At our “Meet the Teacher” night back in August, several students raced into the library to tell me about project ideas that they dreamed up over the summer. As soon as I heard their enthusiasm, I knew that one of my library goals, “To empower student voice”, was going to be an important one for this school year. One student shared about his idea to design his own Skylanders and 3D print them. Another wanted to create a set of model trains on the 3D printer. Another wanted to explore the MaKey MaKey. and program things. I told them all that we would figure out how to make this happen this year, but I needed some time to get the library going.
As usual, the start of the school year has been busy getting projects, lessons, and technology off the ground, so I had not gotten back to these students. I just love when students feel comfortable to raise their voices. I received an email a few days ago from two students that went something like this:
Dear, MR Plemmons
We would like to come to the makerspace once a week during recess if possible. We would love to use the makey makey to possibly control Sphero. If this is possible please email back.
I knew I needed to make this happen fast because I had already waited too long to let these guys start tinkering, so I responded back:
When is your recess and what day are you thinking of? I want to make this happen for both of you.
And then they responded back with the day, time, and:
Thank you for giving us this opportunity.
The first day of tinkering was just awesome. Within a matter of minutes, Kearn had the MaKey MaKey connected to Play Doh and was controlling a train simulator on the computer. Ludwig controlled the horn and Kearn drove the train. Kearn wanted to make a video to show what he had done, so we pulled out an iPad and made an impromptu video which he wanted to add to his Youtube channel. He also started following my blog and even left a comment about how much he loves the makerspace. Both students were completely independent and were perfectly capable of dreaming, tinkering, and making on their own. I was available for support as needed, but they really just wanted a space to explore. As they continue, I want to connect them with some experts that might mentor their ideas and curiosities, but for now, they just need to tinker.
This is what I’m talking about when I say “empower student voice”. These two guys are full of energy and passion about making. I am sure that they will figure out so many things that I couldn’t even imagine myself during the course of this year. They willingly share their knowlege and expertise, and I’m sure that their tinnkering, failures, and successes will inspire and support many other student projects during the year. When I see two students get so excited about learning like this, I can’t help but think about what other opportunties students need to spark their own passions for learning. I hope that our makerspace is just one space that ignites students’ curiosities this year.
International Dot Day is one of our favorite days (weeks) of the year. It gives us permission to be creative and see what we can do just by making a mark. It also connects us with so many classrooms around the world. Classes are always looking to connect on this day, and we have made many collaborative relationships with schools because of this one day of the year.
This year, we used Dot Day as a way to explore our goal of dreaming, tinkering, creating, and sharing. We explored Google Drawing, which was a new tool for most students. We used Dot Day as a time to tinker and see how Google Drawing functioned as well as how to collaborate on a drawing with another student or class.
We also used colAR mix again this year to make augmented reality dots. This year, I encouraged students to think more globally as they made their dots by embracing the them of “making your mark on the world” that is the essence of The Dot. Students were encouraged to design a dot that represented their talents, hopes, dreams, and passions. I loved this new twist on a tool that we used last year because it revealed so many stories from students. One student drew a picture of an airplane flying through the clouds because of his dream to be a pilot when he grows up. Another student drew an astronaut and UFOs because of his desire to explore space. Another drew her whole family because they are what she loves in life. Some students chose to highlight their creativity as a way that they make their mark by designing unusual dots with their favorite colors. These were empowering stories because they allowed students to have a voice to share something personal about themselves in a way that they might now have shown before.
One amazing thing that happened while students were using the colAR app was how they discovered different ways to scan their dot. It started out as what some people might see as a mistake. A student’s hand was on top of their dot while they were scanning their image, and the hand became a part of the rotating sphere on the iPad screen. This resulted in an uproar of excitement as sharing began and the idea spread like wildfire. Soon students were trying to put their faces on their spinning spheres. Others stacked towers of crayons on top of their dot and tried to see if that would scan into the 3D image. All of this happened because of an opportunity to tinker. When we give kids a space to explore, they figure out amazing things and they willingly share and teach others what they learned. They get excited about their learning and they want to do more. I bet that these students would have spent an extended period of time continuing to experiment with colAR mix to see what else they could figure out, and they would have done this without getting tired or bored. These are the things that days like Dot Day reveal.
We had numerous Skype connections. Each one had its own unique twists and conversations between students and teachers. In many of these Skypes, we collaborated on a Google Drawing dots after reading the book. This included dots with our friend Okle Miller in Tampa, Edie Crook in North Carolina, and Crystal Hendrix in North Carolina (just to name a few). Sometimes this was live during a Google Hangout or Skype and other times it was after we disconnected. One of our hangouts was a large hangout between Matthew Winner in Maryland, Nancy Jo Lambert in Texas, Donna MacDonald in Vermont, and Esther Uribe in Texas. It was fun to read The Dot to students in so many states at one time, but what was even more fun was drawing with all of them at the same time! We definitely did some tinkering with this one. Many of us learned of the challenges of younger students but found ways to involved them even with computer-use difficulties. The students loved seeing drawings “magically” appear on our shared dot.
Our multi-school collaborative dot
With Jennifer Reed in Massachusetts, we accidentally deleted all of our work on our collaborative dot. The kids were in a panic, but it was a fantastic opportunity to do an impromptu lesson on the power of revision history in Google Drive. We were able to recover our work and learn an important trick. We even talked about how revision history is one way that work is never deleted, which can be a positive but also a negative if you have written something that you wished you hadn’t.
Mrs. Clarke’s class had a Skype connection, but we weren’t able to do a collaborative dot with our connecting class. Instead, we split the class in half at our 2 projection boards and they created a dot together as a class. They got just a bit competitive as they tried to cover up each other’s work, but even this was a great opportunity to talk about how to work with others on a doc without being disrespectful of the contributions.
Mrs. Clarke’s class competitive dot
Some classes that we connected with had already spent a great deal of time being creative, and they shared with us dots that they are going to physically mail to us. Jenny Lussier in Connecticut had colAR dots as well as Morse code greeting cards. We can’t wait to decode what they say! We also discovered with Jenny that there’s more than one version of The Dot floating around out there.
It has been fun to discover today that The Dot has different words depending on the version of the book you have! #dotday@peterhreynolds
Cathy Potter’s students in Maine read the book Ish to our students and shared their own illustrations for the book. We had a great conversation about the connections between both books.
Students and teachers alike love this day, but I do leave this day with a wondering. I’m thinking so much this year about global thinking and global collaboration. This day is filled with thousands of Skype and Google Hangout connections around the world. We connect. We read. We dream. We create. But then what? We leave one another until the next big event. I’m by no means being negative about Dot Day. I’m a huge advocate, but I do wonder about why we don’t build upon these connections we make. If we are really going to “make our mark” on the world, shouldn’t we be taking some actions together beyond connecting, reading, and creating? I would like to gently nudge us all to think about this. I’m just as guilty. I connect every year and then I move on, but I can’t help but carry this on my mind, reflect on it, and consider what more we might do beyond today. Think with me! Let’s keep our dots connected.
Lindsey Hill, educator superstar from Evanced Solutions, visited our library to help us with goal 4 for the library this year, “Supporting the reading habits and curiosities”. In fact, this goal is so important that it is a part of our school improvement plan. We believe that one of the best ways to become better readers is to read, read, read. More importantly, we believe that finding books that we are interested in that match us as readers is an essential part of building stamina as a reader. This year we are piloting a tool called Wandoo Reader to see how it supports us in tracking our reading habits and curiosities. This tool is still in development for schools so we are figuring out what works well and what needs to be adjusted.
Wandoo reader is a “game and a reading tracker”. It follows the story line of a robot who stumbles into a library but is low on power. In order for the robot to power up, the robot needs kids to read books. Students read books or really anything of their choosing. In the online reading log, students submit the reading material title, amount of time read, and whether or not they finished reading the material. Each time they log reading, they earn credits which allows them to purchase parts to the robot. There are over 8,000 combinations of parts, so it’s pretty difficult for students to ever be truly “finished”. Wandoo Reader also allows the administrator to setup incentives or prizes as well as secret codes for completing various challenges.
Our goal for Lindsey’s visit (and next week) was to get all of our 3rd-5th graders setup with accounts in Wandoo Reader. Lindsey and I met with many classes. I kicked off each session by sharing the news with students that we are the only school in the world currently using Wandoo Reader. I wanted to emphasize the potential in this. I brought in a conversation about empowering student voice in this opening (goal 3 for this year). Students have an opportunity to test out a tool, figure out what they love, get frustrated with what doesn’t work, and point out what they just don’t like. Each observation or failure that they make goes directly to Evanced Solutions for consideration in improving Wandoo Reader for future schools, so our student voice really matters and makes a difference.
Lindsey did a demo of what Wandoo Reader would look like once students registered. She show them how to log their minutes, how to earn credits, and how to purchase a robot part.
Then, we started the long process of getting students registered. It didn’t take us long to discover that this process is not quite ready for schools and will need some adjustment. Each student had to create a username, password, confirm password, and select the difficulty level for the game. Then, students had to type my email address to send an email confirmation. Each email had to be clicked on to activate each student account before they could proceed. Bulk uploading is already in development and it is essential for schools to have this feature because the wait time students felt while I clicked on each email was too long.
Once students have accounts activated, Wandoo Reader takes them through a tutorial which reveals the story line of the game and shows students the different buttons they will click to log reading, purchase parts, build a robot, etc. This tutorial is text-only for now. Some students read every word, others clicked through without reading at all, and others really tried to read but got frustrated without the support of audio or an adult’s help. Again, this was an area where students and teachers offered feedback about their experience and observations and would really love to see an audio feature or simpler text.
After the tutorial, students come to another screen where they have to put in their name, birthday, zip code, gender, and select their teacher. There was a lot of learning here for students because it revealed that most students had no idea what a zip code is. It was a great lesson, but it did slow down the registration process. Our suggestion for this page was to cut out much of this page. The essential information is the student name and the teacher. These are the two pieces that will be used the most when running reports for data from Wandoo Reader.
Once students made it through registration, the fun began. Students practiced logging some books that were recently read, earned points, and started building robots. Every student logged “Wandoo Reader” as a book if they read the tutorial. There were smiles all around as each robot looked a little bit different than the next. I loved how this feature gives students a sense of personalization, which is so important to students. Once kids got into the program, we heard things like:
Students were really engaging in goal 1 from the library this year, “dreaming, tinkering, creating, and sharing”. Of course, some students started testing the system to see how many points they could earn for more parts. We can always clear that out through the administration portal, but they had permission to tinker. They figured out how things worked, how things didn’t work, and also revealed to us what Wandoo Reader might need in order to focus kids on the true goal of the tool which is increasing student reading ability.
Students were so proud of their robots
We closed our time by talking about the importance of the data that Wandoo Reader will produce for our school. I gave specific examples. For example, if I see that a student clicks “still reading” on multiple books and never clicks “finished reading”, it might reveal to me that the student isn’t finding a good match for reading. If a student reads the exact same book over and over, it might reveal to me that I need to have a conversation with that student to find similar books to the trusted favorite. If I notice that several students are reading a lot in a particular genre, it might reveal to me that I need to purchase more of that genre for our library collection. The list could go on and on because the data that Wandoo Reader can produce for me as the librarian as well as for classroom and collaborating teachers is something we have never had access to in a single location shared across the school. If kids use it with “fidelity” as our superintendent says, then we can start to notice and really pay attention to the amount of time that our students are spending reading. If we want to close the achievement gaps in reading, then one of the most important steps is getting the right books in kids’ hands and giving them time to read and have fun with that reading. Wandoo Reader has great potential for this.
Ms. Spurgeon record feedback for Evanced while supporting a student
Looking back over the day, there were many frustrating moments in the registration process. In fact, there were times that it was that level of frustration where you just want to say “no thanks” and move on. For students, there were moments where meltdowns, shut downs, and giving up could have happened. However, the thing that sticks out to me most about the day is that there weren’t any tears. Not a single student gave up. I won’t pretend that they didn’t get frustrated because they did. However, it is more important to me to see what they did with that frustration and it makes me ask “why?”. Why didn’t they crawl under tables, cry, close their computer screens, or say I don’t like this?
I can’t prove why at the moment, but I can’t help but wonder about the library goals for this year. We began each session by giving students permission to tinker and fail (goal 1 dream, tinker, create, and share). We established a sense of purpose by helping them realize that their failure and feedback was contributing to the greater good of the world (Goal 2 global thinking & collaboration). We empowered them to notice what wasn’t working as well as what they loved and share that into Lindsey’s recorder to take back to the developers (Goals 3 empowering student voice). We talked about reading multiple kinds of text and logging everything and even gave them permission to log Wandoo Reader as a book (Goals 4 supporting reading habits).
When I started the day, I really didn’t plan for every library goal to be evident in this one lesson. As we moved through the first session, it became very clear to me that I needed to be transparent with students about the multiple layers of why we were using Wandoo Reader. When I did that, the library goals naturally came to life because they are a part of my thinking every day. If I can continue to replicate experiences like today, I feel like our students will continue to develop perseverance and stamina as well as feel like their voice matters in our school as well as the world.
Now the students who are setup are ready to start logging everything they read and building robots. I told them to not worry about what they have read in the past but instead start with what they are reading right now. Many will probably log minutes this weekend by visiting our Symbaloo page where we keep all of our resources. Others will start logging minutes at school next week. Regardless, the task now is to continue to tinker for a bit until we all figure out the best process for having kids log their minutes. I will also follow up with teachers to see how they are feeling about Wandoo Reader and see what our next steps really are.
Even with the frustrations of registration, I feel like we all gained so much from this day to support us throughout this school year. Thank you Evanced for this opportunity, and we can’t wait to see the changes to Wandoo Reader based on what was learned from these first student users.
This has been a whirlwind summer. Across 9 days from June 22-July1, I visited Evanced in Indianapolis, became a Google Certified Teacher at the Google Teacher Academy in Atlanta, and experienced the awesomeness of ISTE in Atlanta. My brain was so exhausted that it has been hard to pull out the strands of what I actually learned. However, I’m going to slowly start letting the learning soak in and write about each of those experiences here beginning with the #Wandoo5
During the past school year, a small group of 5th graders began beta testing a tool called Wandoo Planet. Wandoo Planet is an interest genome project like Pandora or Netflix where students share their interests in a game-like environment. In return, Wandoo Planet offers book, movie, and game recommendations to them based on those interests. We loved this tool so much that we used it to kickoff our summer reading at the end of the year. Lindsey Hill at Evanced Skyped with every class in 2nd-5th grade and families, UGA students, and Barrow student ambassadors assisted me in getting every student signed up for an account.
Other schools were also exploring Wandoo Planet and hosting the Banishing Boredom Tour at their schools. Thanks to some informal conversation between Sherry Gick and Rob Cullin, President of Evanced, and making our work public, 5 library leaders were chosen to visit Evanced Solutions, a DEMCO company, in Indianapolis for a Think Tank. The details of the Think Tank were really not specific, but when you have an opportunity to get together with Matthew Winner from Maryland, Sherry Gick from Indiana, Shannon Miller from Iowa, and Shawna Ford from Texas, you don’t say no and you expect nothing less than awesome!
Before we even arrived, a name had been created, the Wandoo 5 (#Wandoo5). It felt like a giant signal had been activated in the sky and we were climbing aboard our planes to assemble at headquarters for a secret mission.
We all arrived in the afternoon on June 22 and had a chance to hangout, have informal conversations, and enjoy downtown Indianapolis. Lindsey Hill (@thelindseyhill), Reading Engagement Innovator at Evanced, made us feel right at home from the moment our planes landed and she didn’t stop even when our planes were returning us home. You can tell that the people at Evanced truly care about libraries, librarians, and especially readers.
On Monday June 23, the Think Tank began. I was amazed by how we started because we didn’t start with the products that Evanced offers. The very first question asked of us was to describe the landscape of school libraries and librarianship and to think about what some of our biggest challenges are. Where would we start? Our attention immediately turned to our students and access to information. This particular strand of the conversation went from access to quality devices to access to Internet outside of school. Our attention turned to the teachers within our buildings and the wide range of experiences and comfort levels with using and taking risks with technology. Finally our attention turned to our colleagues around the world and how we support one another.
Some Takeaways from Think Tank Part 1:
As we take risks as teacher librarians, it is more important than ever to show our work in a public way. It isn’t about always showing the polished product at the end. It’s about showing the process that it took to get there, even if it wasn’t successful. We never know who we are mentoring along the way by showing our work.
It is more important than ever to build your own Professional Learning Network (PLN). We all come from a range of support systems. Some of us are fortunate enough to work in districts that are supportive of our work and have administrators that respect and value what happens in the libraries. Others don’t have that support system. Regardless of where we are, there is a vast network of librarians ready to support us. From following #tlchat on Twitter to watching the TL Virtual Cafe webinars to tuning in to TL News Night to building your own network of librarian colleagues on Twitter or Google Plus Communities, it is more possible than ever to build your own support system that pushes your thinking and enriches your work rather than feeling like you are living on a deserted island in your school.
Evanced listens! To sit there and share the landscape of libraries and the challenges we face was overwhelming, but it was nice to know that there is a company that has the word “solutions” in their title on our side. They may not be able to solve all of the challenges we face, but we at least had a voice and impact into future solutions that they may explore in the landscape of libraries and librarianship.
The next part of our day was looking at the landscape of Evanced. Matt Sheley, Vice President of Evanced, shared the journey that the company took in arriving at Wandoo Planet and Wandoo Reader as solutions to a challenge. The company looked at reading data that showed a population of students who weren’t reading beyond elementary grades. They wanted to develop a tool that connected learners with materials that resonated with their interests in the hopes that it would grow them into lifelong learners and readers. It was truly amazing to see the process from notes in a journal to the tool that we are using today.
During lunch, we got to view Wandoo Reader, which is primarily focused on public libraries for now, but we had the opportunity to brainstorm what this tool might look like within a school.
To me, one of the most interesting conversations centered on collaboration between school and public libraries. While we acknowledged the importance of data confidentiality, we also considered how powerful it would be if school and public libraries could share data. Since students mostly read based on their interests during the summer, being able to see that data as a school librarians would help us improve our collections to match reader interests as well as advise our library members on next reads.
We also got a chance to walk around the Evanced office. Some parts were very quiet with coders at work. We also saw some of the displays that were taken to schools and conferences.
Some Takeaways from Think Tank Part 2:
In our libraries and in our schools, we should take time to identify the major challenges that we face. Rather than try to “fix” them all at once, we should select the one(s) we want to focus on and think beyond just the next steps or even the “research-based” strategies that we always turn to. While these are certainly things to consider, we should also give ourselves permission to dream and create something entirely new that we build together as we go. It should be a solution that truly matches the needs of the learners involved and pierces to the root of the challenge.
We should never feel done. I could tell that Evanced is the kind of company that doesn’t put out a product and say “This is it. Take it or leave it.” They constantly listen, fine tune, and add new features that respond to the needs of the users. Isn’t that what we should be doing in our libraries and schools? We are never done.
Our day ended with “Our Whys”. We each took time to reflect on why we do the work that we do in school libraries. It was a mixture of the #whylib conversations that took Twitter by storm in April and a series of short TED Talks. It was very intimidating to me to go last during this sharing because I was blown away by the whys that my colleagues shared. Our whys included keeping students at the heart of what we do, empowering student voices in the global community, creating a participatory culture that gives all students an opportunity to contribute, and listening to each student that enters our doors and allowing the library to be a home within our buildings. If these statements had been recorded, I think I would listen to them every day on the way to work to frame my day.
Some Takeaways from Think Tank Part 3:
We each need to be able to share our “why”. It reminds us why we come to work every day. It focuses the hundreds of decisions that we make on a daily basis.
Again, we need to share the work that we do within our libraries and within that sharing we need to embed our why. It needs to shine through in the successes and the failures that we share. When it does, it becomes one of our greatest advocacy tools.
I went to Indiana thinking that I was just going to give a company feedback to improve a tool that they had created and get to hangout with some of my closest professional learning network. However, I realized that this was much more. This was about thinking big, dreaming big, and (since I’m Googlified) solving for X through moonshot thinking.
The people at Evanced are listening. They are dreaming. They are searching for solutions to some of our biggest challenges. This was such a rewarding experience, and I’m thankful to all of the people at Evanced for this opportunity. I look forward to many more conversations in the future.
On June 25-26, 2014, I will travel to Atlanta to be a part of the Google Teacher Academy with 34 other amazing educators. These individuals come from all over the globe to be a part of this highly competitive 2-day professional learning.
The Google Teacher Academy (GTA) is a free professional development experience designed to help primary and secondary educators from around the globe get the most from innovative technologies. Each GTA is an intensive, two-day event during which participants get hands-on experience with Google tools, learn about innovative instructional strategies, receive resources to share with colleagues, and immerse themselves in a supportive community of educators making impact.
We would all like to take a moment to introduce ourselves before we arrive in Atlanta. After the two days, I’ll be sure to do a post about my learning as well as begin sharing my personal action plan.
Here are the 35 Google Applantans! I invite you to read about us, watch our application videos, and begin following us on social media as we begin our journey to becoming Google Certified Teachers.
Mr. Seipel’s Site– somewhat defunct since my recent career transition
GTA video:
Introduction:
I am originally from Ohio and moved to North Carolina after graduating from Ohio University. Throughout college, I worked at a summer camp and in this isolated setting, I first used Google Docs way back in 2008. My first doc was the parent letter for my initial class. I arrived in NC and started in a rural high school English classroom, but I quickly began assisting my peers with using technology in their instruction. I met my wife at church in 2009, we got married in 2010 and had our son in 2012. We announced that she was pregnant with this photo and picked his name this way. Just a few months ago, I migrated from the classroom into my new role as an Instructional Technologist where I am able to work with our district’s 4,000 teachers and 55,000 students.
Interesting fact:
I was on America’s Funniest Home Videos as a child; I lost.
What I hope to gain at GTA:
I look forward to get Googly with this team. I am in a district that does not use GAFE — although I have helped lead several districts to its adoption — so I want to experience applications of this suite and Google’s other tools — cough Classroom cough — in the hopes of convincing the powers that be to make the transition to GAFE.
I’ve been a Hawaii private school teacher for over 20 years and currently teach Theory of Knowledge in the International Baccalaureate Programme at Le Jardin Academy on the island of O’ahu. My involvement in the History for Music Lovers project on YouTube has led to my fascination with remix culture and social media, particularly in respect to education. I speak and run workshops internationally on new literacies, remix, transparency and creativity among other things.
Interesting facts:
I am blessed to be a breast cancer “survivor” (always hesitant to use that phrase), I live on a beautiful island but rarely go to the beach, I secretly want to be an OS system or cyborg, my signature colours are hot pink and black and I only wear black clothing, and I eat a cookie every morning for breakfast to start the day off sweetly. Oh, and a Philadelphian drag queen revue has covered my song in a live performance.
What I hope to get out of GTA:
camaraderie, connections, creative inspiration – and maybe a collaboration for a project involving GAFE.
I am the school library media specialist at David C. Barrow Elementary in Athens, Georgia where we expect the miraculous every day. I serve approximately 535 students in Pre-K through 5th grade. My library program is grounded in transliteracy, participatory culture, and students as creators of content shared with the global community. I make my own work and the work of my student public through my blog, social media, and connecting with libraries, authors, experts, classrooms, and developers via Skype and Google Hangout.
Interesting Fact:
I’m a huge Mariah Carey fan, and I may or may not have been gently pulled away by security when I gave Mariah a friendly hug backstage in Orlando in 2003. I’ll also be leaving my wife at home alone with a 2 and 4 year old from June 22-July 1 to visit Evanced Games and attend GTA and ISTE, missing our anniversary on June 25.
What I hope to gain at GTA:
Attending GTA will allow me to connect with more leaders in education, strengthen my own use of Google’s collaborative tools, and ultimately expand the opportunities my students and teachers have to connect and collaborate with people around the world. Collaborating between multiple locations and school cultures is complicated, and GTA will help me think about how to better facilitate this process for classrooms and libraries worldwide.
Bob Deneau
(Taken on a past trip to Atlanta at the CNN Center…I was younger and thinner back then)
After teaching 4th grade for 8 years and being a part of opening up a new school, I became an Instructional Technology Specialist and have served in that position for the past 7 years. This year, I moved up to support our middle schools and this was a great professional move. I love working with this age group and their teachers. I have been married to wife Michelle for 12 years and she is an elementary school librarian. Many of our non-educator friends are not sure how we can survive being home all summer together but it is great! When not exploring edtech related items, I enjoy golfing and as seen in my video, I can marginally “play” the guitar.
Interesting fact:
Although I have lived in the St. Louis, Missouri area my entire life, I have never been up in the St. Louis Arch (our #1 tourist attraction). This is probably because of my fear of heights and listening to the stories of my sister getting stuck at the top with our very interesting grandfather. One other interesting fact would be that I helped move a port a potty out of the way at the 2008 presidential inauguration so my group of 10 high school students could get into the DC mall area to see the speech. Being in charge of 10 students in a crowd of millions was one of the scariest things I have experienced.
What I hope to gain at GTA:
For me, GTA is all about making connections and learning with other Google enthusiasts. In my area, I have been able to collaborate with a number of Google Certified Teachers and I have seen how this program made them better educators. I want to experience this and grow as a professional. My newly acquired knowledge and skills can then be shared with my fellow Instructional Technology Specialists, 1400+ teachers, and 22,000 students as we enter our second year in using Google Apps for Education. Selfishly…I hope we get to look at Google Classroom too!
I currently serve as a Technology Integration Coach for Hoover City Schools in Hoover, Alabama. I’ve been in education for 17 years after working in business and for the military for 10 years. I’ve served elementary, middle, and high school students and teachers over the years. My husband is a math coach/tutor and we have 3 children ages 16, 14, and 11. We are a close family who love learning and playing together!
Interesting fact:
I have lots of interests. I have a pilot’s license but don’t really use it now. I’ve run 9 marathons and actually won two of them. I wish I could keep running but injuries prevent it. I coach Cross Country and Track and also Lego Robotics. I love theater and though I am better watching it than participating I give it a try sometimes – or at least for my Google Application video! 🙂
What I hope to gain at GTA:
I look forward to the collaboration and sharing and to all that I will learn from others. I also hope to find more efficient ways to share through my online presence which is a bit outdated at the moment. I can’t wait to see what others are doing and bring back new ideas to my district and state!
I am a High School Librarian serving a student population of 2600+ students in the upstate of SC. I am active in the American Library Association, American Association of School Librarians, South Carolina Association of School Librarians, and South Carolina Association of Educational Technology. My PLN spans many face to face and virtual avenues. I will begin my 29th year of teaching in the fall. I am a National Board Certified Teacher in Library/Media.
Interesting fact:
I’m an avid University of South Carolina Gamecock fan, and my husband seriously questioned my devotion when I said I was coming to GTA instead of the College World Series June 25.
What I hope to gain at GTA:
New connections, broadened understanding of technology integration, and great ideas to bring back to my teaching context.
My name is Chelsey Eminger. This was my first year as an Instructional/ Technology coach in Mentor, Ohio. Prior to that I was a first grade teacher for four years, a job that was very difficult to leave! Now I have the chance to work with risk-taking teachers every day while learning new things! I’m always ready to learn new, interesting things, especially when it comes to educational technology.
Interesting fact:
While hanging in Atlanta for GTA and ISTE, I’ll be leaving my husband alone with the dog for our anniversary!
What I hope to gain at GTA:
I am excited to spend time with others that learn and work the way that I do. I’m hoping for amazing conversations that spark ideas to take back to my district, that hopefully lead to conversations with my PLN online!
My name is Chris Aviles. I teach English at Barnegat high school in Barnegat, NJ. My class features advanced Gamification (including what might be the world’s first yearlong Alternate Reality Game), self-paced mastery, flipped learning, BYOD, and much more!
Interesting fact:
I survived Hurricane Sandy. We were without power for nearly two weeks. We ran out of food, water, fuel, and firewood quickly. Imagine Beyond Thunderdome set on the beach. It was like that… kind of.
What I hope to gain at GTA:
New friends, new ideas, and new practices to bring back to my classroom.
Educational technologist, movie fanatic, and all-around geek. Previously a 1:1 iPad teacher, my goal is to support both students and teachers on how to integrate technology into learning as a seamless part of instruction. As a Technology Integration Facilitator is to make sure teachers, students, parents, and are the community are properly prepared on the use of technology for classroom and personal use. My end goal is to empower anyone with the willingness learn on the use of educational technologies to connect, create, and collaborate in the 21st century classroom.
Interesting fact:
Recently finished my first Half-Ironman and Ragnar Relay (10 person team, 200 miles). On a side note, I hate the feel of styrofoam and chalk boards.
What I hope to gain at GTA:
Looking forward to connecting with like-minded individuals and broadening my knowledge of education, while also contributing to this ever growing Googly community. I want to build capacity of the educators I work with, helping them to take best instructional practices to another level in any way possible.
I am an Instructional Technology Coach at Waukesha North High School in Waukesha Wisconsin. After spending 12 years in the classroom as a Social Studies teacher, I made the move to a tech coach role last year to help improve teaching and learning at a systemic level. During my first year as a tech coach it was our first full year as a Google Apps school. Collaboration, creation, and communication skyrocketed amongst teachers and students. This past year was our first year as a 1:1 iPad school. Google Apps has been the bedrock of how we are trying to transform teaching and learning.
Interesting fact:
I have nothing interesting about me 🙂 Seriously though, the most interesting thing about me is the life I lead with my 3 kids and lovely wife. We go to Packer and Brewer games, go to Walt Disney World every year for Spring Break, and spend boatloads of time together. I am a super hero freak (check out my GTA Video) and tech nerd at heart.
What I hope to gain at GTA:
Honestly, most of us can learn tech pretty easy, but the ability to connect with like minded people is one of the biggest reasons I applied to GTA. Our Atlanta group, as well as the other GCT’s, are leaders in education, and the ability to network and develop leadership skills is very important to me and my development as a leader. But…from a nerd point of view I do hope we get access to Classroom early 🙂
I work as a Professional Learning Program Specialist for CUE where I organize and present at professional learning events around the country. Prior to accepting this fantastic job, I was the Lead Teacher for a K-8 Independent Study Program where I used GAFE and multigrade workshops to build community. I am involved in many different projects surrounding Educational Technology. I love to learn!
I want to build my Personal Learning Network, sharing with and learning from others. As a Professional Learning Leader, I hope to connect with others and discuss how educators can use Google to positively impact student engagement, collaboration, productivity, and achievement. I also hope to play around with and learn more about Google Classroom.
I am a Digital Integration Specialist with Horry County Schools in Conway/Myrtle Beach, SC where I get to help teachers learn how to effectively utilize and integrate technology into their classes and curricula. Prior to this position, I was a middle school English/Language Arts teacher for 8 years and in the final two I was able to pilot a 1:1 iPad environment. Currently my district is rolling a 1:1 personal device (iPads and Dell Venues – don’t ask about the choice of the Venues) initiative which will give all teachers and students from grades 3-12 a personal device. Though I miss interacting with students, I incredibly enjoy working with teachers and helping them learn how to use effective technology and web tools to heighten their classroom environment and inspire innovation and creativity within their students. In those sessions and in this movement to a 1:1 environment and digital learning, GAFE has been an incredible tool and in many ways the motivation and foundation of moving forward. I am also currently at the dissertation stage of my PhD in Education with a specialization in Educational Technology through Walden University, hoping to be completely finished by the Fall of 2015!
Interesting fact:
I played college football at the University of Mississippi (Ole Miss) and won a SEC West Championship in 2003 (technically we were co-champs with LSU that year) but it still count and I still got a really big, really nice, championship ring which I wear all the time much to the chagrin of my wife. 😉 More interesting facts: Speaking of my wife, I proposed to her in Disneyworld, in front of Cinderella’s castle, right before the evening parade, so she was completely surprised and everyone waiting for the parade gave us a very loud and excited round of applause (plus Disney gave us “Engaged” pins and Mickey and Minnie Wedding Mouse Ear hats!). Also, our wedding was outside at a beach resort and we danced down the aisle, with our wedding party, to Chris Brown’s “Forever” (video on Youtube if interested) which completely shocked all of our guests.
What I hope to gain at GTA:
I am excited to meet and work with fellow educators who are motivated by educational technology and aware of the exponential benefits of incorporating effective technology into our schools. The ability to connect with such motivated, creative, and innovative educators is truly an exciting opportunity, especially under the leadership and of fellow Google Certified Teachers. Also, I am looking forward to expanding my PLN and my knowledge of the educational tools Google offers so I may bring back to my colleagues and teachers more ways to innovate and educate our students in a 1:1 digital environment. Speaking of which…maybe we can get an early look in Google Classroom, or if anyone has Google Glass, I am extremely interested and intrigued in the educational applications this type of technology offers.
I was a higher ed professor for eight years, teaching computers, business and English, in the USA and South Korea. It was in the ROK that I started using virtual worlds, or immersive learning environments, in order to provide a truly hands-on (well, cyberhands, anyway) educational experience for my students. I´ve maintained a Second Life cybercampus since 2006, plus OpenSimulator since 2009, when I switched to international K-12 schools. As of this fall, I´ll be the Technology Integration Coach for the American School of Guatemala, where, after 13 years of teaching, I´ll step out of the classroom to train teachers full-time.
Interesting Fact:
When the Tech Bubble burst in 2001, I was a systems analyst for an international software/consulting company, earning darn near six figures a year. The layoffs hit but I was unemployed for exactly one day. I got a gig teaching software engineering courses and realized I had missed my true calling in life. I met folks involved with teacher exchange programs and decided to change location as well as vocation. In addition to South Korea, I´ve also lived in Georgia and China, and now Mexico.
What I Hope to Gain at GTA:
My next school is one part of an organization that includes another K-12 institution and three universities! That´s right, a whole lotta Googlers! I´d like to get some tips on how to implement GAFE on such a large scale. Plus I just want to join a network of Google Gurus so I can stay on top of developments and swap ideas, tips, etc.
Dr. Frank LaBanca is a teacher, educational researcher, and change agent. He is the founding principal of Danbury’s Westside Middle School Academy magnet. Prior, he was the Director of the Center for 21st Century Skills at EDUCATION CONNECTION, he directed and managed the implementation of innovative Science, Technology, Engineering, and Math programs in 50+ middle and high schools across Connecticut. During his 16-year career in the classroom, Frank taught Biology and Applied Science Research at Stamford, Newtown, and Oxford High Schools. He has been recognized as a National Education Association Innovation Teacher; a GTE GIFT (Growth Initiatives For Teachers) Fellow; a RadioShack National Teacher for Excellence in Science, Math, and Technology; and the Teachers’ Insurance Plan Teacher of the Year. He was also recognized by Discovery as the National Outstanding Classroom Blogger for his blog Applied Science Research and was a global finalist in the best teacher blog category of the 2011 Edublog Awards. Frank adjuncts at Western Connecticut State University and the University of Bridgeport teaching Science Methods, Quantitative and Qualitative Analysis for Educational Research, and supervises dissertation research. Frank holds a BS in Biology, an MS in Science Education, and an EdD in Instructional Leadership.
Interesting fact:
Founding Principal of a new Magnet Middle School scheduled to open in September. Will be the first school in Danbury to operate 1:1, facilitated by using BYOD.
What I hope to gain at GTA:
Hoping to learn how to bring 1:1 to scale effectively using web-based strategies to make students better producers.
I am the instructional technology coordinator for the Cupertino Union School District in Cupertino, CA – Yes – the home of Apple. How I got here is a circuitous route – I was part of Tech for America in 1993 and started teaching middle school science in Oakland, CA. I got my masters in biochemistry from the University of Texas (Go Horns!). I taught for 5 years in Austin, met my wife, Cristina. I then worked for NASA as an education specialist in MN and WI, then CA for 5 years before returning to public education. I worked at the county office for 3 year as an education technologist before moving down to the district level where I’m having a great time!
Interesting fact:
I’ve been fortunate to travel a fair amount – lived in Germany for 4 years, seen most of Europe, saw southest Asia, the middle East, South Africa for the World Cup (I’ll be streaming games during any free time 🙂 I’ve been to 49 states, but am still missing the best one yet – Hawaii
What I hope to gain at GTA:
This is always a tough question -but I would say that it has already started – getting to know all of you and hearing your ideas, thoughts, brainstorming new ideas and knowing that I have a whole new group of educators to bounce ideas off. I’m never one to set certain expectations for a new adventure, but rather see what presents itself. I think the best will just be trading ideas, debating thoughts- of course I’d love a sneak peak of Classroom, but I’d also be curious to brainstorm ideas of what Google Glasses might bring down the road – what are some of the social issues it presents. And of course coming from Cupertino – finally I won’t be laughed at for having an Android phone 🙂
Hello new #GTAATL friends! I am a technology coordinator for the Red River Valley Education Cooperative. I also am a part-time adjunct instructor at the University of North Dakota. I have worked in education for the past 17 years as a teacher, technology specialist, and coordinator in both Minnesota and North Dakota. This month I also became an Authorized Google Education Trainer. I am originally from Cavalier, ND a small town in NE North Dakota with a population of just under 1500 people. I currently live in Grand Forks, ND.
Interesting fact:
I am a terrible driver. I am allergic to beer. I have a twin sister that I think I look nothing like, but everyone mixes us up. I once used my only personal day of the school year to stand in line and buy George Strait tickets.
What I hope to gain at GTA:
I am excited to create a cohort of educators that share of a love of technology and learning. I also want to meet other Glass in Education Explorers to share and collaborate potential Glass projects.
After years of avoiding the inevitable of following in my mother’s footsteps, I left my cubicle and returned to school to eagerly earn a degree in Education. With a natural wanderlust, I moved to South Korea to experience, not just visiting, but living abroad. Within my first year, I was approached and offered a job in my field of study, Birth through Five years old. I jumped in with both feet and in a short three years, I fell in love with living and teaching abroad. For the 2014 – 2015 school year, I am thrilled to announce I will be teaching in the Early Years Centre at Vientiane International School, an I.B. World school in Laos.
When I’m not teaching, I focus my energy (in no particular order) on photography, volunteering, traveling, cooking vegetarian meals, good coffee or tea, listening to NPR, discovering new music, watching documentaries, blogging, connecting with new people, practicing yoga, and keeping in touch with family and friends.
Interesting fact/s:
In 2008 and 2009, I worked for the NBA Atlanta Hawks as a Spirit Squad member (aka T-Shirt cannon pro). Once, Spirit the Hawk, the mascot from Zoo Atlanta, swarmed the arena during the pre-game hype during playoffs. I’ll never forget the players scrambling and hiding behind each other, afraid to start the game, in fear of the hawk! Another time, a massive tornado hit the arena and most of downtown Atlanta. Parts of the rafters were dangling, yet no one budged — we had no idea what had happened. It was business as usual. The timer buzzed and we hit the court and threw our shirts! We were in for quite the apocoyptic scene as we exited that game! I have worked many jobs to survive my long journey through school, but this was definetly most memorable. Oh, and just a couple more things: 1) I don’t like shopping, ice cream, or chocolate. However, if the mood strikes (about once a year), I will buy chocolate ice cream. 2) Last Summer, I volunteered on an organic green tea farm in the middle of nowhere, Japan. I will never take another sip of tea for granted in my lifetime. 3) Brevity has never been my forte.
What I hope to gain at GTA:
My enthusiasm for Google Apps for Education (GAFE) grew from my attendance at the 2013 Google in Education Summit – South Korea. Esoteric by nature, the Early Years age group did not receive much attention at the Summit. However, a conversation with one of the Keynote Speakers left me encouraged and activated. With her specific advice, I returned to my classroom and began using even more Google. The result was so positive that I later presented my successful experience at the KORCOS Conference in 2014. My exuberance multiplied when I saw fellow educators’ faces in the crowd for I was not the only one eager to learn more about bringing this technology to our classrooms. What I learned this year has only scratched the surface. There is much more than needs to be shared on Google use in the Early Years setting, I just don’t know what it is. It is my hope that the Google Teacher Academy will teach me. In short, I’m ecstatic to be a sponge and am ready to learn anything and everything google-y there is to learn about Google in Education!
Since December I have been the Manager of the Instructional Resource Center at Georgia Regents University. In this position I work with both faculty and students who are studying to become teachers. I am blessed that I get to work with individuals as they begin their career in education. My hope is to expose our students to technology tools that will further enhance their teacher education program so they are truly ready to enter the classroom in this digital age.
Prior to the move to higher education I served as a Technology Consultant for CSRA RESA (Central Savannah River Area Regional Education Service Agency) and the National Science Center ETC (Educational Technology Center). While working as a technology consultant I served 12 local schools systems conducting professional learning with teachers and administrators at various schools. I began my education career as a middle school math teacher. My passion is sharing with teachers new technology ideas that will bring both sizzle and substance to the classroom.
Interesting fact:
At our house we celebrate a special holiday on October 31st each year. While most people celebrate Halloween we celebrate Hallowring. The tradition goes back to when my husband David and I were dating. As a joke during a halloween party David got down on one knee and gave me a ring pop I put it on my finger we all laughed took pictures and I ate the ring pop. The whole drive home I was so worried that someone would post one of those pictures on social media and I would have lots of questions asked at church the next day. David just smiled and continued driving me home. When he got out of the car he opened my door and in his hand was a real ring and he proposed. Since the first Hallowring we continue the tradition of dressing in costume and pass out ring pops. Last Hallowring David and I dressed as Google Maps. Check out our costume. Picture Link
What I hope to gain at GTA:
I have two main goals for attending the Google Teacher Academy.
1. Learn as much as my brain can absorb during the 2 days of the academy. I have found through conducting technology trainings that many people don’t know what they don’t know. I am open to any learning experience.
2. Collaboration, Collaboration, Collaboration… The collaboration has already began through the G+ Community and on Twitter but I really hope to have some additional times of strong collaboration to build a foundation for future collaborative projects.
I am the Library Media Teacher at Stocker Elementary School, in Kenosha, WI. Prior to taking a position at Stocker, I taught social studies at the secondary level for four years and earned a Masters of Education in Instructional Technology. I am dedicated to reshaping student learning experiences and providing professional learning support for teaching faculty. In my current position, I draw on my past teaching experiences to design inquiry-based learning experiences for the 500+ elementary students at Stocker. I am an advocate of digital citizenship and teach students the importance of their digital footprint and online safety. I produce a weekly segment for the Stocker News called “Tech Time” to showcase innovation and student work at the elementary school. I am also on the Kenosha Public Library Board of Trustees as the sole representative for the Kenosha Unified School District.
Interesting fact:
First of all, I am a huge fan of the Milwaukee Brewers and attend games regularly, each year hoping for a trip to the World Series, but always coming up short (I am cautiously optimistic about the Brewers this year given their great start). I love taking road trips around the country and focus on visiting historical sites, local shops and breweries/wineries along the way. I also enjoy road biking and walking my dogs for exercise. This past summer, I was able to attend the Paul McCartney concert when he was in Milwaukee with my mom, both of us are huge Beatles fans, and we had great seats in the 10th row. I also have collected Raggedy Ann items (dolls, ornaments, knickknacks, etc) since I received a doll on my first Christmas.
What I hope to gain at GTA:
I am excited to collaborate with educators beyond the scope of my district as a part of the GTA program because this will translate into exciting learning opportunities in and outside of my school and district. I look forward to meeting forward thinking individuals and making connections as a part of our GTA community and to working as a member of this learning community.
This coming school year will be my 10th year as an educator. I am currently a District Technology Specialist for the Citrus County School District in Citrus County, FL. I love, love, love my job. In my role, I get to travel from school to school helping teachers and students integrate technology into their classrooms. I am the founder and organizer of EdCamp Citrus. I’m proud that EdCamp Citrus was the 5th EdCamp to ever take place back in 2010. This year’s edition will be the 5th annual. I am a member of the #edchat team. I’ve been archiving the #edchat discussions for 5 years now. All of those archives can be found at http://edchat.pbworks.com. I recently became a Google Apps Certified Administrator and am thrilled to become a Google Certified Teacher. I’ve been married to my wife, Kari, for almost 16 years and two amazing, sometimes pain in the rear end, kids, Madison, 12 and Kalen, 9. I’ve also realized that I need a new headshot. 🙂
Interesting Fact:
I LOVE baking. I can bake anything, cookies, breads, cakes, cupcakes. I’ve made birthday cakes and loaves of bread for many of my friends. I’m not great at decorating (yet) but my baked goods taste fantastic. 🙂
What I hope to gain at GTA:
For me, events like GTA, education conferences like ISTE, FETC are all about the connections. I will occasionally learn something new but the best part of these events is meeting amazing people, people who will challenge me and my thinking to help make me better at what I do. It’s always great to meet people, whom I’ve been connected with online for so many years, face to face. for the first time.
I am starting a new position with the University of Wisconsin – Platteville in their school of education. I’ll be teaching a course in educational media applications and language/social studies methods class. Sounds awesome, right? Before this change, I taught Communications courses for Southwest Tech. In the past, I taught English Language Arts 8-12th grade for 11 years, and I enjoyed a short stint as a District Technology Coordinator. I’m also a certified Verbal Defense and Influence instructor. My areas of preferred studies would be Communication and Educational Technology.
Interesting fact:
I have two horses that I adore!
What I hope to gain at GTA:
I want to learn the finer points of Google Apps, the Chrome browser, and Chromebooks. I use Google “stuff” every day but things change every six months, it seems. I find it hard to know all of this little specifics. I’m looking to collaborate will others. After a break from serious edtech networking, I’m looking forward to connecting on a daily basis.
I am Digital Literacy Resource Teacher in the York Region District School Board (YRDSB) just north of Toronto, Ontario. I have the best job in world! I am part of a team of 8 VERY enthusiastic edtech innovators that support our 10, 000 teachers and 125, 000 students on their journey integrating technology into their work and learning. I’ve been a teacher for 20 years and I’ve never been so excited about the possibilities! Along with +Scott Monahan, I having been helping to spread “the Google” throughout our Board for the last couple of years including two “Google Camps” that brought out close to 1000 teachers on Saturdays to learn together. I got to work some of my “social media mentors” Eric Sheninger, Eric Byrne and the EdTech Team as keynotes and presenters. My career has been diverse including years a drug counsellor in a school, a phys. ed. teacher, site administrator, AP Biology teacher and Department Head of Science. How did a biologist end up here…..? I never want to stop learning. I look for opportunities to learn anywhere I can. Chances are, I learned something from you online!
Interesting fact:
Believe it or not, that picture of me is the first “real” picture of me I’ve posted on social media. I’ve always been seen as “Beaker” in all my networks until recently! (See the resemblance?)
What I hope to gain at GTA:
I never want to be the smartest person in the room! I think that’s been the key to my success! I never want to stop learning and am looking so forward to learning from everyone at #gtaalt and the network beyond that exists beyond our two day adventure! To be in a group with so many like-minded and innovative educators, I have to come out a better person on the other side! I try to live by one of my favourite quotes…. “It’s okay to be where you are, it’s just not okay to stay there!”
I was born and raised in Southern California, but I have spent some time in Michigan (for undergrad) and India (with family). I spend most of my time with family and working (mainly because my work does not feel like work). The best way to describe my family . . . Well, just watch My Big Fat Greek Wedding. That pretty much sums us up in a nutshell, minus all of the meat. My family and I are vegetarian for religious reasons—we’re Jain.
I work as a math teacher, Title I Lead, and Technology Coach for the Perris Union High School District. My colleagues are inspirational people, and we serve amazing kids and their families.
My hobbies, besides hanging out with family and working, include needlepoint, beading, and other crafts. I love Bollywood dancing and am a huge I Love Lucy fan.
Interesting fact:
I dropped out of college as an undergrad. After a few month, my dad forced me to go back and sat with me in class. Today, I have my doctorate from USC. Fight On!
What I hope to gain at GTA:
Collaborate, collaborate, collaborate! I want to expand my PLN. I would love to learn how to better use social media. I feel overwhelmed right now and want to learn how others streamline their resources. A sneak peak at Google Classroom would be AWESOME. I look forward to spending two days (of many more to come) with out-of-the-box thinkers.
Laurie Clement
I was hosting a Mini WE Day when I found out I was accepted to the GTA-ATL. It seemed fitting as WE Day is an opportunity to inspire and empower youth to Be The Change! This is me with my 3 children who also worked the event. I am so excited about the opportunity to be inspired by all of you and empowered to continue working toward being the change in my classroom, school and community.
I am a currently teaching in a Grade 8 1:1 Chromebook classroom. Technology has transformed the way I teach and has allowed me to bring my students to levels that I never thought possible. My goal is not to “use” technology but to seamlessly embed it into the learning process. I am also very passionate about providing my students with opportunities to connect globally which led to the development of Global Students Global Perspectives.
Interesting fact:
I am currently working with my class to raise $10,000 to build a school in Kenya. If we achieve this goal, I am definitely planning on going there myself to help build it.
What I hope to gain at GTA:
It is evident already that this group is very passionate about learning and the endless possibilities that technology can provide our students. I am really excited about the opportunity to be part of this learning community and to learn along with each of you! I have a lot of staff members very excited to share in all of this knowledge as well!
I am a first-year high school librarian at Northern Burlington County Regional School Distict in Columbus, NJ. Prior to that, I taught English at the middle school in the same district. In the library this year, I have integrated technology that was not previously being used. For example, I requested and received a cart of Chromebooks that are used daily, and have purchased many new databases and other electronic resources for the students. I have pretty eclectic interests (Star Wars, quilting, Billy Joel, and heavy metal…).
Interesting fact:
I am a huge fan of stand-up comedy. My husband and I have probably seen more stand-up shows than music concerts. Some favorites: Steven Wright, Jim Gaffigan, Jim Breuer, Anjelah Johnson
What I hope to gain at GTA:
I look forward to meeting other tech types and am excited to learn a variety of new tech tools. It will be great to expand my PLN and support system. I can’t wait to bring new things back to the “hungry” teachers back at school who love Google and want more!
I am a high school, language arts educator at Archer High School in Gwinnett County, Georgia. Through 8 years of experience, I have become passionate about transforming education to meet the complex needs of our 21st Century students. I encourage building a high performance culture and risk-taking within a project-based learning classroom atmosphere. In order to fine-tune my knowledge and craft, I am pursuing an Education Specialist degree in Instructional Technology and School Library Media at The University of Georgia. I love facilitating at workshops in order to help educators learn how to provide authentic learning experiences and digital literacy instruction. I enjoy being a trailblazer and jumping head first into new ways of doing things.
When I am not focused on all things education, I explore the outdoors and play with my two dogs, Roscoe and Beamer. My husband and I love creating and working on projects together. Our most recent one involved landscaping around our Koi pond. I really enjoy a great cup of coffee, reading, Mexican cuisine, baking, singing in the car, watching National Geographic, and spending time with friends and family.
Interesting fact:
I am a rudderless ship. I get lost and turned around very easily. Although it poses a problem while driving, it has led to some amazing discoveries along the way in my daily life and career.
What I hope to gain at GTA:
I am really looking forward to meeting my fellow cohort members and learning about all the amazing things each of you do. I hope to bring back ways to enhance student learning in my classroom. My ultimate goal is to walk away with the confidence and knowledge to impact and develop educators locally and globally. I hope to grow, learn, and increase my Googliness through this experience while connecting with a phenomenal group of like-minded individuals.
I am a teacher on an urgent quest. Currently learning with my Grade 3&4 class, using 1:1 iPads. Interested in the social aspects of the internet. Wannabe maker. I am doing all that I can to join the flows to help transform education right now.
Let’s do this.
Interesting fact:
I recently took up the Ukulele and crochet. Why not? It’s always a wonderful experience to be a beginner and experience the arch and adventure of learning.
What I hope to gain at GTA:
I hope to build relationships with other educators with a heart and mind for helping students learn and plan some potential projects. I also wish to foster a closer connection and understanding of Google and the Googly vision for helping learners.
I am part of the Instructional Technology Integration Team for the Fond du Lac School District in Wisconsin. Previously, I was a middle school science teacher for 20 years in our district. I am always looking for new ways for students to communicate, create, collaborate and think critically using technology. In the fall of 2012 our district rolled out one the largest high school 1 to 1 initiatives with 2200 Chromebooks. I received my Masters Degree in Educational Technology, I am a Google Education Trainer and a Haiku Learning Certified Trainer. I have presented at several conferences including: ISTE 2013 Google Booth, Midwest Google Summits, and Google/Intel Mini-Summit.
Interesting fact:
I have been to the Googleplex and rode a Google bike across the campus!
What I hope to gain at GTA:
Growth! I embrace lifelong learning and being inspired by new ideas. I am always looking for innovative teaching methods to use in the classroom. I want to bring new ideas back to my staff so I can share that energy and enthusiasm. Becoming a GCT will give me the opportunity to be inspired by other educators at the academy. I look forward to making new acquaintances, friendships and further develop my professional learning network.
I teach Geo/Tech (9th) and Sociology (12th) at West Hills HS in San Diego. When I am not in education mode, I love to spend time traveling, camping and being outdoors with my family. iPhoneography has been a hobby of mine for about a year, so if you are up for a photowalk let me know.
Interesting fact:
I was a hog farmer in “The South” for six months. A few weeks after graduating from San Diego State, I decided I needed to mature and get out of my comfort zone. I boarded a Greyhound bus and road 72 hours, across the US to Turbeville, South Carolina to work on my Dad’s hog farm. After saving a little money, I went to by myself to Costa Rica for three months. After the Costa Rica trip, I returned to San Diego to start my teaching credential. I have only made a few appearances as a farmer since 🙂
What I hope to gain at GTA:
Friendships and what will be shared, created, generated by an incredibly motivated group of educators.
I am the Technology Liaison at John Hanson French Immersion School in Prince Georges County, MD. In addition to this, I also teach Technology Integration and English Language Arts at the middle school level. I have served on the School Leadership Team, advising administrators and teachers on technology-related matters. My main focus for this year has been on flipping the English class, and gamifying the technology class.
Outside of my work at John Hanson, I also conduct professional development for teacher recertification hours at the county level, on topics such as Google Drive, Google Sites, and Using PowerPoint in the Teaching and Learning Process. I have presented on various technology topics at the local, regional, and state level.
I am a doctoral candidate at George Mason University, with a major in Education. My upcoming dissertation, Using Technology to Facilitate Language Acquisition of English Language Learners, is rooted heavily in PBL.
Much of the learning that I do, however, is not from a textbook. It comes from inquiry and collaboration. I hope to reinforce these traits in my students, so that they can become life-long learners. My hope is that they are also able to transform passion into livelihood!
Interesting fact:
I also go by the name of DJ Sarah aka “The Ph.DJ.”
What I hope to gain at GTA: I hope to connect with other passionate educators from around the globe, and learn everything that Google has to offer in terms of education! I’m really interested to learn more about Google Glass, scripts, and Google Classroom.
I’m a digital literacy resource teacher in the York Region District School Board and pursuing an M. Ed. at Nipissing University. I’m passionate about changing elements of the educational culture by working with teachers to show them how technology can make their lives easier and provide more engaging learning for them and their students, and convincing them that they need to share the great things that are happening in their classrooms to support other teachers around them. I am also the facilities engineer, zamboni driver, and concession stand operator at my backyard rink (build, flood, shovel and provide hot chocolate).
Interesting fact:
The first time I got to see a polar bear [IN THE WILD] was when one of my grade 9 students in Arviat, NU, came up behind me on an ATV while I was walking and asked if I wanted to go see a polar bear. Of course I said “Yes!” Little did I know I would only be riding about 500 feet up the road! The polar bear was dozing on the ice beside the road I was walking on. Yikes! I did manage to see a few more in my time in Arviat, but it turned tent camping into a whole new adventure!
What I hope to gain at GTA:
I’m looking to connect with other leaders to find more ways to engage teachers in an inspiring educational future where teachers see themselves as co-learners with their students and are less afraid to venture into new modes of learning and collaborating.
I was born and raised in a small, and I live in a small town. Oops- quoting John Cougar Mellencamp, but it’s true! I have been teaching for about 17 years and loved every second of it. Currently, I teach STEM at a small K-8, rural school with only about 110 students. It is my little Utopia! I LOVE it! I get to be creative and create my own curriculum. I also work for our local Regional Office of Education where I provide PD services to area educators for all thing tech and curriculum related. I get to meet many great educators. I’m living the dream!
Interesting fact:
In 2009, I won the Illinois Computing Educator’s Technology Administrator of the Year, and got fired the next week from my district. I will tell you all that story! LOL
What I hope to gain at GTA:
I want to gain as much as possible to be able to fully implement google tools in my building and geographic locale. I want to be able to show teachers and students how to work more effectively and efficiently (smarter) rather than working harder. I also can’t wait to work with a group of like-minded individuals and develop a stronger PLN!
I was born and raised in a small farming community in Iowa(actually, all of Iowa is a small farming community). After college I moved to Kentucky, married a cute southern girl and live happily with our two crazy children. I am obsessed with technology and love some #deepgeekspeak. I am a PhD. candidate in the University of Kentucky’s School Technology Leadership program with an amazing #ukstl cohort that I am proud to call friends. I teach Media Arts at a one-of-a-kind school that strives to teach in a collaborative manner to foster creativity. I also co-lead #kyedchat on occassion.
Interesting fact:
I used to be a field corn inspector in Iowa. I know more about corn than most people should ever know. I also get bored easy and seek change often. I earned a Journalism degree in college, but went into ministry and eventually fell into teaching.
What I hope to gain at GTA:
I look forward to connecting with people who geek out about technology as much as I do. I want to learn more about how technology can be used to enhance student engagement and further learning. I also look forward to skills I can bring to other educators.
I have been a middle school teacher for 17 years (5 years in Newark, NJ and the last 12 in Middletown Twp.) I currently teach 7th grade Social Studies, but have taken on the informal role of tech coach in my building during my duty and prep periods (as well as before and after school.) I earned my undergraduate degree at The George Washington University in Washington, DC. My degree is in Radio, TV & Film and my dream is to one day write a screenplay that sells! I have a 9-year-old and 12-year-old at home who have also become Google obsessed (I am still working on the hubby!) I will hopefully be in a more formal tech coach role next year and will be helping to roll out the 1-1 Chromebook initiative in my large district. I would also like to implement “20% time” next year with my students!
Interesting fact:
This is not that interesting, but I have a chronic disease called Eosinophilic Esophagitis, which limits the foods I can eat (no dairy, no peanuts, and limited wheat for me), so I am going to be that annoying person that has to ask what the ingredients are in everything we eat in Atlanta! On a lighter note, I am obsessed with the Beatles and my favorite show of all time is Buffy the Vampire Slayer!
What I hope to gain at GTA:
I hope to build my PLN and continue to learn ways to implement GAFE into all content areas, so I can assist teachers in my district. I would also love to learn more about Google Classroom and Chromebook implementation, as I was already asked to do PD on this in the fall! I look forward to being inspired by all of you, who already seem so wonderful!
Our final day of Read Across America and World Read Aloud Day was once again filled with special memories.
We read Crankee Doodle with Meghan Nels and her students.
Matthew Winner and I got creative about how to read Open This Little Book with our students.
Cathy Potter and I had fun reading I’m Bored and letting our students show the many ways you can say “boring”.
Shawna Ford, Shannon Hyman, and I all found students to read parts of a reader’s theater of One Cool Friend. We loved hearing voices in 3 states reading the story.
Stacy Ford and I had a great time being Elephant and Piggie with our students as we read I’m a Frog.
Randie Groden and I had some impromptu skyping as I had a class cancel! Several 5th graders who were checking out books gathered around the projection area to meet her first graders and read Same, Same but Different. Sometimes the unexpected is fun!
We ended our WRAD week with a connections between Shannon Miller and Barbara Terracciano along with author, Tom Angleberger. He read aloud the part of Crankee in Crankee Doodle, and it was the perfect ending to our week.
There is not a day that goes by that I don’t read aloud. Every day is read aloud day.
When I think of World Read Aloud Day, I think of connections.
Kate DiCamillo, National Ambassador for Young People’s Literature and 2-time Newbery winner, says “Stories Connect Us”. In Extra Yarn by Mac Barnett and illustrated by Jon Klassen, all of the characters are connected to one another through strands of yarn as the main character knits sweaters for everything and everyone in sight. In Same, Same but Different by Jenny Sue Kostecki-Shaw, we learn that we really are all connected in the world by common strands of life even if those strands might look a bit different based on our cultures, locations, and beliefs.
World Read Aloud Day is about all of these things. Even though we should read aloud every day, World Read Aloud Day raises our awareness of the importance of reading aloud. It reminds us that when we read aloud, we connect. When we read aloud, we expand our world. When we read aloud, we learn that the world really isn’t as big as it seems. We are all united through power of story and spoken word.
This year, our planning for World Read Aloud Day/Week began in December. My wonderful friend and collaborator, Shannon Miller, created a Google Doc for educators around the world to use as a space to share their schedules and ideas. The two of us shared the doc through blog posts, twitter, facebook, and conversations. Over 3 months later, the doc is filled with conversations that each tell a story of a connection between multiple groups of students. When you look at this single document, you know that students, teachers, teacher librarians, and families around the world are being impacted by powerful experiences of hearing stories read aloud, participating in conversations about books, and building connections to new friends around the world.
Our school:
engaged in 36 skype sessions
made 50 connections in these sessions
met new friends in 22 states and 2 other countries
Along the way, we built a Google Earth Tour using Google’s tour builder. This tool allowed us to quickly add pins to a world map, add photographs and videos, and write a summary of each skype session and what we loved and learned. I love how at the end of the week, we instantly have documentation that allows us to remember, reflect, and celebrate the fun that we have had during this week.
Today, I received several thank you letters from students. Organizing this many Skype sessions is exhausting. I won’t lie about that, but the rewards that come from the hard work make up for all of the time I spent organizing this week. Receiving these letters reminded me why I advocate for World Read Aloud Day and why I believe in the power of connecting with one another through story. Thank you Litworld for creating such an amazing world-wide event.
Our skype connections continued today with 7 more fun read aloud experiences for our students.
Edie Crook Gastonia, NC
Okle Miller Tampa Fl
Cherie Smeltzer New Hampshire
Shawna Ford Texas
Jenny Lussier e Connecticutt
Wendy Garland Massachussetts
Shannon Miller Iowa
We started our day connecting with Edie Crook and her students in Gastonia, NC. We had fund reading I’m Bored and then saying the word “boring” in different ways.
Next, Okle Miller and I read aloud Same, Same but Different. Our kids had fun talking about what was the same but different about life in Athens and Tampa.
We did our very first skype with PreK today when we connected with Cherie Smeltzer and her students. They read Yes Day to us and we had fun thinking of what we would ask for on our own yes day.
Shawna Ford’s students read Mr. Tiger Goes Wild to us, and I read Same, Same but Different to them. We had a great discussion about the importance of reading picture books at every age. Shawna compared it to how Disney movies have something that kids understand but some deeper meaning that mostly adults understand. My kids really grabbed onto the idea.
Jenny Lussier and I had a blast reading aloud Crankee Doodle to our students. It is a hard book to read without cracking up! I loved how our students suggested great books to read.
Wendy Garland and I read aloud This is Not My Hat. Our students had a lot of opinions about what happened at the end. We had a great discussion about the term “just right” and how this book was chosen as a “just right” book for our skype.
I loved ending the day by reading aloud Flora & Ulysses to Shannon Miller’s students. We had to get a bit creative on how to show the comics since Shannon’s copy was checked out, but we made it work. The kids are all excited about the book and our copy that just arrived today was immediately checked out.
I can’t believe there’s only one day of connections left. Tomorrow has several fun and surprising moments in store. I can’t wait t end our week with some more great stories, authors, students, and librarians.
Today is officially World Read Aloud Day. We have been celebrating all week and will continue on Thursday and Friday. Today can only be described as miraculous! Here’s a look at our day.
We started by connecting with Donna MacDonald and her students in South Burlington, Vermont. Our students did a reader’s theater of One Cool Friend. We divided the parts up between our students so that voices in both states were helping to tell the story. Students got a chance to find out about state symbols and the weather, but we loved meeting all of Mrs. MacDonald’s library pets!
Next, we connected with Matthew Winner and his students in Elkridge, MD. We shared the book The Story of Fish and Snail by Deborah Freedman. We took turn reading pages. He had 1st graders who read the pages with him, while I had Kindergarten where I read the pages. Our students also had a chance to ask once another questions.
Next, we began connecting with several authors. Our first connection was with Anne Marie Pace. She is the author of Vampirina Ballerina and Vampirina Ballerina Hosts a Sleepover. During our connection, she taught the kids a great song about how a book is made and had them sing along.
Then, she read Vampirina Ballerina. It has so many interesting vocabulary words. On one page, she had the students stand up and dance with her to practice one of the ballet moves.
Another thing I love is when authors point out details in the illustrations and how they connect with the rest of the story. Anne Marie pointed out Vampirina’s final pose and how it was the same pose as her ballet idol posted in her bedroom.
Next, a very miraculous thing happened. We skyped with Kate DiCamillo! As you know, she has won 2 Newbery medals and has just been named the National Ambassador for Young People’s Literature. A few weeks ago we were contacted by the amazing people at LitWorld with an opportunity to be in a multi-school Skype. I immediately said yes and the planning began. Most of our 2nd grade attended with a few 3rd graders. It was so inspiring. We started with a roll call of schools.
Kate shared a poem from one of my favorite poets, Joyce Sidman. Then, she started taking questions from schools. This was followed by some reading from Flora & Ulysses. The moderator also read aloud part of Kate’s first draft of Because of Winn Dixie, and I loved how Kate covered her ears because she didn’t want to hear how it sounded.
Kate took some more questions from schools and ended by having the adults at each school share what they were reading to students. When it came to me, I just had to tell Kate how I have read p. 130 of Flora & Ulysses numerous times to the students of Barrow and how “Expect the Miraculous” has become a mantra in our library and throughout our school. She turned to p. 130, found the part, and read it aloud. It was such a special moment (as you can see from my reaction at the end).
This was an amazing experience for our students. They were hanging on every word and sat attentively for 1 hour and 15 minutes! Our local newspaper was also in attendance to document the event. I can’t thank LitWorld and Candlewick Press enough for this opportunity. It was inspiring and definitely connected us with so many people through stories, which is Kate DiCamillo’s National Ambassador for Young People’s Literature platfrom. During this call, we connected with the following schools along with Kate DiCamillo:
Mason-Rice Elementary School Newton, MA
Minnetonka Middle School West Minnetonka, MN
Van Meter Community School Van Meter, IA
Saint Mary Catholic School Paw Paw, MI
Ducketts Lane Elementary School Elkridge, MD
American School Foundation Mexico – ASFM Monterrey, Mexico
Roosevelt Elementary Jamestown, ND
Later in the day, we connected with author Barbara O’Connor along with Sherry Gick and her students in Rossville, Indiana. Barbara read aloud from How to Steal a Dog.
Then, students in each state had a chance to ask her some questions. We learned about her 2 dogs, Martha & Ruby, as well as where the inspiration for the book came from. Mrs. Wright’s 2nd grade class loved connecting since they had just finished the book as a class read aloud.
Mrs. Stuckey’s class connected with author Jenny Sue Kostecki-Shaw and Shannon Miller’s students in Van Meter, IA. She read her book Same, Same But Different. We loved hearing her sing Kailash’s alphabet.
Then, she gave us a peek inside her art studio where we saw some paintings from her new book Luna and Me, which will be out in spring. We can’t wait to see this book in print! Students also got to ask her questions about her work. It was fun to see her thought process as the author and illustrator of the book, and we learned that she does both together.
We ended our day with the entire 5th grade skyping with author Tanya Lee Stone. She read to us from Almost Astronauts.
This was followed by a chance for students to ask her questions. They had several specific questions about the book, but we also learned how thorough Tanya is when she researches. I loved that she included that she uses the Internet to research, but that she makes sure she is using reliable sources. It was also fascinating to hear that books like Courage Has No Color took 10 years to write! That was a powerful statement after students were complaining about a 2 hour writing test.
I love World Read Aloud Day. I love sharing stories aloud, but even more than that, I love knowing that words are filling the air all around the world on this day and across this week. I love that people are using social media to publicly profess their love of reading, their favorite books, and their celebrations of their freedom and right to read. I love that stories really are connecting us to one another on this day and every time we share a story out loud.
Our celebration will continue for the next 2 days before we are off for spring break. We will continue working on a Google Tour that will show all of our connections with a summary of each one. Look for that in Friday’s post! Happy World Read Aloud Day!
We had another incredible day of connecting with classrooms and authors. At the end of the week, I will share our Google Earth tour that summarizes our entire week. For now, here are some pictures and videos from our connections today.
Erika Victor 3rd grade Berlin, Germany
Jennifer Reed Kindergarten Massachussetts
Heather Temske 4th Roswell, GA
Laura D’Elia 3rd Massachussetts
Christy Brennan 5th Pennsylvania
Shanon Miller Iowa
Shannon Miller 4th/5th grade Iowa & Author Deborah Freedman!
What a way to start the week for Read Across America and World Read Aloud Day. Our morning kicked off with about 40 guest readers (2 in every classroom PreK-5th). First, these readers gathered in the library to select books. Many thanks to Kim Ness for checking all of the readers in and Julie Moon for setting up our Signup Genius which kept us organized. They were full of energy and spent time connecting with one another, sharing stories, and getting pumped up to read to classrooms.
After a group picture, our 5th grade BTV crew escorted readers to classrooms and they got started sharing Dr. Seuss books, laughing, and learning with our students. It was so much fun to go around the school and hear Seuss words filling the air, seeing kids smiling, and hearing their laughter.
Following this, we started the first of 36 Skype sessions to celebrate Read Across America and World Read Aloud Day. We are creating a Google Earth Tour as we connect, so I will post that at the end of the week. For now, I’ll share some images and video from our week. Today, we connected with:
Okle Miller 2nd grade, Tampa FL
Crystal Hendrix Asheville, NC
Wendy Garland 4th grade Massachussetts
Jennifer Reed 3rd grade Massachussetts & Peter Reynolds
Kate DiCamillo, National Ambassador for Young People’s Literature and 2-time Newbery winner, says “Stories Connect Us”. In Extra Yarn by Mac Barnett and illustrated by Jon Klassen, all of the characters are connected to one another through strands of yarn as the main character knits sweaters for everything and everyone in sight. In Same, Same but Different by Jenny Sue Kostecki-Shaw, we learn that we really are all connected in the world by common strands of life even if those strands might look a bit different based on our cultures, locations, and beliefs.
Expect the Miraculous 