Holt Think: Ed, Creativity, Tech, Administration


Teaching that Sticks from the Heath Brothers

Oldie but goodie. Here is a link to the famous “Teaching that Sticks” resource created by the Heath Brothers of “Made to Stick” fame.

Seven Trends: The Transformation of the Teaching Force

Interesting survey on the current trends in educator employment. Good info for administrators and HR people.

From the report:
“To explore these questions, we used the largest and most comprehensive source of data on teachers available—the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS). These data are collected by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education (for information on SASS, see NCES, 2005). NCES has administered seven cycles of SASS over a 25-year period—1987-88, 1990- 91, 1993-94, 1999-2000, 2003-04, 2007-08, and 2011-12. In each cycle, NCES administers questionnaires to a nationally representative sample of about 50,000 teachers, 11,000 school- level administrators, and 5,000 district-level officials, collecting an unusually rich array of information on teachers, their students, and their schools. We decided to take advantage of both the depth and duration of these data to explore what changes have taken place in the teaching force and teaching occupation over the two and a half decades from 1987 to 2012. Below, we summarize seven of the most prominent trends and changes; we found the teaching force to be:

4.More Female
5.More Diverse, by Race-ethnicity
6.Consistent in Academic Ability
6.Less Stable”

Click on the link to go to the report. There is a download available from the site.

What Lies Ahead For Digital Education: Forbes

From the Article:

But if the use of technology is to have differential impact, technology must be made integral to teaching, not supplemental to teaching. Past attempts to integrate new technologies have been half-hearted, at best. Embracing technological change is no longer optional, it is essential.

Click on title to go to article

Five Ways to Get People on Board with #edtech

Education technology is always a hard sell, epsecially with those teachers and administrators that are perfectly happy with the status quo. “Why change? My scores are just fine.” is a phrase that we hear all the time. I have always thought of a bell curve that I learned about in my ed admin classes all those years ago:

A certain percent of your teachers, if you are a new principal, will do whatever you ask. A certain amount will never do what you ask. The vast majority of teachers however, want to be convinced that what you are doing is correct.

So what are some strategies that can convince those teachers that they should get on board with ed tech initiatives? Here are five ways that should help you convince those teachers and administrators that your ed tech initiative is worth their time:

Start With the Why
Why are we doing this? What is the reason that we are doing this initiative? So often, we see some ed tech THING coming from central office, we are not told why this is being done, only that we have to do it. The issue with this, other than the trust, is that decisions seem to be made in some sort of vacuum, without consideration of WHY the decision was made.
Explaining WHY this particular ed tech decision was made will go a long way towards teachers and administrators trusting that the technology was not just purchased because we could.

Explain How This Technology Makes their Jobs Easier
This kind of is an addition to the “WHY” argument: How does this new thingy make my job easier? If you can honestly show teachers that this technology actually makes their jobs easier, even if there is an upfront expenditure of time and effort, then you will win many converts, especially if the effort to keep using this new technology requires less effort than the whatever it replaces.

There should be some trade off as well. Don’t push a new effort out if you are not willing to give something up. What is it that teachers will NOT have to do if they adopt the use of this new technology? If you do not have an answer to that question, it will appear that you are “piling on” something else.

Explain How this Help Students
No technology effort in a school district should not even be considered if you cannot somehow explain how this will help students. What are students doing with this technology which is superior to what they are doing without the technology? How does this make learning more meaningful? How can students use this across classes? How does this allow students to address their learnign weaknesses? Show how this helps students, and many teachers will be convinced that this is a good thing.

Provide Meaningful Professional Development
Meaningful professional development means more than just showing how something works. Meaningful means how do you put this work in a classroom setting, using the new tool. If I teach science, then show me how to use this in science. Same for any class I teach. Do not just show me how to turn it on. Show me how to use this with my students.
If the PD is weak, then the implementation will be weak as well. Ed tech is not the field of dreams, where if you build it they will come. Meaningful PD provides the wedge between the naysayers who argue that the tool is a waste of time or money or effort.

Always Provide for Feedback and Transparency
From the very outset, allow for users to provide feedback. If teachers or administrators feel they have no voice in the process, then they will feel that they are being forced to use something that they may not need. Users of technology should be able to vent frustrations in a constructive way, as well as be able to provide feedback on what is working and what is not working. The folks that put in the technology should also be willing to admit when something is not working and be able to swallow their pride and create constructive work arounds for problems. There has never been a 100% successful implementation of anything. If you expect problems will occur, then when they happen, it is easier to respond.

Seven signs of professional learning.

To be successful in professional development efforts we must plan backward, beginning with the student learning outcomes. ( Thomas R. Guskey,p. 10)

Just as surgeons see observations and coaching as vital to improving their craft, so should teachers. ( Emily Dolci Grimm, Trent Kaufman, and Dave Doty, p. 24)

We have to remember that teachers are professionals who use their classrooms as innovative laboratories and want to engage in authentic learning. (Kristen Swanson, p. 36)

Teachers have a great deal of knowledge about their practice and their students that is incredibly valuable to other teachers. (Rebecca Van Tassell,p.76)

When video recording is shared in a way that supports each educator’s intrinsic desire to improve, it can be a powerful tool for rapid, significant improvement.  (Jim Knight, p.18)

Educators must ensure that professional learning networks are more than a forum for sharing war stories or platform for promoting personal preferences about instruction. (Richard Dufour, p.30)

When professional development fails to deliver genuine, face-to-face interactions with other people, educators feel cheated.  (John Settlage and Adam Johnston, p.67)

Get the image here.

Seven signs of professional learning.

  • To be successful in professional development efforts we must plan backward, beginning with the student learning outcomes. ( Thomas R. Guskey,p. 10)

  • Just as surgeons see observations and coaching as vital to improving their craft, so should teachers. ( Emily Dolci Grimm, Trent Kaufman, and Dave Doty, p. 24)
  • We have to remember that teachers are professionals who use their classrooms as innovative laboratories and want to engage in authentic learning. (Kristen Swanson, p. 36)

  • Teachers have a great deal of knowledge about their practice and their students that is incredibly valuable to other teachers. (Rebecca Van Tassell,p.76)
  • When video recording is shared in a way that supports each educator’s intrinsic desire to improve, it can be a powerful tool for rapid, significant improvement. (Jim Knight, p.18)

  • Educators must ensure that professional learning networks are more than a forum for sharing war stories or platform for promoting personal preferences about instruction. (Richard Dufour, p.30)
  • When professional development fails to deliver genuine, face-to-face interactions with other people, educators feel cheated. (John Settlage and Adam Johnston, p.67)
  • Get the image here.

    Douglas Adams Reimagined for Instructional Technology

    I recently ran across this quote from the late author Douglas Adams of Hitchhikers Guide to the Galaxy Fame:

    “I’ve come up with a set of rules that describe our reactions to technology:

    • Anything that is in the world when you are born is normal and ordinary and is just a natural part of the way the world works.
    • Anything that’s invented between when you’re 15 and 35 is new and exciting and revolutionary and you can probably get a career in it.
    • Anything invented after you are 35 is against the natural order of things.”

    I thought I would rewrite that for education, with emphasis on teachers that still aren’t interested in doing technology integration:

    • Anything that is in the school when you started your career is normal and ordinary and is just a natural part of the way education works.
    • Anything that’s invented between the first 5 years of your career and 15 years into your career is new and exciting and revolutionary and you can probably get used to using it with your students.
    • Anything invented after you have been in education for 15 years is against the natural order of things and should be avoided at all costs.

    What do you think? Too mean?

    A Response to Joshua Kim’s “3 Reasons Why Chromebook Beats iPad in 1:1 Programs”

    A few weeks ago, Edsurge republished a piece I did on how the iPad / Chromebook debate was not being correctly framed. Essentially, I said that the iPad was a totally different type of device and since it’s interface could change to meet the needs of the user, that that certain value-add could not be overstated. The issues of not “meeting needs” arise when schools try to make tablet devices into laptops. Since tablets are not laptops the efforts to make them “pseudo laptops” often fail.

    Chromebooks on the other hand, are great if you want a laptop and a laptop experience. Unfortunately, 21st century skills are not all about the “laptop experience” or the MS Office experience.

    Joshua Kim wrote his piece on Chromebooks entitled, “3 Reasons Why Chromebook Beats iPad in 1:1 Programs.”

    Kim’s three points that make the Chromebook a “better choice” that iPads are:

    1. Chromebooks are for Creating, iPads are for Consuming
    2. The App Versus the Web
    3. The Google Ecosystem for Collaboration

    Okay, I usually don’t revisit stuff like this, but Kim’s article has some outdated doozies that I feel have to be addressed. I feel like I am in an episode of Mythbusters.

    Lets look at them one by one:

    Chromebooks are for Creating, iPads are for Consuming

    This argument was the first heard out of the mouths of laptop and PC users when the iPad initially came out with few apps and no camera. I cannot say it any other way: This argument is simply ignorant. It is an argument that has been disproven time and time again over the lifespan of the iPad.

    There literally are hundreds of thousands of apps that are used to create music, written papers, animations, spreadsheets, movies, photos and on and on. Even 4 years ago, articles were being written about how creative types were using iPads to create content. Since then the number and types of creative content being don’t on iPads is astounding. See the video above to understand content creation using an iPad. Now, ask yourself, can a Chromebook do that?

    Yet, Kim says:

    "But I would submit that anyone making the argument that the iPad is adequate for creating should be willing to live with only an iPad. How far would you get in your work if were iPad only? Everyone I know who owns an iPad uses it as a complement and a supplement to a laptop. They might bring their iPad to meetings attached to this keyboard or that, but for serious work (which almost always means creating documents), it is back to the laptop."

    That simply makes no sense at all. No one uses a single device to do everything. No one. That is what living in the 21st century is all about. A chef does not JUST use a stove top. A chef uses an oven, the stovetop, a microwave…the tool should suit the needs, same with the school technology.

    My argument again is this: If you have to purchase a single piece of equipment, why not purchase the most versatile one not simply the cheapest one?

    App versus Web

    Kim makes the incorrect “either/or” argument that because Chromebooks live in the web they are superior. “Students using a Chromebook to learn can share materials and creations with everyone else on the Web. They can access the same sites and use the same tools.”

    What? In his first argument against iPads, he claims that they are “consumption devices.” That IMPLIES that the consuming (watching videos, reading books, surfing the internet) all takes place on the web. He then says that the Chromebooks are better because they live in the web and that apps are an inferior place to teach and learn. You cannot have both. (Funny how we have been using PCs for years with “apps” and no one complains about them.) Either using the web is superior or it is inferior. Either way, the iPad has both spaces covered.

    Without going too far into such impressive teaching apps like Doceri, it is apparent that Mr. Kim has not really picked up an iPad in a long long time. The iPad pretty much can do all of the “Chrome” things, including run the Chrome browser. Google docs, pretty much ALL of them, have apps that run on iPad. Not enough for you? Simply access your Google-office thing through the safari web browser and collaborate away.

    Again, Kim is simply incorrect when he says that “Building our teaching and learning around an iOS device means that only those in the iOS club get to participate. Our students can’t connect or share or learn from anyone outside of the club. Is this what we really want?”

    Collaborative tools such as Dropbox, Google Docs, and now Pages, and the Office Collaboartive suite all work in the web, with iOS devices and non-iOS devices. iCloud runs anywhere on any machine, for instance, including PCs.

    The final nail in the coffin for this argument is that Google itself announced back in December 2013 that it was allowing all of it’s Chrome apps to be ported over to iOS. The advantage, if there was one to Chromebooks, is nullified.

    Kim’s final argument is that somehow, magically, the Chromebook is the only device that allows for collaboration. Let me answer that with this:

    Google Docs for iOS

    Here is a description: Create, edit and collaborate with others on documents from your iPod, iPhone or iPad with the free Google Docs app.

    With Google Docs you can:

  • - Create new documents or edit any that you have started on the web or another device
  • - Share documents and work together with others in the same document at the same time
  • - Get stuff done at any time – even without an Internet connection
  • - Add and respond to comments
  • - Never worry about losing your work – everything is automatically saved as you type
  • - Protect your documents with a 4-digit passcode
  • The same holds true for Google Drive for IOS and Google Sheets.

    A simple Google search “Collaborative Tools IOS” gives you amazing results like this.

    Kim ends his rebuttal with this question:

    "All the learning and the work that the student invests to learn how to use Google collaboration tools will be relevant in their future education and work life, even if they never own another Chromebook. Can that be said of an iOS device?"

    Again, he looks at life with an either/or mindset. The iOS device CAN do many if not MOST of the web based tricks a Chromebook can, in many cases even better (For instance the recent collaborative upgrade to PAGES on iOS makes much nicer documents than Google Docs could ever imagine. For free. Same for all of the other IWorks for IOS apps.

    What I think we have here, is someone stuck in the idea that a device has to have a keyboard built in in order to be an effective learning tool. It does not. I once had a colleague tell me that he would never use a Mac because it didn’t have a “right click” on the mouse. I think that this is a similar argument: No tactile keyboard=little use.

    Times are changing and perhaps we need to rethink that whole idea that writing MUST have a keyboard in order to be prductive.

    11 Ed Tech Tools of Note from ISTE 2014 from #educationdive

    Interesting (paid for?) list of ed tech companies that appeared to have made a splash at ISTE at least according to EducationDive. Is this a form of advertising? I cannot tell form the article. However, some of these are interesting to note. The 11 are:

    Handy Guide to The resources from Thinkfinity

    As most of you know, the website aggregator Thinkfinity is shutting down. For years, Thinkfinity was a great place to find loads of lesson plans that spanned curricular areas. For instance, if you needed a lesson that combined arts with pretty much anything, Thinkfinity was the place to go.

    Thinkfinity may be gone, but the resources and websites are still available. For those of you that are not familiar with Thinkfinity, let me assure you that ALL of these websites are of the highest quality and all have tons of resources for teachers.

    Here is the list of partners that helped make Thinkfinity so great:


    EDSITEment is a partnership among the National Endowment for the Humanities, Verizon Foundation, and the National Trust for the Humanities.

    EDSITEment offers a treasure trove for teachers, students, and parents searching for high-quality material on the Internet in the subject areas of literature and language arts, foreign languages, art and culture, and history and social studies.

    All websites linked to EDSITEment have been reviewed for content, design, and educational impact in the classroom. They cover a wide range of humanities subjects, from American history to literature, world history and culture, language, art, and archaeology, and have been judged by humanities specialists to be of high intellectual quality. EDSITEment is not intended to represent a complete curriculum in the humanities, nor does it prescribe any specific course of study.

    The EDSITEment experience includes:

  • a user-friendly website that offers easy homepage access to the latest offerings from EDSITEment
  • NEH Connections: a robust feature that links to NEH-funded projects of particular relevance to educators
  • user-defined lesson-plan searches that can be customized and filtered five different ways
  • direct access to student resources and interactives from the homepage
  • a rotating calendar feature with access to a full, yearly calendar
  • Closer Readings +, a unique blog for and about the humanities in the classroom
  • EDSITEment was selected as one of the top 25 websites for 2010 by the America Association of School Librarians and has been accepted into the Smithsonian Institution’s Permanent Research Collection of Information Technology, the world’s premier historical record of computing applications and innovations.


    If you are a math teacher, you need to be here. Illuminations is a project designed by the National Council of Teachers of Mathematics (NCTM).

    Lessons and interactives searchable by NCTM’s Principles and Standards and by the Common Core State Standards.

  • Over 600 lesson plans
  • Over 100 activities; these are virtual manipulatives, applets, and games
  • 13 Calculation Nation® games
  • Play online math strategy games against a computer or players from around the world. 8 Issues of Bright Ideas yearly

    Bright Ideas is the e-newsletter of Illuminations. This newsletter provides the inside scoop into the best and latest resources, information, and new ideas to interested teachers.

    5 mobile apps for iOS and Android

    6 social media platforms

    National Geographic Education

    The National Geographic Education Portal offers free geography, science, and social studies content resources for K-12 educators, learners, and families. Created by the National Geographic Center for Geo-Education, the Portal’s highly engaging materials maximize learning in and out of the classroom.

    The Portal features wide-ranging instructional content—spanning pre-kindergarten through post-secondary—that brings concepts and real-world events to life for our worldwide audience. Cutting-edge multimedia and mapping tools engage a new generation of young people in National Geographic’s iconic research and media.

    With over one million visitors each month, the award-winning Education Portal is recognized as one of the most innovative sources for educational and reference content.

    Teaching Resources

  • Standards-based lessons and activities use National Geographic photos and video to enable teachers and students to explore the world.
  • Hundreds of free activities and lesson plans are available for use in classrooms, homes, and other educational settings. They are searchable by grade, subject, and audience.
  • Lessons, activities, units, and ideas
  • Professional development resources and courses
  • Collections for STEM, Common Core, citizen science, and other timely topics
  • Educational interactives and games
  • Reference and News
  • The Portal’s extensive reference offerings for students combine maps, videos, photos, and text to explain complex topics in an accessible, student-friendly way. Students can search by grade and subject to satisfy their personal curiosity or conduct research for school.
  • Geography and geoscience encyclopedia
  • Real-world profiles of explorers and scientists
  • Articles on events and research
  • Homework help
  • National Geographic video, photography, and illustrations
  • Mapping
  • Interactive maps and tools offer students the chance to see the world in new ways by inviting them to create and print their own maps,
  • incorporate thematic data about the world, and supplement it with graphics and links of their own creation. FieldScope, our interactive mapping platform, lets citizen scientists view and analyze data geographically.
  • Interactive maps with thematic data layers for data analysis
  • Geo-tours and geo-quizzes
  • Black-and-white outline maps to print in sizes from 8.5x11 inches to 8x10 feet
  • Historical maps and maps from National Geographic magazine
  • Games and Interactive Multimedia
  • The Portal’s many games, apps, and interactives for learners focus on decision-making, interconnections, and learning through exploration.
  • History interactives
  • Interactive science models and calculators
  • Exploration games
  • Vocabulary games
  • Geography games

  • Read Write Think

    At ReadWriteThink, their mission is to provide educators, parents, and afterschool professionals with access to the highest quality practices in reading and language arts instruction by offering the very best in free materials. A great source for cross curicular activities, including lots of ideas and materials for after school lessons.

    RWT contains lesson plans, professional development parent resources. after school resources, and a wide variety of videos.

    Science Net Links for the American Assoc. for the Advancement of Science

    Science NetLinks is a premier K-12 science education resource produced by the American Association for the Advancement of Science. At Science NetLinks, you’ll find teaching tools, interactives, podcasts, and hands-on activities, and all of it is free!

    Science NetLinks provides K-12 teachers, students, and families with quality resources for teaching and learning science.

    All of the resources are Internet based and free to everyone. Lessons and activities can be printed or used online. Many of the interactives, esheets, and tools work great on an interactive white board or in a computer lab. All of the resources are designed to be delivered in a variety of formats and classroom settings.


    At the heart of Science NetLinks are standards-based lesson plans that incorporate reviewed Internet resources, and can be selected according to specific learning goals and grade ranges. Each lesson is tied to at least one learning goal and uses research-based instructional strategies that support student learning. The lessons are written for the teacher, but include student-ready materials such as student sheets (student reproducibles) or esheets (online worksheets that enable students to engage directly in Internet activities).

    Each Science NetLinks lesson ties to at least one specific learning goal and uses research-based instructional strategies to support student learning. All Science NetLinks lessons follow pedagogy guidelines recommended by the AAAS Project 2061, as well as many other education researchers, and begin with motivation exercises. These exercises allow students to engage in an introductory exploration, with guiding questions. These explorations may be conducted online or offline, and involve concrete, relevant involvement with the subject matter.

    The activities in a typical Science NetLinks lesson provide an opportunity for students to participate in a series of guided reflections that will engage them in the subject matter. These can take a variety of forms, including the following:

    Full class discussions, in which the teacher leads the class in a group discussion of the questions and situations that are posed; Self-guided exploration involving one student or a small team of students responding to the questions in case journal work sheets printed from the web site;

    Individual participation, using a student virtual workspace, in which a student responds to the material online in a personal, electronic notebook that stores the student’s answers on a web-accessible file. Online interactives that illustrate concepts or processes (for example, investigating the layers of the skin or how organs work together in a system) or other supplemental information that will help students understand the content. All lessons include detailed teacher components that offer content framework, instructional strategies, and suggestions for ongoing student assessment. Strategies for checking students’ understanding are embedded throughout the materials and guide teachers in making instructional decisions, and provide measurable learning results.


    Science NetLinks Tools are a comprehensive collection of the best resources on the Web for students and teachers. Included in Tools are original interactive lessons developed by Science NetLinks as well as annotated reviews of the best STEM resources on the Web. Each Tool includes a detailed description of the resources as well as substantive suggestions for using the resource in the classroom. Also included in each Tool are customized links to other related Science NetLinks content.


    Science NetLinks Collections are resource lists compiled around a theme or topic. They may include lessons, tools, Science Updates, or other Science NetLinks content as well as additional resources from trusted sites that support or enhance the Collection theme.

    Science News

    Science NetLinks Science News is the place to go to get the latest news on what’s happening in the world of science. It includes several dynamic features that provide links to articles from ScienceNOW and Science for Kids as well as the latest Science Update, Mystery Image, Science Blog, and Thinkfinity Community discussion. Science News is updated frequently to stay fresh and relevant to science educators and students.

    Science Updates

    Science Updates are 60-second radio programs presenting current science research, as well as responses to questions phoned in to the Science Update hotline (1-800-WHY-ISIT). Science NetLinks Science Update lessons include suggestions for using the research in the K-12 classroom, as well as the transcript and an MP3 file for playback.


    Science NetLinks Afterschool is for afterschool facilitators and daycare providers who would like to bring more hands-on science to the children in their care. It includes a list of activities, grouped by age. Each experiment includes a facilitator page and a student page. The facilitator page not only includes the instructions for setting up and running the activity, but also offers an explanation of the science involved in plain English and suggests related activities for further follow-up. The student page includes a link to the student’s instructions for conducting the experiment or online activity, as well as one or two links to additional youth-friendly resources, such as videos, podcasts, or websites.

    Smithsonian History Explorer

    This site appears to have moved to Edmodo. The links, at least when we tried them were slow or dead.


    Welcome to Wonderopolis®, a place where natural curiosity and imagination lead to exploration and discovery in learners of all ages. Brought to life by the National Center for Families Learning (NCFL), our Wonders of the Day® will help you find learning moments in everyday life—ones that fit in with dinner preparations, carpool responsibilities, a stolen moment between breakfast and the bus, or within school curriculum and education programs.

    Wonder is for everyone. It can happen anywhere and at anytime. Connecting the learning we do in our schools, our homes, and our communities, Wonderopolis walks the line between formal and informal education. Each day, we pose an intriguing question and explore it in a variety of ways. Our approach both informs and encourages new questions, sparking new paths of wonder and discovery in family and classroom settings.

    Since our inception in October 2010, Wonderopolis has been lauded for our fresh approach to wonder and learning. Some of our awards and recognition include:

  • TIME magazine’s “50 Top Websites of 2011”
  • Parenting.com “Best Kids’ App”
  • EdSurge featured School Tool
  • WOMMY winner (2011)
  • USA Today 4-star rating
  • TIME Techland Technologizer endorsement of the Wonderopolis app
  • Winner of Learning Magazine Teacher’s Choice Award for the Family
  • With multi-disciplinary content that purposefully aligns to Common Core State Standards (CCSS), the STEM Educational Quality Framework, and Bloom’s Digital Taxonomy, we’ve earned a place in K-12 curriculum and in classrooms worldwide. Teachers can use the daily Wonder to jumpstart their students’ critical thinking, or dip into our ever-growing collection of Wonders for content that relates to specific themes and student interests. The possibilities for using Wonderopolis in the classroom are endless, and we invite you to find firsthand accounts and additional resources in the Educator Sandbox.

    Children, parents, teachers, schools, and families all benefit from Wonderopolis—as well as contribute to its content and growth. Supporting 21st century communication and digital citizenship, visitors who leave comments on the site receive personalized responses from the Wonderopolis team. Users are encouraged to nominate their own Wonders and to vote on Wonder ideas from others.

    - See more at: http://wonderopolis.org/about/#sthash.yXQSQ3Mw.dpuf

    It was sad to see Thinkfinity die, but most of the material lives on in one form or another. Most of this content is free to use and replicate.

    Jul 9

    10 Questions With Vicki Davis on her new book “Reinventing Writing”

    Vicki Davis is known far and wide as the “Cool Cat Teacher” and has one of the most widely read education technology blogs The Cool Cat Teacher. She recently published a new book "Reinventing Writing: The 9 Tools That Are Changing Writing, Teaching, and Learning Forever.” She was gracious enough to answer ten questions about the book. As always, with all author interviews, the answers are unedited.

    Q: Can you give us a 10,000 foot view of your new book “Reinventing Writing: The 9 Tools That Are Changing Writing, Teaching, and Learning Forever?”

    We have incredible new tools to teach writers that will empower peer review, make assessment easier, and unleash collaboration and yet so many schools are still satisfied with just typing the same old paper essay. I wanted to write an approachable book that any teacher could understand about how to teach writing in school. To get started, I took the 60+ tools I’ve used in my own classroom and wrote them on post it notes to determine just what categories of writing we should talk about. I simple ways to select the right tool, set it up quickly, and how to prevent common mistakes and demonstrate how it has never been easier, more convenient or more important than right now. Every teacher or school who teaches writing or uses writing across the curriculum principles will want this book as a reference.

    Q: I hear a lot of teachers tell me that technology tools are taking something out of learning. Some say that it removes that personal touch. Do you find that to be true? What do you say to those that think technology is going to somehow lessen their roles as teachers?

    ​If you use it collaboratively it can connect learners and engage communities. This is a hard one because change is hard. I would say that it depends on how they are connecting students. If students are now just connected to a machine then yes, we’ve moved one step closer away from human touch. However, I see technology as always being about people. When my students write with kids in Iowa or masters students in Alaska - they are connecting in a new, powerful way.

    Teachers need to know how to: 1) engage peer review and feedback every day and 2) interact with their students online and 3) connect their classrooms with other learners from around the world. These three things can supercharge learning and writing.

    As for lessening our roles as teachers, we are connectors, coaches, and lead learners. Research shows that teachers remain and continue to be the single most important factor for student achievement. While the effectiveness of the school and a student’s background do factor in greatly, not as much as the teacher in the classroom.

    By learning and improving our practice continually, we can become more effective teachers every day. In the south we say “when you’re green, you’re growing, when you’re ripe, you rot.” As a teacher, we’re never ripe - we must always grow and learn the best practices to help our students — that is what makes us more effective.

    Q: How is writing changing?

    ​We can now collaborate and give peer feedback. Tools like Kaizana let us leave voice feedback (an important best practice for struggling writers.)

    I heard someone who observed a teacher who had a 1:1 iPad classroom. Her students wrote, stacked their iPads on her desk. She looked at them and checked them off and handed them back. If you look at the SAMR model — the lowest level is just “Substitution.” This means that technology has just been substituted for something that was already done — in this case paper. iPads are expensive replacements for paper and this classroom totally missed the point of what writing using technology can do!​

    The last stage of SAMR is Redefinition and that is where I want to help teachers understand how new tools are redefining how we can teach. We still incorporate some of the older things that we used to do, but now we redefine. For example, ProWriting Aid is such a powerful tool for grammar and style, what teacher wouldn’t want to use the free version of that with Google Docs? (It works free for under 1,000 words.)

    Q: What should we be saying to students about the future of writing? What should we be saying to teachers?

    Writing is still essential to being well educated. While some call video “the book of the future” - great videos have scripts and descriptions and blog posts written about them. And yet, when we write in schools, students must see themselves as professionals. I teach my students that they are professional students. How they write in their social lives is up to them, but when they are professionals they must write in ways that include others. While English is being used by many around the world, our dependence upon translator apps means that when we write in nonstandard ways and ignore punctuation and capitalization that we are excluding some people from understanding our work. Most students who haven’t been taught immediately resort to terrible grammar, spelling, and punctuation when they go online. We must help them understand that their job is as a professional student so we can help them shift gears and thrive in the academic and business world. We should also help them see and enjoy the beauty, wonder, and art of good writing (and reading).

    I believe most teachers love their students and want to help students succeed. To do this, we have to shift our minds and modalities out of the 20th century in which we were raised. Remember your grandparents who used to say, “I used to walk two miles to school and why don’t you? It was good enough for me and it is good enough for you.” The way we were taught was born out of another century. While there are some things we can use, we’ve got a wealth of research and innovation at our fingertips now. We know so much more about the human brain and learning. Add to that the proliferation of conditions like ADD and special needs and we have a completely new age of teaching. We can thrive and not just survive in this world today as teachers but we must learn how.

    I want teachers to be empowered and encouraged and Reinventing Writing is a book about hope. In the final chapter I share my strategy of innovation for overwhelmed teachers — Innovate like a turtle. Enough said. ;-)​

    Q: One concern that many educators have is that paper and pens are ubiquitous, while iPads and other technology is not available to everyone. What are your thoughts on that?

    You use what you have. Paper and pens are still part of writing - of course. But as other devices proliferate we must use them to help students collaborate. My school is a BYOD school but not all students have full sized devices, so much of our writing is taught in our computer lab. .

    Schools who do not have every single student in their middle and high school writing electronically should reexamine and restructure what they’re doing. I recommend that the school and district take the free survey from Project 24 (http://all4ed.org/issues/project-24/) and benchmark what they are doing against best practices for 21st century schools. .

    We use what we have but we also push forward to what we must do. Most teachers do have their own computing device, this book will help them improve their own writing and co-planning until they can help their students with writing. It starts with you learning and with the massive movement towards technology in every school, the time to learn is now.​.

    Q: Something I always hear from teachers is that there are no actual, real life, in-the-classroom examples of what us Ed Tech people are advocating. How do you address that in your book?.

    I am a classroom teacher - every single tool in the book I have used with my students. Everything I write is born out of personal experience and recommendations from other teachers. Quite a few chapters also had collaborative editors — teachers who added their thoughts and shared. Those chapters were actually written in Google Docs! Those who follow my Cool Cat Teacher blog will know that I’m pretty practical and this book is an example. .

    I do have two pieces from researchers where appropriate — one on wikis by Dr. Justin Reich of Harvard University and another on cooperation vs. collaboration from Dr. Mary Friend Shepherd. Sue Waters also shares best practices for teaching blogging from her experiences with tens of thousands of teachers on Edublogs. ​.

    Q: Why just nine tools? Aren’t there a million?

    Back to the post it notes from the beginning. There are many many tools but when I took the 60+ tools I was using in my classroom to teach writing and began grouping them, I saw patterns emerge. I also wanted to help teachers understand just what had been reinvented in their classroom.

    For example, Reinventing Your Filing Cabinet talks about Cloud Storage like Dropbox, Google Drive, and One Drive and how to store files. Reinventing Prewriting talks about brainstorming tools and graphic organizers. Reinventing Paper talks about ePaper and eBooks and Reinventing Notetaking gets into Evernote and One Note and how to take notes electronically. You get the idea. There are basic things in the classroom which have transformed and there may be several tools that can be used in that category of tool. So, it would be 9 categories of tools I guess you could say.​

    Q: I am a teacher and I say to you: “These are just more things I have to learn. I don’t have time.” What do you answer back?

    I say read Chapter 13 - my personal strategy of innovation. As I work to improve I keep a list of my big three - what are the next three things I’m going to learn. In the past three years one of my things was writing. We implemented a program in my school called “Writing Across the Curriculum” - which I thing is important. But in my technology-centric classroom I found it was so hard. As I pushed forward and got every student to write eagerly and often, I wanted it to be easier for other teachers.

    So, if writing is your thing to improve - just read the book and then come up with your big three. I always recommend that overwhelmed teachers read the last chapter first as it calms them down. Too many of us get into overload paralysis instead of just plodding ahead like a turtle one flipper at a time.​

    Q: What did you hope to accomplish by writing this book?

    I want to make writing with technology easy, approachable, and more effective. Writing teachers are on a hamster wheel being asked to run faster and faster and it is killing many of them. I have friends who grade essays every night and you could hang clothes hangers on the bags under their eyes by the end of the school year. IT DOESN”T HAVE TO BE THIS WAY!!

    There are simple ways to improve writing and to harness the power of peers. I have a whole chapter on building a community of writers because I think that so many do not unleash the power and engagement of a writing community.

    I’m so grateful for the teachers who helped me journal, write, and even publish my own work in high school. I want to help more teachers reach more students than ever. Students who write and publish online are students with a voice - I want that for every student.

    Teachers are amazing professionals but they often just want to know a practical how-to and advice. This book is my effort to give them that - from a real classroom teacher. I wrote it at 4:45 each morning over the past two years and quite a bit last summer. ​

    Q: I always like to ask this question to all the authors: Who is listening?

    Great question. To me the question is more about conversation. When I write I put my Twitter handle on the cover. When someone reads a book or blog post of mine, I want to engage in conversation with my fellow teachers.

    So, we’ve had some great conversation - some are using #reinventingwriting and others are just messaging me about the book. Right now, many teachers feel the relief of just picking 3 things and starting on those. Many are starting at different places. I’m seeing elementary teachers focus on prewriting tools and infographics and using Voicethread to help students speak with topic sentences so they’ll be able to write with them. Lots of elementary classrooms are starting to publish their own ebooks and teachers are running class twitter accounts as I discuss in the Reinventing Journals: Blogging & Microblogging Chapter.

    Middle school teachers seem to be heavily into collaborative writing and peer review and using tools like Kaizena and Google Docs for feedback. High school teachers are using all of these things but also getting into ebooks, epaper, ​and all of the great citations tools as well as the research tools in the book. The “term paper” process is evolving and students are getting far more feedback along the way from peers instead of the teacher having to be the one reviewer.

    All classrooms are publishing and sharing and Quadblogging is becoming wildly popular. There is a ton of conversation on the difference between journaling and blogging (and rightly so.)

    I’m getting ready to create a group on Voxer for the teachers who are having these conversations. I think excellent books in today’s educational circles become conduits for conversation. So, I want to facilitate connections between teachers so they can share best practices. Reinventing Writing gives them a common starting point.

    So, who is talking about reinventing writing the concept? Every single school moving into the 21st century. Reinventing Writing is rapidly become part of that conversation and that is exciting to see.

    Thanks again for taking time to answer these questions Vicki. ​Thanks for including me! The book is: Reinventing Writing: The 9 Tools That Are Changing Writing, Teaching, and Learning Forever

    From the Publisher:

    In this much-anticipated book from acclaimed blogger Vicki Davis (Cool Cat Teacher), you’ll learn the key shifts in writing instruction necessary to move students forward in today’s world. Vicki describes how the elements of traditional writing are being reinvented with cloud-based tools. Instead of paper, note taking, filing cabinets, word processors, and group reports, we now have tools like ePaper, eBooks, social bookmarking, cloud syncing, infographics, and more. Vicki shows you how to select the right tool, set it up quickly, and prevent common mistakes. She also helps you teach digital citizenship and offers exciting ways to build writing communities where students love to learn.

    Special Features:

  • Essential questions at the start of each chapter to get you thinking about the big ideas
  • A chapter on each of the nine essential cloud-based tools—ePaper and eBooks; digital notebooks; social bookmarking; cloud syncing; cloud writing apps; blogging and microblogging; wikis and website builders; online graphic organizers and mind maps; and cartoons and infographics
  • A wide variety of practical ways to use each tool in the classroom
  • Alignments to the Common Core State Standards in writing
  • Level Up Learning—a special section at the end of each chapter to help you review, reflect on, and apply what you’ve learned
  • Writing tips to help you make the best use of the tools and avoid common pitfalls
  • A glossary of key terms discussed in the book
  • Useful appendices, including reproducible material for your classroom
  • No matter what grade level you teach or how much tech experience you have, you will benefit from Vicki’s compelling and practical ideas. As she emphasizes throughout this essential book, teaching with cloud-based tools has never been easier, more convenient, or more important than right now.

    About Vicki Davis:

    Vicki Adams Davis (1969- ) Through her blog, “Cool Cat Teacher,” Vicki helps educators teach with better results, lead with a positive impact, and live with a greater purpose.

    Vicki teaches full time in Camilla, Georgia at Westwood Schools where she teaches technology and business courses for grades 8-12 and serves as IT Director for the school. With more than 70,000 Twitter followers Vicki was named one of “Twitter’s Top 10 Rockstar teachers” by Mashable and included in Thomas Friedman’s book, the World is Flat.

    Vicki’s classroom and blog have won many awards including the ISTE Online Learning Award and more. She is author of Reinventing Writing and coauthor of Flattening Classrooms, Engaging Minds. Her Cool Cat Teacher Blog, is consistently named one of the top 50 blogs in education worldwide. She hosts the online show “Every Classroom Matters” which consistently trends as a top 10 show in the K12 section of iTunes. Vicki has keynoted more than 20 education technology conferences in the US and around the world.

    Vicki has written for Edutopia, the Washington Post, SmartBlogs and more.

    She’s from the south Georgia, growing up on a farm just outside Camilla. Vicki is passionate about inspiring excellent teaching and about helping people use technology effectively to live their dreams. You can read more about Vicki at coolcatteacher.com on Twitter @coolcatteacher.

    Jul 8

    Apple Updates iTunes U Bigtime

    Apple updates the iTunes U app so that most of all the functionality is now available on the iPad. Introducing the new iTunes U New features in this version:

    Let the discussion begin

  • The new iTunes U makes it simple for students participating in private courses to pose questions on the course or any post or assignment
  • Other students in the class can jump into the discussion and ask more questions or provide answers
  • Teachers and students can keep up with the conversation when they receive push notifications as the discussion progresses
  • Create courses on iPad

  • Teachers can now create and update their courses using the iTunes U app on their iPad—getting started is fast, simple, and completely free
  • Provide every student a course outline, write posts, distribute assignments, upload class materials, easily track participating students, and much more
  • Take advantage of the built in camera on iPad to easily capture photos or videos and upload them for course assignments
  • Create materials using Pages, Numbers, and Keynote—or other apps from the App Store—and add them to your course by using “Open in iTunes U” from within each app
  • Teachers affiliated with qualified institutions have the option to publish their courses to the iTunes U Catalog—making them available to everyone for free
  • This is simply awesome and should be played at every parent night at every school in every city in every state. Inspire HER to change the world. Nice job Verizon. Hats off for this PSA.

    Jul 7

    Extension of a Review of Flipped Learning

    I found this paper, a review of literature and more by Pearson, the Flipped Learning Network and George Mason University. Some interesting insights on the current state of flipped learning and a good intro for those not familiar with the topic. Essentially it says that Flipped Learning is taking off at a rapid pace in education. No duh there.

    From the report:

    While continued research and evaluation is certainly needed, the studies reviewed in this document along with the original literature review (Hamdan, McKnight, McKnight, & Arfstrom, 2013) provide support for the efficacy and potential of the Flipped Learning model. Not only do many more teachers report successfully implementing the Flipped Learning model, but the initial empirical evidence is promising. In several of these studies the Flipped Learning model is associated with increased student learning and positive perceptions of the unique elements, such as presentation of material outside of class and increase in active learning activities.

    Despite this support, the Flipped Learning model likely does not work in all contexts and there are understandable concerns about the time involved and fundamental shift in teaching style required. Research is needed on identifying the contexts in which the Flipped Learning model works best and how to most effectively apply the elements of the Flipped Learning model to enhance student learning. In addition, teachers would likely benefit from institutional support and professional development during the transitional period when implementing the Flipped Learning model. Despite these concerns and limitations, the Flipped Learning model represents an innovative approach to teaching with the potential to create active, engaged and learning-centered classrooms.

    Click on the Title to get the report.

    Got Chromebooks? Now what?

    "More and more schools are realizing that Google Chromebooks are the answer to updating outdated schools. Unfortunately though, in many cases they are making purchases for large scale deployment with little investment toward preparation for implementation issues or knowledge of where to turn to connect with others who have had experience in Chromebooks (and Google Apps for Ed) deployment.

    That’s where learning networks come in. Fortunately there is an experienced online community available to support others venturing into this world.

    Here are some resources:”

    Click on the title to go to the article.

    Can you add to the list? Do so in the comment section.

    American Assoc. of School Librarians Best Education Websites 2014

    Every year the American Association of School Librarians publishers their list of what they consider the best Education Websites for teaching and learning. This year’s list is broken down into these categories:

  • Media Sharing
  • Digital Storytelling
  • Manage & Organize
  • Social Networking & Communication
  • Content Resources
  • Curriculum Collaboration
  • I like these types of lists because they always introduce me to sites I have never heard of ,or had forgotten about. Although I wish they would be a bit more transparent on how they chose this year’s winners. Thanks to the AASL for making this yearly list. At the bottom of the page is the previous year’s winners. Click on the title of this entry to go to the article.