I was recently honored to learn I was included in the Huffington Post Tech article: “Top 100 Most Social K-12 Tech Leaders on Twitter.” I am especially honored when I see who they include on this list. Impresive group of people. If you are looking to expand your Twitter PLN, these are all great adds!
Originally posted on History Tech:
The Google folks have been busy – and it seems as if they’ve been listening to teachers. Today, a few handy updates to Google Classroom were announced. If you’re not using Classroom, you really need to take a few minutes, perhaps, to come to your senses. It is a handy time saver and teaching tool that’s free, accessible anywhere, easy to use, and did you know it’s free? The biggest update is the ability to now
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This is reblogged from my post on Daily Genius.
Google Art Project is one of my favorite tools available online. It is a repository of high resolution images and 3D “museum view” virtual art gallery tours. Since its inception in 2011, Google Art Project has grown from its initial collaboration of 17 international museums to more than 151 and is now available in 18 languages.
This is a great tool for introducing students to Art from around the world. Here are a few ideas for lesson plans that you can use in conjunction with Google Art Project.
CREATE & CURATE A GALLERY
Google Art Project will allow you to create and curate your own gallery. You can have students build a project thematically (styles, emotional experiences, etc), chronologically, culturally, and more. Students select the pieces that they want to add to their gallery, move them around (just as a museum curators places art pieces in an exhibit), and then share them privately or publicly. This could be a great way for a student to showcase their understanding of a particular artist or style as a project for an Art History, History, Social Studies, or Humanities course.
COMPARE WORKS OF ART SIDE BY SIDE
Using the “Compare” model, you can put two works of art side by side and perform an in depth analysis of the works. Here is one of my favorite exercises:
You will see that I have selected A Sunday on La Grande Jatte by Seurat (Chicago Institute of Art) andBreakfast by Signac (Kröller-Müller Museum); both of these artists were masters of pointillism. I have students examine the pieces in high definition, side-by-side, and explore the different techniques between these two artists.
Students write up their comparative analysis in their Art History notebook and present on the stylistic differences in class. This can also help students understand how styles and techniques evolve over time (Seurat and Signac developed pointillism out of the styles of impressionism). You can assign specific works of art to students (like I do above) or you can have students choose and compare pieces on their own.
This is a great way to teach students to engage the content in depth and perform comparative analysis.
STUDENTS STUDY & “FORGE” THE MASTERS
A common practice in Art courses is to study the work of master artists by reproducing their work. A fun way to do this is to ask students to “create a forgery.”
Students could select an artist and study their life, style, work, and technique; the high definition, zoomable figures on Google Art Project allows them to study numerous works of art that are held in collections around the world. After they have done this, ask them to create a fake!
They can host a gallery opening where visitors compare their reproduction to the original works of the artist.
PARTICIPATE IN AN ART TALK
Google hosts regular Hangouts on Air with prominent curators. They announce the schedule on theirGoogle+ page and post the recordings on theirYouTube page. Students can prepare for the announced topic and submit questions to professionals. It’s a great way to engage students with modern Art curation.
Google has also posted some different lesson ideashere. With more and more expansions to the Google Art Project (the most recent being its Street Art Collection), there will be more opportunities for students to explore the world of Art.
This resource continues to grow and provides students with the ability to explore art in new and interesting ways, outside of a textbook, or more in-depth than they could at a museum.
LEARN MORE ABOUT BRINGING GOOGLE INTO YOUR CLASSROOM!
- Google & Web Tools in the Student-Centered Classroom
- Google & Chromebooks
- The Chromebook Classroom
- And More!
One of my goals next year is to improve upon and expand our existing Digital Citizenship model. So I’m excited to attend Exploring Digital Citizenship with Google with Craig Leach. Any school that incorporates technology needs to include meaningful, digital citizenship. In conjunction with Common Sense Media, he has been developing a Digital Citizenship Course.
He starts by telling us to explore Digital Citizenship in our backyard. It’s never hard to find stories about digital presence resulting in negative consequences. He provided us with 5 local stories that we explored, ranging from cyberbullying to student arrests. We engage in group discussions about the themes behind these topics. One element that I noticed is that schools are so focused on being reactive to these events instead of preventative. Dealing with incidents of cyberbullying or bad behavior online necessitates a broader educational program, including teachers, students, and parents (who are often left out). It needs to be consistent and pervasive education; if you are focusing on Facebook behavior, then you’re not preparing for the next tool. These incidences and events expand outside of the Classroom.
We next explored the definition of Digital Citizenship. Common Sense Media defines Digital Citizenship is “The ability to think critically, behave safely, and participate responsibly in our digital world.” An approach to digital citizenship needs to include balance: powers and perils. So you should talk about ready access to media, but also address copyright infringement.
Craig tells us that the topics that he likes to tackle inlcude:
- digital life
- internet safety
- privacy, Identity & Digital Footprints
- Cyberbullying, Communication, & Relationships
- Searching, Evaluating and Citing
- Reaching the Community
I like that it doesn’t wholly focus on “Stranger Danger.”
When Craig got a classroom set of iPads, he created some digital expectations and classroom guidelines for technology use. His acceptable use policy included protecting the devices as well as appropriate behavior inside and outside of the classroom. He recommends having students build their own policy in their own words.
We talked a little about Google Searching; show them how to find effective sources and assess it. He recommends that you explore google search tools and advanced search features. Navigating and negotiating online tools is important.
By using Google Research tools, especially features like “search by license,” you can engage students in conversations about licensing, copyright, and plagiarism. One of the great things about Google Tools is that they allow you to to instigate a number of empowering conversations about online engagement.
The keynote speaker this morning is James Sanders from Classroom in the Future. I love the title of James’ talk “A Resume Full of Failure.” He begins by telling us that he “fails all the time.” We work so hard on avoiding failure, that we forget that it’s an integral part of learning. In fact, google “succesful people who have failed,” and you will find a list of impressive people that have not only failed, but failed miserably.
James tells us about his childhood working in a mill. He learned how to drive specialized vehicles and doing hard, demanding work. He also spent quite a bit of time going to the doctor and the hospital as a result of his work there. In the process, however, he learned a lot about himself; in order to learn about yourself, you have to make mistakes. He tells us that “we are a collection of all of the mistakes that have come before us.” We have to learn from what has failed and take that and try to do better. He then tells us his resume of failure. He tried to become an entrepreneur t-shirt developer, that failed. He then tried to get his kids on tumblr… not a good idea. He then worked as a teacher with students in rows, and they went all “Lord of the Flies.” He next tried to create an online gambling website. He then was exposed to the KIPP Academy of Opportunity and their Chromebooks programs. The Chromebooks were a prototype at the time. The Chromebooks made it possible for his classroom to be mobile, the internet access allowed them to connect with students from around the world, and students could engage with material outside of the classroom. They used the Kiva project, investigating entrepreneurs, and making investments around the world.
Even though this roll-out was great, they had a number of problems that arose. Chromebooks were quickly damaged. So, they had to start teaching students how to treat their devices.
He also found that traditional lessons didn’t work very well. For example, a current events project was quickly written after a student grabbed an LA Times that morning. Instead, he made students create their own newscast! You can see their news network here. Students couldn’t do this at the last minute, it required planning, structure, writing, and production. If you tried to do this at the last minute, it would fail miserably. However, in keeping with his method of learning by failure, he got so excited that he had all of the students create their own YouTube accounts. As a result, students start to post things that were not appropriate to learning, including an aspiring rapper whose language on his YouTube channel was…. you can figure it out.
James then started to have his students post their work online. He then began to put himself out there even more. He started a podcast show. However, his hashtag “pen is mightier,” which became #penismightier caused a few problems. Their Edunation Cast didn’t take off, so they decided to push it a little further. He drove up to Google and tried to pitch an educational angle at Google. He joined them to help develop “YouTube for Schools.” The goal of this was to move towards unblocking YouTube. He moved to San Francisco and then started another company called “Classbadges,” which allowed teachers to award digital badges to students.
After his work at Google, he moved to DC and joined the White House Presidential Innovation Fellows. While there, he started the White House Film Festival. I’ve seen some amazing student submissions with this project. Students get to highlight their own learning experience; it gives them a powerful voice that is then witnessed by the Federal Government.
James finishes by talking about his experience teaching in Los Angeles, where the school to prison pipeline is a reality.
He said that in our classrooms, we need to take risks to disrupt this. There isn’t an easy solution. As teachers, we need to take big risks and be willing to fail… and if you take big risks, you will fail. It’s not easy, it’s hard. At the same time, the rewards for success are immeasurable. We write our own script, and we need to try to do more. Put yourself out there, and let your students put themselves out there. HIs latest project is Future Ready Schools. Start looking at what schools should have today; more big idea projects, what do you need to be successful in your job? What do students need? Being Future Ready means. Look for that window, the opportunity to relight your fire and allows you to put yourself out there. If you keep pushing through your failure, you will find what works for you.
The next session I’m attending is Design Playground with Google Drawing, by Ken Shelton (the keynote speaker). While I’m familiar with Google Drawing, I have never seen it meaningfully applied, so I’m excited to learn something new.
Ken begins his workshop by telling us how Google Draw can be used for within a rich pedagogy. The first thing he points out is that there is a lot of cross over from other Google Tools (Docs, Sheets, etc) as you can share, comment, and a few other things. We start by inserting our first shape, a rectangle! It’s easy, just click, drag, and draw. I manipulate the image by changing the color of the image and the line; you can even play with the weight of the line. We drew another rectangle, but this time we held down the shift key. This time, it aligned the shape and drew a perfect square. He shows us a few different shortcut tricks that you can find here.
After we have mastered shapes, we next get to play with spatial relationships! How do shapes work together? What’s the differences between cross and intersect? Touches and connects? Overlap and Overlay? So now we get to play again by scaling our shapes up or down and then creating different spatial relationships. I create a square and then insert a circle and then an equilateral triangle.
By using the guidelines that appear, you can perfectly align these shapes; you’re trusting not your eyes, but the program! By using the Arrange –> Order feature you can select which shape overlaps the other one. By playing with the alignment, order settings, and color and line settings, I can create an ice-cream cone with a cherry on top! Even though this drawing was simple, I had to play with size ratio, resizing, and manipulate color. Next, by selecting Arrange–> group, all of these shapes are now one! I can resize and align as a single design.
The possibilities of layering provide a a world of opportunities – students can create graphics and other designs (like infographic tools). I have to admit that this is far more flexible than I thought. I can certainly think of some ways to apply this.
One exercise example he gave us was to use the shapes to visually represent concepts, like: resistance, overwhelm, stress, and rhythm. You can even share drawings with those outside of the Google Domain by sharing as a PDF, Scalable Vector Graphics, PNG, and JPEG. You can even import it into
There really are some cool tools, and it’s not just the red-headed step child of Google Apps.
My next session is 10 Ways to Drive GAFE Adoption at your School by Peter Henrie of AmplifiedIT. I have done a little work with the guys at AmplifiedIT (they facilitated our adoption of Cloudlock), so I know I will get some great information from them. Peter tells us that his objective is for us to go back to our schools equipped with a few ideas of how to drive adoption of Google Apps at our schools.
1. Plan your school’s adoption: map out what, who, when where and Identify areas which would benefit from Google Tools. Set milestones, like going paperless or increase docs use by 50% by next semester.
2. When you reach milestones, celebrate them publicly. How do you know if people are using Google Apps or if you have hit your milestones, use the Reports Tab in the Control Panel. Here is a document that can help you navigate the reporting tools.
3. Help staff transform their current lessons with GAFE, not simply use the technology for technology sake. Focus on curriculum delivery, create champions of various tools, deliver key outcomes, and have department/subject specialization. I think this idea is especially important. Science teachers and History teachers have different needs, as do elementary and high school teachers.
4. Explore external/online training solutions like Synergyse Google Apps Training. These tools (often paid) can allow people to train on their own schedule and on their own topics. Its reporting tools give you up to date information on who has completed professional development. As these tools only focus on PD, so their content is always up to date.
5. Create & Publicize Templates. Templates are kind of hidden away, so you will need to direct people to them. You can create templates for things like course websites, forms, agendas, etc. Teachers can create and add their own templates, which is a great way to sure lessons and other tools. You can learn how to create and submit a template here.
6. Get people to use other services in GAFE: Calendar, Groups, Sites, and Drive. To get people to use these tools, create resources in them. For example, if you want them to use Calendar create a Test Calendar or a Resources Calendar. For Groups, you can create discussion groups. For sites, use them for course websites or digital portfolios. Drive is a great way to have people share robust files that are too large for email (video).
7. Browse the EDU sections of Chrome Webstore and Google Apps Marketplaces. The Chrome Webstore allows you to add extension or add-ons to Chrome and has an education extension. The benefit of using these add-ons is that you can not only access a myriad of tools (paid and free) and automatically have single sign-on. The Google Apps Marektplace is a feature that your administrator will need to enable and tends to include more robust tools that are often tied to third party tools (like an LMS).
8. Remove Obstacles: Don’t make it hard for people to use these tools. Make sure that GAFE is configured correctly, create a browser policy (to facilitate Chrome adoption), delegate admin rights, and use Groups for easy sharing.
10. Lead by Example: Model effective integration of GAFE by using Google Docs, default to Chrome, and practicing what you preach. If you draft the minutes of a faculty meeting on a Google doc and share it out with faculty to revise or view, then it not only forces them to log in to that Google Doc, but demonstrates application and learning.
AmplifiedIT has also drafted a couple of ebooks on Google Apps adoption: 14 Ways to Increase Google Apps Adoption at your School and 9 Expert Pieces of Advice for Adopting Google Apps for Education at Your School.