Last year, a book impacted my life, my library program, and found its way into so many conversations with students, teachers, and librarians. “Expect the Miraculous” came to be our mantra in the Barrow Media Center thanks to Flora & Ulysses: The Illuminated Adventures by Kate DiCamillo. It was all thanks to p. 130-131.
This summer, as I sat down to develop our library program goals for the 2014-2015 school year, that mantra of expecting the miraculous everyday was still a big part of my thinking. However, this summer I carried so much more with me as I reflected on goals.
I had the moonshot thinking and action plan of the Google Teacher Academy and becoming a Google Certified Teacher.
I had the Invent to Learn Workshop with Sylvia Martinez and Gary Stager.
Photo credit: Sue Levine
I had numerous experiences at the ISTE 2014 conference including a zombie fighting keynote from Jennifer LaGarde, empowering talks from George Couros and Todd Nesloney, and inspiring keynotes from Ashley Judd and Kevin Carroll about the importance of each child’s story and the importance of play.
The more I reflected on my summer professional learning experiences the more I realized that I wanted this year’s goals to be different. In the past, I’ve made big goals about developing the participatory culture in our library, but I’ve also made specific goals about the collection. While the collection is important, it is not my primary focus for the library program. I was reminded of a question in Jennifer LaGarde’s keynote about the Dewey decimal system and her answer of “who cares”. Who cares if I have specific goals about the library collection? What cares if the 300’s have the recommended number of books? Who cares what the average age of the biographies is? The heart of the program isn’t the physical collection. The heart of the program is the students, the teachers, the families, and the community. The heart of the program is the opportunities that they have through the library. Now, I’m not saying that I’m abandoning the collection or that I don’t have goals about the collection. It’s just that my primary goals of the library aren’t about the collection.
I want goals that I can carry with me into every collaborative meeting that I attend. I want goals that I can put up on the walls of the library and add tangible evidence throughout the year of how they are impacting the students, teachers, and families in our school. I want goals that support our school and district goals as well as reflect what is being talked about on a global level.
This week, I will share these goals with our faculty during pre-planning, but they’ve already faced their first test. During our first day of pre-planning our principal set the stage for our year. I must say that it was one of the most inspiring opening days that I’ve ever been a part of because it wasn’t filled with duties and responsibilities, mandates, and daunting changes. Of course, all of those things will be present this year, but our principal chose to focus on how we can value each child’s story, how we can add to and enhance that story by what we offer at school, and how we can develop a vision and mission for our school that represents what we truly believe in education. As I listened and as I talked with other teachers, I was already carrying my goals with me, and I must say that I felt really good about the 4 goals that I’ve chosen.
These are the goals that are based on the themes that consistently surfaced in all of my reading, professional learning, conversations, and reflections.
Goal 1: To provide students, teachers, and families opportunities to dream, tinker, create, and share
I chose these verbs carefully because I think that the order matters. So often, we feel the time crunch in education and I think we often jump to having students make something with so many detailed requirements that they don’t have time to dream about what they hope they could make or have time to mess around, fail, and learn from those failures. As I plan projects with teachers this year, I want to intentionally plan spaces for students to pause and wonder and have time to explore before they actually create a final product that is shared with an authentic audience. I want us to think carefully about how we “show our work” just as Austin Kleon outlines in his books. He says, “If your work isn’t online, it doesn’t exist.” I’ll be thinking carefully about how we give students opportunities to create and also how they share their process as well as their final product.
Within this goal, I have subgoals about the number of large-scale projects I will do with each grade level, the development of our library makerspace, the collaborative relationships with our community makerspace and tech startup, and embedded digital citizenship.
Goal 2: To engage in global thinking and global collaboration
I can’t even count the number of times that global thinking and collaboration came up this summer. I feel like so many people around the world are primed and ready for this endeavor during the upcoming year. Last year, our library was more connected than it has ever been through authors, guest speakers, reading events, and peer feedback through Skype and Google Hangouts. Even though we felt connected, most of our work was projects or single connections. I would love to see global thinking and collaboration become more evident in what we do through long-term collaborative relationships around the globe and authentic questions and projects that matter to the world. Within this goal are the many networks that I will be a part of this year including GlobalTL, Connected Classroom, Skype in the Classroom, and my Twitter PLN. I’m inspired by the work of Sylvia Rosenthal Tolisano and will look at her work as we plan this year.
As teachers and I plan this year, we will ask ourselves how we are being global thinkers and how we are connecting our students beyond the walls of our school.
Goal 3: To empower student voice
When I thought about this goal, I was reminded of many stories shared by George Couros at ISTE including the story of a little boy who made a video where he overjoyed by getting one “like” on a social media post. I was reminded of Todd Nesloney sharing about his math fair and how he asked students to “wow” him by showing their math knowledge. Students did more that “wow” him. They shared their passions in life, involved their families, and were empowered. I was reminded of how we all want to be heard and feel like we’ve made a difference. As I plan with teachers this year, I want to ask how we are empowering each student by allowing them to share their passions and feel that their voice is heard. In the library, I will continue to explore this as well by giving students opportunity to document our year, make decisions about library resources, share their passions through contests and displays, pass on their expertise through co-teaching experiences, and listening closely for opportunities I don’t even know about.
Goal 4: To support the reading habits and curiosities of students, teachers, and families
It’s no secret that the more you read the better reader you become. You of course need to have the skills and strategies to accompany that time commitment. You also need access to reading that matters to you. This year I want to be more intentional about supporting reading curiosities to match students, teachers, and families to the kinds of stories and information they are looking for. I also want to be more intentional about documenting that commitment to reading. Our library is not the only source of reading materials, so I want to continue to build a collaborative relationship with the public library, local bookstores, and other community resources to all work together toward a common goal.
This year, we will explore an Evanced tool called Wandoo Reader. This tool will give students a portal for documenting their reading lives through tracking book titles and minutes read. Along the way, there will be challenges issued to students, and within Wandoo Reader, they will earn pieces to a robot that they will customize. I hope that this tool will offer a level of engagement for tracking reading as well as encourage students to spend more time reading in multiple ways from multiple locations.
Our planning will begin this week and I look forward to carrying these goals with me, trying them out, and see what miraculous things happen this school year.
What are YOUR library goals? I invite you to think about them in new ways and share.
On June 25 and 26, 2014 I had the honor of attending the Google Teacher Academy in Atlanta. It was a long road to get to GTA. The application process is a test in how well you can boil down your practice into the most concise wording and video that represents your innovation and reach. The application is short with only a handful of questions that limit your response to 800 characters. One of the most challenging parts of the application process is the video. In one minute, you have to introduce yourself and show how you foster innovation in education as well as how you have a global impact. I don’t even know how many hours it took me to craft a one-minute video, but I do know that the process forced me to really think about my practice. I made multiple versions of the video and got feedback from multiple including Cat Flippen, #GTACHI. Here’s how it turned out:
The wait to find out if I got into GTA was agonizing. I won’t lie about that. Even though I had IFTTT recipes setup to notify when the email came, I still stayed glued to my phone and computer because I was in a professional learning session on announcement day. Once the email came, things started happening fast. The 35 were invited to a Google Plus community where we could begin connecting. It didn’t take long for the collaboration to begin. Here are just a few things that happened:
Jennifer Armstrong began making a Youtube playlist of our GTA videos
I created a Google doc where we could begin crafting a shared blog post that we each could share in our own networks to introduce the 35 #GTAATL participants
Linda Humes and Corey Holmer started designing a t-shirt for us. Corey’s design was ultimately chosen, but many people in the group contributed ideas. Frank LaBanca ordered our shirts and had them all shipped to me in GA so that I could easily drive them to GTA rather than someone having to bring them on the plane
Renee Nolan organized a meetup for most of us on the night before GTA began to get to hangout together before GTA consumed our brains
Janna Gibson made a guide to Atlanta to introduce everyone to the food and sights to check out in Atlanta
And the list goes on
I loved this because it brought out one of the things that inspires me about collaborating. We all have talents and expertise, and so many people stepped up to share their talents and passions with the group.
Finally meeting everyone face to face was so much fun. We only knew one another from our profile pics, social media posts, and blog stories. We all met at Marlow’s for dinner the night before GTA and spent time just having conversation and sharing the anticipation of what the next two days would bring.
We arrived at the Google office and waited until the exact time to enter. After checking in, we were immediately launched into the Google culture, which of course started with food. We had a great breakfast before moving into our agenda.
I won’t detail the entire agenda, but share some of the things that stood out to me along the way.
First, the planning team revamped the entire agenda, and we were the first GTA cohort to try out this new agenda. This was exciting but also a little risky since it meant that we might not experience what we thought we were going to experience. What I saw was that the agenda focused a lot more on philosophy than on specific tools. The idea behind this is that tools come and go and tools change, but if you have an innovative, risk-taking philosophy of teaching, then you adapt to new tools and environments as well as create entirely new environments for you and your students.
We watched the Moonshot Thinking video, which I had seen at a GAFE Summit. It is always powerful no matter how many times I watch it.
I loved how this framed our entire GTA experience because it set the tone that we as innovators in education we need to be trying things that have never been tried and creating new tools and experiences for our students that stretch far beyond a “next step”. I loved how this moonshot thinking and “solving for x” brought us into our first experience at GTA.
This was probably my favorite “activity” that we did over the 2 days. Prior to GTA, each of us submitted what we felt were our biggest challenges in education. Those challenges were compiled into themes. At our tables, we were randomly assigned one of the challenges. Then, one of our team members had to spin a wheel filled with tech tools. Our goal was to use this tech tool to address the specified challenge, and to make things interesting, we only had 5 minutes to make a decision.
My group ended up with “lack of teacher training” paired with “Panoramio“. Most of us in the group had never used Panoramio, which was perfect! I felt like it put us in the shoes of our teachers who feel insecure when facing a new technology tool. I was reminded of teachers who feel frozen when they face the unknown and want someone to just tell them exactly how a tool works before they will try it. With the clock ticking, we didn’t have that luxury. Instead, those of us that had used the tool began brainstorming how Panoramio could address teacher training. Others, like me, frantically researched the tool to see what it was capable of. At a glance, Panoramio is a collection of photographs uploaded by the community of users and embedded onto Google Maps by location. You can browse the photographs by location or you can specifically search for topics of pictures. For me, I was trying to figure out if you could tag images and search by tag. From my own experience, I’ve seen the lightbulb go on so many times for a teacher when they see something put into practice in a classroom. Sometimes all it takes to help a teacher feel “trained” enough to try something is just seeing what it looks like in a classroom. I thought that if we could create a massive social media campaign for educators to upload images of their classrooms into Panormaio and tag those images by the topics that they showcased, then we could support teachers in “seeing” what that specific topic looked like in a classroom. If we needed specific kinds of pictures uploaded to Panoramio, then we could be specific like pictures of students using social media in the classroom. I added this thinking to my group, but I loved that others in my group had completely different ideas for how this tool could be used. This exercise also reminded me that our focus can’t be on the tools. Our focus should be on our students, teacher, families, and community along with the needs that they have. There’s a whole range of tools that can support those needs. If we push our thinking and try something radical, sometimes a tool that seemed like the most absurd idea for solving the challenge actually leads to something innovative.
Our day was of course surrounded by snacks. We had official breaks, but drinks and snacks were always within reach.
Even breaks to the bathroom kept you learning and surrounded by Google culture.
Throughout the 2 days of GTA, there was time for “inspiring ideas”. These were short presentations from various members of GTAATL. We submitted ideas before GTA and were selected by the planning committee to present. I was the very first one to share, which was a bit intimidating. I shared various ways that I empower student voice through Google forms as well as how Google forms can help you crowdsource information.
Other rockstars included Chris Aviles, who shared how he gamifies his classroom. He has created an entire story line that plays out with his students which even includes getting phone calls from game characters using Google Voice. Amy Burvall shared how she used Google Plus to give her students a space to contribute to the classroom and crowdsource information. She also uses this tool to connect people in her professional development sessions. By doing this, people aren’t sitting passively in her sessions, but are instead, actively contributing during her session and beyond. Genius! Hearing from all of these amazing educators during this session was an energy boost during an exhausting day. I was proud to be a part of this group.
One of the things that I hoped would happen was a preview of Google Classroom. We heard about the process it took to develop Google Classroom. I loved seeing a picture from an elementary teacher’s classroom where she had posted about 7 or 8 steps it took to turn in an assignment to the teacher. This was one of the inspirations for Google Classrooms. We had a chance to try out the interface and were all excited and blown away by the usefulness and simplicity. With 35 innovative educators in one room, it didn’t take long for a range of questions to surface. We definitely surfaced some barriers that people may face in using Classroom, but overall the buzz was one of excitement and eagerness to get this tool in our teachers’ hands.
Our lead learners
The rest of GTA involved 4 rounds of explorations of various Google tools and themes. We grouped ourselves into these rounds by common interests in the kinds of challenges we wanted to tackle in our action plans.
We saw a lot of tools, but didn’t have time to use them very much. Now that I’m away from GTA, I’m starting to look at what I saw and consider how these tools fit into what I may try in the library this year. I’m already thinking about how Google Draw can be used as we connect with other schools via Skype and Google Hangout. I wish that we had spent more time with the various map tools from Google because I think there is a lot of potential with those as well for global collaborations. I’ll have to take time to do this for myself.
At the end of day one, we all became Google Certified Teachers. We had a pinning ceremony and a celebration dinner. It was a great sense of accomplishment, but it was only the beginning of the work and opportunities ahead.
Day two was time for us to explore our own interests through an unconference as well as work on our action plans. After GTA, it is an expectation that you create an action plan to facilitate change in education during the coming school year. My focus is on global collaboration. Seeing what students gain from connecting with authors, experts, libraries, and classrooms beyond our walls has convinced me that I need to develop even more opportunities for students to have these connections. This year, I want connecting to be more than a one time thing. I want to create content with students in other states and countries. I want students to offer one another feedback and ask one another questions. I want students to have an opportunity to create projects that matter to them and share those with a global audience.
Amy Burvall inspired many conversations about hashtags and “showing your work”.
I had many important conversations during GTA about this project. Amy Burvall and I talked a lot about hashtags and how tags are the “soul of the Internet”. She helped me to think about how we track our work so that it continues to inform our next work. We talked about the importance of sharing the whole process of a project and not just the final project. This is the kind of thing that GTA does. You may not get to know every single person at GTA, but you make connections with people that you know are going to continue to push your thinking well beyond the 2 days that you spend together.
Now my attention turns to GlobalTL, a Google Plus community that was started by Joyce Valenza. Now, I’m working along with Joyce and many other librarians to develop this community that will facilitate global connections. I know that by connecting and collaborating with librarians, I am connecting my students and teachers with students and teachers around the world. Librarians work with every student, teacher, and family member in the school. I think it makes sense to think about how to create a community that connects people. We don’t know exactly what will happen in the group, but we are going to shoot for the moon to foster global collaboration.
Google Teacher Academy has connected me with 34 other amazing educators, and I know I can call on them for any questions or roadblocks I face. I’m also now connected to a global community of Google Certified Teachers who are actively supporting one another in their educational spaces. I’m sure that GTA is only the beginning of a long collaborative relationship with some amazing global educators.
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!
Back in early February, a group of 5th graders became beta testers for a new tool from Evanced Kids called Wandoo Planet. It is a kid-powered interest genome project similar to Spotify, Pandora, or Netflix. Through a visually-stunning, game-like interface, students train the system to understand what their interests are and Wandoo Planet offers book and movie recommendations.
Since our beta testing began, Evanced has released the beta version to anyone who wants to register for an account. The polished version will be released in summer or early fall. I thought this would be the perfect launch to summer reading. In the past, I’ve tried to get students to think about their interests and begin making lists of possible reading topics, but I felt like it was difficult to carry those initial plans into the summer. With Wandoo Planet, kids can start thinking about their interests and continue to grow and develop their interests throughout the summer and beyond. They can take the books and movies that are recommended to the public library or bookstores and gather their summer reading materials.
Lindsey Hill at Evanced began brainstorming with me on Twitter and email to plan a virtual visit right before we leave for the summer. She mailed me bookmarks, username/password cards, and buttons to give to all of the students.
We thought through which classes would come, a schedule that made sense, how to structure the virtual components, and how to best use student time in the library. We decided on having 2 classes for 45 minute intervals with a 10 minute cushion of time in between sessions. This allowed us to see all 2nd-5th grade classes.
Lindsey agreed to Skype with each group and explain Wandoo. She used this time to explain how Wandoo works as well as how to setup an account.
She also agreed to stay online all day so that students could give her feedback about Wandoo and ask questions. I loved watching students walk up and have genuine conversations with her.
The goal for students during the work session portion of the 45-minute segments was to view the “squirrel parade” on Wandoo planet and begin teaching Wandoo what they like, dislike, and love. After about 5-10 minutes, they setup an account and begin building their Wandoo tree. The tree gives students recommendations for books. If they mark a book to keep, it puts a bud on their virtual tree. After they read and rate the book, the bud turns into leaves on the tree. Students can also add interest branches to their tree by revisiting the squirrel parade or typing a topic directly onto a branch. Students had a small amount of time to do this today. I put a sheet on every table to remind students about all of the steps.
Students brought their classroom computers with them, but for 2nd grade we had to use the library laptop cart and other library computers. It was interesting to look around and see all of the ways that students were accessing Wandoo.
While students were working, we had quite an extensive team of helpers during the day. For the most part, students were independent. We scheduled helpers to assist students with typing, following directions, and thinking of feedback to go to the camera and give to Lindsey at Evanced.
During our 1st two session, we had Gretchen Thomas’s maymester EDIT2000 class. These students were extremely helpful in getting extra computers setup for 2nd grade and having individual conversations with students. Even if they didn’t feel like they “helped”, their conversations pushed students’ thinking about reading interests. I loved that these students used Flipgrid to reflect on their visit to Barrow.
We also had fantastic parent volunteers during the day that helped us as well. Having these parents seeing how kids are using technology and how we encourage continued connection over the summer was so valuable to our school and library program.
Finally, we had a great team of student ambassadors to help throughout the day. These students included my original beta testers as well as members of my student book budget group. Each student had already created an account in Wandoo and tried it out for themselves. I loved seeing their leadership as they setup computers, gently nudged peers to stay focused, and problem-solved technical difficulties.
Hosting this many students in one day in the library was exhausting, but the help of all of these UGA students, parents, and student ambassadors made all the difference in the world.
We closed each session by connecting once again with Lindsey. She encouraged students to use Wandoo all summer long and each group had a special visit from Winston, the Wandoo Planet mascot. We all had fun watching Winston’s dance moves and joining in.
After saying goodbye to Lindsey, I showed students how they can continue to connect with our library all summer long by using our digital resources. I also created a Padlet for them to post to throughout the summer. Lindsey and Winston are going to add to the Padlet too!
I also gave students a strongly worded statement that there’s not really an excuse to not access books and digital resources during the summer. We have an incredible public library system that is within walking distance of most of our students. I hope they will take advantage of our public library’s many resources this summer.
Thank you Evanced Kids for creating a great tool for kids to think about their reading interests and for listening to kids in order to improve your system. I can’t wait to see what our kids experience this summer!
Since January, Mrs. Ramseyer’s 2nd graders have been working in the library and in their classroom on Geniuscon projects. They have explored the question: “If I could change one thing about my school, what would it be?”
Now we’ve arrived at the end of the year with only 4 days of school left. Students are still finishing up their presentations and thinking about their questions. Mrs. Ramseyer and I are working to schedule meetings with students and adults in the school who can create change based on their topics. For example, one student wants more enrichment clusters at our school so he will meet with Ms. Maher, the enrichment cluster coordinator. One student wants devices to go home and another wants more use of the 3D printer, so they will meet with me in the library.
We also wanted students to have a chance to share their genius ideas and projects with a larger audience. Sherry Gick and Matthew Winner have established an Edmodo group for Geniuscon. This is from Sherry & Matthew’s blog post:
Join the Edmodo group by logging into www.edmodo.com, clicking on “+” symbol next to GROUPS, selecting JOIN, and typing in the code ru9b7d. This will make you a member of our Edmodo GeniusCon group, which is a private community. The advantage of keeping this community private is that we can also keep the work and identities of our participating students private. However, we have the option of also sharing posts publically, allowing the whole world to see what your students have created. These public posts are viewable through our GeniusCon homepage under the PROJECTS tab.
I posted some possibilities for when our 2nd graders would be able to connect. Then, I looked at the members of the Edmodo group and sent some messages on Twitter. Shawna Ford in Weatherford Texas had a group of students ready to listen to our 2nd graders. We started planning a connection and Sherry and Matthew jumped on board with their students too.
We decided to hold a Google Hangout On Air so that others could watch our students share their genius live, but we could also archive the event for people who couldn’t attend. My 2nd graders and Sherry’s 8th graders had topics and projects to share.
Our format looked something like this:
Introductions from Georgia, Texas, Indiana, and Maryland
Matthew Winner set the stage for what Geniuscon is all about since 2 of the classes in the hangout had not participated in the project yet.
I gave an introduction to what my students, and then one of my second graders kicked off the event. Each of my students shared their topic, what their solutions were, and how they felt about what they found out.
My students alternated with Sherry’s students sharing.
Then, we closed by letting each school give some closing thoughts.
First, I was amazed by how professional all of the students were in their presentations whether they were in 2nd grade or 8th grade. I was inspired by the variety of topics and how some of the 2nd graders had some of the same topics as the 8th graders. It made me wonder about next time and the potential for collaborating between schools on the same topic. I also loved the different approaches that students took to completing their projects. Sherry’s students worked in groups while Matthew’s students were tackling one big topic together: bullying.
It was also fun to know that our students’ voices were being heard by a global audience. Our librarian friend, Randie Groden, in MA watching live.
We also had some encouragement from our friends at Capstone Press.
Uniting our voices in 4 different states was powerful. Thinking about the power of students stepping up and sharing their genius in multiple states made me proud to be an educator.
My students closed our time with some reflection on our project. We talked about what we loved about the project. I loved that one student brought up the idea that even if our projects didn’t turn out the way we wanted them to, we had the chance to learn about so many kinds of technology like Google forms and Google presentation and working together. There were many meaningful pieces of this project, and I’m grateful to Sherry Gick and Matthew Winner for encouraging us all to help our students share their genius.
Kindergarten is revisiting narrative writing at the close of the year. This year, they have also worked very hard on the standard
ELACCKW6 Production and distribution of writing: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
With this standard as our guide, we have explored tools such as Storybird, Padlet, and Flipgrid to publish our writing. We’ve also used digital tools such as Pebble Go and the Capstone Interactive Library to gather information for our writing.
The Kindergarten teachers wanted to try one more digital tool, so I met with them to brainstorm. We tossed around a lot of ideas, but we ended up deciding to try a brand new tool called Chromville. Chromville is an augmented reality app that was just released this year. It offers 6 different coloring pages. Five of the coloring pages have a setting and a character and the sixth coloring page is a “create your own” character with no setting. First you color your page. Then, you use the Chromville app to select the matching setting and scan the page. Once the screen turns green and you wait 3 seconds, the character and setting come to life on the iPad and the character begins to move around and interact with the setting.
From my own experience with Kindergarten students, I’ve seen how visual they are, and I thought that seeing their character and setting in an interactive way might give them enough ideas to begin imagining their own stories. The teachers and I mapped out what we would do in the library and in class. It looked something like this:
In class, choose a setting and color it.
In the library, use the iPads and the Chromville app to see the setting come to life and brainstorm what to write about.
In class, begin the writing process by describing the character and setting as well as thinking about 3 events and a reaction that might happen in the story.
In the library, use the iPads to look at the Chromville character and setting again for more brainstorming and continue the writing process, including revision and publishing.
In class and in the library, share the final stories.
In the library, do a gallery walk of the all the stories by scanning the Chromville setting and reading the accompanying story
Four of the Kindergarten classes went through this process and it was very exciting to watch. I saw some of the longest stories by Kindergarten students that I have ever seen. Chromville was an exciting and motivating tool for them to use and they were full of energy when using it.
We did learn a lot about what to do differently next time. For example, we will probably opt to use crayons or color pencils next time rather than markers. We will also avoid black as a color since the lines of the coloring page are black. These black lines are the instructions for the iPad to read in order to generated the augmented reality scene. Students also need to be careful not to cross over too many of the lines or color so dark that the black lines can no longer be seen.
Along the way, we shared our success (and our failures) with Chromville, and they were eager to learn with us. We sent them images of pictures that didn’t scan for us and they started taking a look at them to better improve the app.
Today, Mrs. Boyle’s class Skyped with them all the way in Spain. It was so much fun to Skype with someone in another country, but it was even cooler to see the improvements that they are working hard to create for the next update of Chromville. We even got to see some upcoming Chromville projects as well as other augmented reality projects that the team is working on. We loved seeing how even a t-shirt could be a part of an augmented reality project. During the Skype, we also heard them talk about the improvements that they are making to the app. This was such a great connection to the writing revision that students had just gone through. It also validated all of the feedback that students have given about the app over the past few weeks. They heard from the developers that their feedback was making a difference.
We selected one student from each of the Chromville settings to share their stories with the Chromville team. Each student showed his/her coloring page first and then read the story.
Chromville currently has a narrative writing contest going on using the Greenland setting but Kindergarten is not eligible to enter. This was a way to still honor their work and let the good people at Chromville hear how fantastic a Kindergarten story can be too.
This is definitely a project we will try again. I’m thankful for Kindergarten teachers who took a risk with me to try something totally new. As usual, things didn’t work perfectly along the way, but that’s usually where some of the best learning happens. Even though there were some tears, it was a great lesson that things aren’t always perfect and we have to push through failure and learn from it in order to be innovative.
After yesterday’s fun time with Tellagami and book spine poetry, I was really hoping that today would be just as great! We’ve had some troubles with updating our iPads, so I almost thought that today might be a day where we had to change plans. However, it worked out for us to have 6 iPads to use during Mrs. Wright’s 2nd grade class.
Once again, students worked in small groups of 3 to put together their poems. Once again, I was amazed. There was absolutely no rush to get these poems done. Students were critically thinking about each book that went into their stack.
I’m so glad that I added the piece at the end of the lesson for students to tell their story of how they made their poem. I initially did this just to fill the time while I switched iPads for displaying on the screen. However, each story revealed the thought process that students went through to craft their poem and revealed new strategies that students might try next time.
Here’s a look at Mrs. Wright’s class book spine poem gallery:
During a collaborative planning meeting at the beginning of the quarter, 2nd grade all wanted to come to the library to learn about list poetry. We love to use the book Falling Down the Page: A Book of List Poems edited by Georgia Heard. We had a problem, though. It was hard to find a time on the calendar for each of the 4 classes to come. Rather than only serve a few of the classes or abandoning the project all together, I suggested that we use a Google Hangout to bring us all together for the same lesson and that we collaborate with one another on a Google Doc.
This was a perfect solution because it really served multiple purposes. All of these teachers were able to experience a Google Hangout for the first time. The students all heard the same information from me. All of the students saw how multiple people can collaborate on a Google doc without erasing one another’s work. It created more time on the library calendar for more classes to come for other projects rather than one project taking up 4 hour-long slots.
Yesterday, the teachers and I practiced after school for about 10 minutes. I’m glad we did this because it allowed me to work on some issues with sharing the hangout with them. I found that emailing teachers the link to join the hangout was much easier than inviting them via their Google Plus. We also had to install the Google Hangout plugin on all of their projectors. This didn’t take long, but it was much better to do without a group of students waiting.
Today, I sent out the link to the hangout. I also emailed the link to the shared Google doc so that teachers could have it pulled up on their screens. Mrs. Yawn’s class came to the library since they have a longterm sub. The other 3 classes tuned in from their own rooms. As the creator of the hangout, I had the hangout controls pulled up so that I could mute all microphones. This eliminates feedback from the projector speakers. If a class needs to speak, I (or even the teacher) can unmute the microphone. We could also communicate with one another via the chat.
I did a short mini lesson for all of the classrooms. I talked about the kinds of lists that we all make and how those can turn into poems with just a few added adjectives. I read Jane Yolen’s “In My Desk”. Then, I muted my microphone, shared my screen, and we all started writing lines to a new list poem called “Under My Bed”.
I shared the link to the document on Twitter, and we instantly had viewers watching our poem develop. This created a great discussion about how quickly something that is posted on the Internet can be seen because we literally had 8 viewers the second that I pressed “tweet”. Many more viewers came in and out of the document while we worked. The kids really liked knowing that they had an audience watching their poem come to life.
The students also loved watching the lines magically appear on the screen from all of the classrooms.
At the end, I called us all back together and read the poem aloud. It was amazing to hear how creative their lines were! To close, I invited students to spend some time in their classrooms revising the poem. There were several lines that were very similar so it was a natural follow-up to spend time deleting or combining lines.
Many students seemed interested in writing this kind of poetry in for our media center poetry contest. Students have 2 more weeks to submit a poem. I’m sure I’ll be reading several more list poems in the future. Here is our poem as it looked at the end of our hangout:
Under my bed
you will find…
Three old pacifiers from when we were babies.
Two pairs of stinky, dirty socks from my last soccer game.
A box of last years Christmas wrapping paper.
Last night’s dinner that I didn’t like.
My little brother.
A pair of destroyed Jordan’s.
My shiny diamond.
A toy skeleton that I bought last year for school.
Old, yucky trash.
A little brown shoebox with really old seashells.
My tiny puppy.
A Kidz Bop 25 CD.
Motorcycles, cars, crayons, American Girl Dolls, and stuffed animals.
A peach, toy train track,
Hidden laundry like dirty jeans and shirts.
New, blue jewelry I just bought.
Cheetah printed sneakers.
A very old picture of a dog I drew.
Old chewing gum.
Brown Pokemon cards covered in dust.
moldy, blue roller skates that don’t fit anymore
thousands of stuffed animals that belong to my dog
three feathery pillows that my dog chewed up
a beach ball that popped on a pointy shell at the beach
old shark teeth that are at least 500 years old
nasty, dead cockroaches smooched onto the floor
old baseball cards
five old socks, moldy carrots and clementines, and an old water bottle
muddy shoes from playing outside on the last rainy day
a scratched torn up bookbag that my cat ripped apart
a wrinkly gum wrapper
the teeth that I lost in kindergarten
some thank you cards I was supposed to send to my relatives last year
Our two schools are part of a wonderful project called “Banding Together”. In partnership with In This Together Media, the Van Meter third graders kicked this off while working on their Rainbow Loom research projects. After creating so many beautiful bracelets throughout the project, they wanted to do something special with all of these handmade creations. They partnered with In This Together Media to bring these bracelets, happiness, and friendship to children from an orphanage in Mangalore, India. The third graders decided to call the project “Banding Together” and the next step was bringing others onboard to make a difference in the world.
Shannon told Andy about “Banding Together” right away….Van Meter School couldn’t wait for Barrow Elementary to be partners with them too. Together they would bring so much to the children in India….and to each other.
Recently during a Skype planning session, Andy brought up the idea of incorporating poetry into the Banding Together project. It started with a wondering. What if we added short poetry, like a fortune cookie slip, attached to the bracelets? Shannon said, “Let’s go for it.” And the brainstorming began.
We both started thinking of possible titles for the short poetry. We wanted the title to represent the spirit and joy of the Banding Together project. In looking through poets, we thought of Joyce Sidman and her new book, What the Heart Knows: Chants, Charms, & Blessings. In her note to readers, Joyce Sidman writes, “We believe in the power of words themselves. Why else would we pray, sing, or write? Finding phrases to match the emotion inside us still brings an explosive, soaring joy.”
That idea of finding a phrase that matches the emotions in our hearts really connected with what we hoped the Banding Together poetry would represent. Suddenly, we had a thought about our poems. What if we called them “Heart Poems”? They would have a connection to our inspiration from Joyce Sidman’s words. They would represent spreading the joy in our hearts to friends across the miles. They would also be symbolic of the heart charms that we have been creating on our Makerbot 3D printers.
We both reached out to Joyce Sidman to share our ideas and see if she would like to meet our students to kickoff the heart poem project. Not only did she say yes, she pointed us toward a great graphic organizer on her website that would help our students figure out what their heart knows.
Today our students in Athens, Georgia and Van Meter, Iowa came together with Joyce Sidman via Skype. After a quick hello and meeting her dog, she read the poem, “Blessing On the Smell of Dog”. She reminded us that when she is with her dog, she feels like she is home.
This setup the idea that poems come from what he hold in our hearts whether it’s joy, treasures, things we long for, or even what scares us. Joyce spent time walking through each question on the graphic organizer and giving examples of what the question means to her and why it’s important to think about all of these emotions we hold in our hearts, even the feeling of being scared.
She encouraged our students to write from their hearts. She also connected with our Banding Together project. She said, “You’re helping form a bond between you and kids in another part of the world.”
Our students were able to ask her some questions at the end of our Skype. When asked why she writes poetry and not other kinds of writing, Joyce said, “I notice the things that are happening around me and I celebrate them. Poetry allows me to focus on that one thing”.
She also told our students, “Even if there are times when you don’t write, you can always go back to writing from your heart.”
Our students left this experience eager to begin writing heart poems to attach to our Rainbow Loom bracelets. They will fill out the graphic organizer and then submit their poems using a google form.
Students can quickly get to this form from Symbaloo or by scanning this QR code.
Poems will go into a spreadsheet when they are submitted which will allow us to easily print them and attach to our bracelets.
We invite you to join us by submitting your own heart poems. Use Joyce Sidman’s great graphic organizer and have your students submit their poems in our Google form. We’ll attach them to bracelets that we have as well as share them with other special friends in coming months. You can also use the hashtag #heartpoems to share some of your poems on Twitter.
Thank you, Joyce Sidman, for inspiring this special addition to the Banding Together project, and thank you for taking time to connect with our students.
Mrs. Ramseyer’s 2nd grade class has been participating in #Geniuscon since January. Geniuscon is an opportunity for students to show their “genius” by exploring a real-world topic that matters to them. Students go through an inquiry research process that centers around their interests and questions. This year, the overall question for Geniuscon is “If you could change one thing about your school, what would it be?”
Next, they continued to develop their questions, fine tune their topics, and make a plan of where to find information or who to ask questions.
While this step was going on, Mrs. Ramseyer and I started having a conversation with Gretchen Thomas, teacher at the University of Georgia. Gretchen first reached out to me on Twitter for another project at our school, and our conversations led us to Geniuscon. Her undergraduate students do 20% projects, which is very similar to what our students are doing. We thought that it would be wonderful for her UGA students to partner with our 2nd graders. Her UGA students would learn about working with kids as well as how we were journeying through this type of research project, and our students would benefit from having an older learner facilitating the research process. Gretchen’s class is not all education majors, which actually brings even more interesting perspectives and connections to our project. Some of her students are football and basketball players at UGA, so the students really liked that too.
Gretchen actually teaches 2 different groups of UGA students who are able to come to our school, so Mrs. Ramseyer worked with her through email to pair up UGA students and Barrow students. Today, the first group of UGA students arrived. We briefly met on the carpet to set the focus and then UGA and Barrow students paired and moved throughout the library to work. Students grabbed a computer from cart and logged into their Google drive.
This is what it looked like:
Using their list of topic questions, they had a conversation with their UGA partner. We quickly saw that many of our Barrow students just wanted to answer their research questions with their own words. This is certainly a valid piece of the process, but students weren’t all thinking about where they might go to research beyond themselves.
Mrs. Ramseyer, Gretchen, and I all walked around and checked in with groups and nudged them to start thinking about where they might go to find more information. There were some amazing things happening in a short amount of time. During the debrief at the end, students shared what they accomplished during the work time.
Here are some examples of what students said:
I learned how to make a spreadsheet and started adding things to it
I’m making a Google form survey to send to teachers
I learned that playground equipment is expensive. Some of the pieces are thousands of dollars.
I sent an email to our principal and assistant principal
I looked at our daily schedule to see where we could put another recess
I wish that I could have sat in every conversation because it was amazing to see the variety of learning going on. One of the great things is that there will be so many students experts on so many different tools and strategies that it will support further learning in the class this year. Students who learned Google forms can teach others. Students who don’t know what a spreadsheet is or how to make it now have someone to ask.
I also checked in with our principal because I had not told her that she might get some emails. She had already read the emailed and is planning to give the student a menu and suggest that she analyze the nutritional facts for the items on the menu. She was very excited about the potential of the project and collaboration with UGA.
We are so fortunate to have a university right next to our school. Thank you, Gretchen Thomas, for sharing your UGA students with us. I hope they learn as much from us as we learn from them.
Expect the Miraculous 