. The biggest takeaway I had from this session was that this technology is not to be the absolute focus, but rather a means to an end - a way for students to integrate a variety of forms to show their critical thinking skills. We need to encourage risk taking, learning from failure, and "moonshot thinking."
I can't wait to see where this goes!