How Are You Learning?

Over the past few weeks, my colleagues and I have spent a majority of our time discussing educational software, hardware and web tools. We have shared top resources, analyzed assistive technology, discussed potential pitfalls, and explained the systems our schools have in place to help teachers learn new programs.

However, there has been one, overwhelming sentiment that has arisen after each conversation:

WE NEED MORE TRAINING. 

Post after post, comment after comment, this theme rang true. So the question is:

WHAT IS YOUR SCHOOL DOING TO HELP TEACHERS LEARN? 

At Frelinghuysen Middle School, we have a few key programs in place to help teachers acquire the necessary skills and exposure that help ensure the successful implementation of technology, (thanks to the hard work and dedication of our Educational Computer Specialist, Chrissie Flanagan).

FMS's Tech Programs

WEEKLY EMAILS -- FMS TechGoodies Update and Honorable Mentions
Every Sunday night, Chrissie sends out an e-mail with a number of new programs that teachers may be interested in, new applications that may help with our Chromebook 1:1, Atomic Learning tutorials that teachers may enjoy, and interesting IDE Portal PBLs. Chrissie then provides our staff with a brief explanation of each of her links.

PINTREST
As of this year, all the e-mail links bring us to Chrissie's Pintrest Boards! (Follow her!!) This has helped teachers access more specific content or explore new resources.

TECHBYTES
Since it is obviously not enough just to provide links, last year, in-house professional development was offered during our prep time. Chrissie would select key resources or topics, and present them throughout the week on a voluntary basis. This allowed us to go when we had a chance--if Monday didn't work, we went Wednesday. It also allowed teachers to attend the sessions that made the most sense for them--accounting for differentiated levels of teacher ability. These sessions also cleverly featured tasty treats--get it bytes, bites--which were an added bonus! (Learning + Eating = My Kind of PD!)

TEACHER ACADEMY 
Last year, our school also began taking advantage of a Teacher Academy, allowing expert teachers to provide peer-to-peer professional development. This has been a great way to build technology confidence in our building, showcase teacher-leaders, and--most importantly--expose our staff to a wide range of new information.

FMSCHAT
When I was first hired, once a month teachers participated in a focused Twitter chat run by our instructional leader. I loved this, but it lost steam following Hurricane Sandy. Hopefully, we can bring this back as a backchannel for professional development. Many of us also use the hashtag #FMSchat when posting relevant information on Twitter. (For examples, follow @BrittSpatz).

OLD SCHOOL SHARING
FMS has an incredible culture of sharing. It is deeply embedded in the norms of our building, but if I had to pin-point a specific reason for this, it would be that each week, teachers who teach the same grade and same subject meet in Professional Learning Communities (PLCs). The PLC format prioritizes collaboration as the foundation of successful teaching. (I also love the academic atmosphere that it fosters, encouraging constant learning and growth.)

After learning from the work that our ECS is doing and in the spirit of some good ole sharing, I'm attaching my Top 10 Web Tools infographic. Please feel free to use, share and reproduce. 

Click on the infographic to see it on the web.

SUGGESTIONS??
What does your school do to provide the professional development that is imperative for successful tech implementation? What do you want to see from your schools? Please feel free to share your ideas below! -Brittany

You Did What??: Assistive Tech for ELL Students

(Schadler, 2013)

This past week, my students presented their Visual Autobiographies. In order to challenge them to actively practice analyzing images (you can read about my struggles HERE), I created a Google Form for viewers to fill out.

In order to help my bilingual students, many of whom moved to our country and saw a computer for the first time this past September, I created a modified version of the form in print. This eliminated the additional steps of logging into the computer, signing onto gmail and trying to type a response. It also provided a more reasonable expectation in regards to reading of the images.

As I circulated, ensuring that all my bilingual students understood the expectations (picture: me using the most broken Spanish that you have ever heard pointing to the various pieces of the handout while asking a student translator for help) I was shocked to see that one of my students was already working on the Google Form! It turns out that he had translated the page into Spanish on his Chromebook and was answering the full questions right on the form--no modified handout needed.

This week I have been exploring assistive technologies; what I've come to realize is that I often think about this type of tech through the lens of helping my special education students. But in my class, my student was using an assistive technology to help him master the critical thinking skill of reading an image. He was no longer limited by vocabulary or language acquisition; his mind was free to analyze.

While our ultimate goal is to help our students become fluent in BOTH languages, allowing them to appropriately code switch, there are times when students should be able to use their native language to develop their thinking skills, independent of language ability.

When I was a language arts teacher, I was taught that if a student is reading, no matter the language, she was improving her ability to read. This would make her more successful when she finally mastered English. The same principle should apply to all subjects.

So why don't we see more students developing or practicing thinking skills in their native language while they learn English?

My guess: it's hard to set up as a teacher!

If you, as the teacher, do not speak the same language as your students, it can be incredibly challenging to create learning opportunities like these. However, we all know that teachers love to push boundaries. We love to learn. And, we hate accepting that something cannot be done.

So here are a few ideas and articles to get the ball rolling. Have more? Let us know below!

Using Technology to Assist ESL/ELL/Bilingual Students:

• Flip through NY State's DoE's "Technology--Enhanced Instruction for English as a Second Language (ESL) and Bilingual Education" which emphasizes using these technologies to promote 21st century skills
• Check out these amazing iPod apps or iPad apps that were compiled by the Texas Computer Education Associationto help ESL students
• Teach students how to change the main language on their Chromebooks
• Use google translate to help students understand directions

Works Cited:

Schadler, E. (2013). Fun with text. Emily's Classroom. Retrieved from http://www.emilysclassroom.info/2013/09/15/word-clouds-in-the-classroom/