Tech Peeps and Grumpy Cat

Drawing a blank on new tech apps? Try Google Drawings!

2017-04-14T15:40:00.000-07:00

When it comes to the family of Google Suite apps, Google Drawings is kind of an underappreciated second cousin. However, just like your real second cousin, once you take a few minutes to get to know her a little better, she's actually pretty awesome. It's then you realize the family is just a little bit cooler than you'd thought.

Recently, I guided a fourth-grade class through using Google Drawings to make comics with silly animal pictures. Using Google Drawings, the students searched for images on the web, resized them to put them into three-framed strips, and then added speech bubbles with text boxes for the dialogue. Students then took their comic creations and embedded the images in a Google Slide deck. Throughout the entire lesson, students were completely engaged in their work and wildly enthusiastic to share their creations with classmates, parents, and anyone else willing to look.

After students had put the comic on the first slide, they started making more, one slide after another, exclaiming, "I am making a comic book!" Through this process, they were learning valuable tech skills, such as photo editing and publishing, while also working on clear and concise writing.

To close the lesson, students were tasked to come up with other ideas about how they could use Google Drawings and Google Slides. They shared brilliant ideas such as making playground safety posters, citizenship themes, using photos of themselves as superheroes, and creating a slide deck showing the adventures of Lewis and Clark...a project we will be starting soon!

The process of getting Google Drawings into a Google Slide deck is a little step-intensive, but the typical 9 and 10-year-old students in this class were outpacing my instruction in figuring out what to do and were more than happy to help desk neighbors who found themselves a little confused.

Google Drawings is a user-friendly app with a lot more potential than first meets the eye and it definitely deserves an invite to the next Google family reunion!

Should students change their default password? Yes!

2017-03-31T15:36:00.001-07:00

Students at all grade levels have an email address and default password to login to their GSuite account and the default password pattern is often taught in elementary grades. This helps students remember their password but it also poses a problem for students interested in accessing a classmate’s password to cause mischief.

Here are 10 reasons teachers (yes, even elementary teachers!) should teach students how to reset the default password.

Using a birthday chart posted on the wall, students can figure out someone’s password and access the account as an intruder.
Intruders can make changes or delete work (this is where learning how to find the revision history on a Google doc comes in handy).
Intruders can send malicious emails from someone’s account.
Inappropriate docs or slides can be created by intruders.
Intruders can destroy files.
Intruders can do non-schoolwork searches from a classmate’s account.
Intruders can access personal information.
Intruders can share information with others.
Online accounts (like Raz-Kids or Typing Club) can be accessed and points can be deleted.
It’s never too early to learn ways of managing passwords.

Teachers always have the ability to reset a student password using the Student Password Reset Tool. Students can learn to change their passwords using the Password Change Tool (the current password must be known). Teachers in grades 2 - 8 have the ability to monitor their students' Google Drive and Gmail using Hapara. If you’re interested in learning more about these tools, please contact your Instructional Technology Coach.

Suggested Lessons:

K-2 students on Powerful Passwords from Common Sense Media

Strong Passwords (Grades 3-6) from Common Sense Media

What are some good rules for passwords? from Common Sense Media is a great place to start when planning a lesson on how to create safe passwords.

New Online PD: Gmail, Calendar, and Read&Write

2017-03-17T11:19:00.000-07:00

New online professional development courses are available for Edmonds School District Employees.

Learn the ins and outs of Gmail.

Visit the Gmail Training Website to access more information about Gmail.

Check out these courses as well...

Learn how Google Calendar can help organize your day.

Learn how Read&Write for Google Chrome can provide supports for reading, writing, and research.

TEACHERS

Sign up for Instructional Technology Online PD course 591 in the PD portal
Access the course through Canvas https://edmonds15.instructure.com/enroll/NKJJAE

SUBSTITUTES, PARAS, and OTHER PERSONNEL

Visit the Tech Toolkit Online Learning site for Gmail and Calendar training.

(Links to an external site.)

How to Use Tasks in Gmail and Calendar

2017-03-15T09:28:00.001-07:00

Google Classroom Updates for Teachers

2017-01-18T11:50:00.002-08:00

Google Classroom Updates for Teachers

Topics

October 2016

Topics can be added to a classroom, posts can be linked to the topic, and then filter the stream by those topics.

Organize your posts by topics (ie. Essays, Discussions, Assignments, Announcements).

1. Add Topics (left side of stream view)	2. Title the Topic	3. Create or Edit a Post to Identify Topic

Select the topics listed on the left side of the stream view in order to see only posts belonging to those topics.

Individual Assignments (Differentiation)

January 2017

Assign tasks to individual students instead of the entire class.

1. Create an Assignment, Announcement, or Question	2. Select the Class and Student(s) to Receive the Post (Default is ALL Students)

Individual Assignments (Differentiation)

January 2017

Teachers can now receive notifications when work is turned in late or resubmitted.

1. Select the Menu in Classroom (top right)	2. Scroll Down the List to Settings	3. Check the Box Under Notifications

Warning: You will receive emails for the following actions

A student submits work a second time, after it’s been returned from a teacher.
A student sends you a private note.
A student submits work after the due date.
A teacher invites you to teach a course as an additional teacher.
Someone comments on your post.
Someone mentions you in a post or comment.

Prevent the spread of fake news: Teach students to evaluate sources

2017-01-03T13:42:00.002-08:00

When all news looks the same, how do you know if it is real?

Walk into any coffee shop, sporting event, school, or other public venue in 2017 and you will likely find people accessing the Internet from various devices. Whether people are accessing social media or searching Google, they will likely see headlines and images about news posted within the last few minutes or hours. In fact, a 2016 survey by the Pew Research Center found that one in four people receive their news online and 50% of the news accessed by 18-29 year olds comes from online sources. Unlike TV or print, the Internet makes it possible to follow breaking news and updated stories 24/7. The problem is that many people tend to accept the information posted online as true without looking beyond the surface and then with a simple click of the mouse the story spreads.

It should come as no surprise that a recent study of teenage students, conducted by Stanford University, indicates that most teens cannot tell if a news story is fake. The Wall Street Journal, along with many other news outlets, immediately shared the results of the study highlighting how schools do not consistently teach media literacy skills to students. The information is alarming when we consider the role social media and the Internet plays in the lives of teenagers. Teaching students how to analyze and interpret what they are reading is important, but more time needs to be spent on evaluating sources.

How can you help your students distinguish the difference between real news and scams or satire? Check out the lesson provided below that is ready to use to help students learn how to determine if a source is credible and tips for detecting fake news.

Lesson Plan: Extra, Extra! Is it true?

Slide Presentation: What sources of information can you trust?
Worksheet: Criteria to evaluate sources

Assignment: Fake or Real PSA Campaign Assignment

Please share any other great resources you may have to help teach source evaluation.

References:

Mitchell, Amy, Jeffrey Gottfried, Michael Barthel, and Elisa Shearer. "The Modern News Consumer." Pew Research Center's Journalism Project. N.p., 07 July 2016. Web. 03 Jan. 2017. <http://www.journalism.org/2016/07/07/pathways-to-news/>.

Shellenbarger, Sue. "Most Students Don't Know When News Is Fake, Stanford Study Finds." The Wall Street Journal. Dow Jones & Company, 21 Nov. 2016. Web. 03 Jan. 2017. <http://www.wsj.com/articles/most-students-dont-know-when-news-is-fake-stanford-study-finds-1479752576>.

Podcasting and Production with New Chrome Audio Tools

2016-11-29T15:22:00.000-08:00

With the move to Chromebooks, teachers have lost access to many of their trusted multimedia tools, like Movie Maker, Photostory, and Audacity. When attempting to create engaging, real-world projects for students, such as podcasting, this can be barrier.

Thankfully, there are many developers bringing multimedia tools to the web.

Bandlab

For those familiar with GarageBand, Bandlab with feel very intuitive, giving users the ability to build multi-track audio projects from captured audio (recorded via the computer's microphone) and built-in synthesized instruments.

Students making podcasts can edit and manipulate multiple audio sources, perfect for assembling interviews or multi-person stories. For added professionalism, students can also compose their own music.

It's incredibly easy to use, and integrates directly with students' Google accounts, so it all works seamlessly in the cloud. For aspiring podcasters, it even offers a platform on which to publish and promote your audio creations.

Soundation

Like Bandlab, Soundation takes a popular digital audio workstation (or DAW) as its basis, and users of Logic will feel instantly at home with its interface. While more complex, and offering more options and tweaks, it is a relatively intuitive piece of software.

For classroom audio projects, Bandlab is certainly the more user-friendly of the two and conducive to students bringing their work into the online world with its built-in community.

NB: These are new tools and are currently free. They may move to a premium/freemium model if the tool becomes more popular, or completely disappear if they fail to gain traction.

Teacher Spotlight: How Chromebooks are transforming Art at Middle School

2016-11-22T12:00:00.000-08:00

Anyone who is still pondering how technology can be used in visual arts should spend 5 minutes in an art class at Alderwood Middle School. Since her arrival, teacher Amy Barnes has transformed the curriculum using 1:1 Chromebooks, giving students more choice and control over their learning, and giving classic techniques a techno-spin.

While learning single-point perspective, students use an online tutorial program to help them review techniques that they have learned in class, as well as push themselves by attempting new and individual challenges given to them by the program. By end, each student has mastered the concept, and produced an original design for a room.

Once their initial designs are complete, the students use Planner 5D on their Chromebooks to translate that design to a 3D computer-aided-design environment. Students I spoke to said that this helped them to find mistakes in their original drawings (e.g. when an object was too short, or too long) and to try different colour schemes before committing them to their drawing.

From there, students could expand on their initial design on Planner 5D and create designs for an entire house. Not all students chose the Chromebook option, though, and some translated their designs to 3D cardboard dioramas, or further perspective drawings. Even those who went "offline" still used their Chromebooks for photo references, or YouTube tutorials to refine their skills.

By offering her students such a diverse choice of activities, and supporting their learning through technology, Barnes is able to become a one-on-one coach in the class. Students really appreciate the amount of freedom that they are afforded in class, and also the amount of individual attention that they are able to receive. It's a great model of how effective tech integration can enhance a classroom!

Teacher Spotlight: Students engaged with science through Shark Tank challenge

2016-11-07T15:47:00.004-08:00

Shark Tank inspired science project engages students with an innovative challenge.

How can energy produced by lightening be captured and used?

In October, “Sharks” attacked an 8th grade science class at Meadowdale Middle for the 2nd Annual Shark Tank Challenge. Parents, school staff, and administrators took on the role of “shark” investors as students presented their ideas to the panel. As one student stated, “we have done research projects before, but never anything where we had to come up with the idea and other people grill you with questions..., especially adults.” The students in Stephen Howard's 8th grade science class learned more than simply how energy works and impacts the world. They embarked on a journey to apply their knowledge in a useful way.

Howard’s Shark Tank project embodies the important 21st Century Learning skills of collaboration, communication, creativity, imagination, critical thinking, and problem solving as it relates to the science curriculum. According to Howard, “the goal of this project is for kids to think creatively about energy all around them and develop an innovative way to harness some of this ‘wasted’ energy in a useful way.” The students must be able to explain the math and science behind their invention which is even more challenging when presenting the information to an audience ready to ask challenging questions.

The majority of work for this 2 week project rests in the hands of the students. Students viewed an example, watched some Shark Tank episodes, read through a rubric, worked through a mini lesson on 3D modeling, and then were released to develop their ideas. Howard’s role as the teacher throughout the course of the project shifted to that of a consultant and facilitator. Students could ask him for assistance if they needed help clarifying some of the science behind their concept. The students engaged in the learning with the understanding that they needed to be innovative, yet scientifically accurate. After presenting their ideas in 5 small groups, one team from each group was selected by their peers to move forward into the Shark Tank.

On the big day, students approached the panel of “sharks” to present their product, communicate the science and reasoning for their invention, ask for funding, and answer some pretty tough questions about their idea. An audience of adult volunteers provides students with an opportunity to share their learning beyond the classroom walls extending the relevance of the task. Following the 10 minute presentation, the “sharks” provide feedback to the groups regarding their invention and presentation. The learning that takes place reaches beyond a textbook knowledge of energy and the teacher assessing that learning.

Teaching in a 1:1 classroom makes assignments like these possible by allowing students to take ownership of their learning. The devices provide them with a tool to access the latest information and to build a prototype of their invention through 3D imaging. Students thought of ways to capture wasted energy to recharge a phone, power lights, and fuel vehicles. The learning that takes place when students are challenged to tap into those critical 21st Century skills reaches well beyond the subject curriculum. Who knows? One of these students may be inspired to further their ideas into reality in the future.

I challenge you to find ways to empower students to collaborate, innovate, problem solve, and think critically as they extend their learning beyond the classroom walls.

Digital Citizenship Week 2016 - Take the Pledge

2016-10-17T11:02:00.002-07:00

Digital Citizenship is a key component for using technology in the classroom -- doubly so for any of our schools that are now 1:1. With Digital Citizenship as the backbone of our classrooms, we make our work with students more effective, build relationships, and help guide students to become more positive, productive users of technology.

This week is Digital Citizenship Week, sponsored by Common Sense Media. We would like to encourage all teachers to Take the Pledge -- to empower [your] kids to use technology safely, responsibly, and respectfully. In exchange, CSM will provide you with a free resource guide to digital literacy.

Take the pledge here.

If you want to know more about Digital Citizenship, or would like your students to know more about Digital Citizenship, contact your technology co-ordinator!

Teacher Spotlight: Elementary Students Use Video Production to Inspire Writing

2016-10-14T15:26:00.000-07:00

Walking into Cheryl Roth’s 5/6 grade classroom at Beverly Elementary can be like walking into a Hollywood editing studio. The classroom is alive with students hard at work on Chromebooks adjusting scripts, choosing music and graphics, and recording and editing video. On a recent visit, students were busy using WeVideo to create videos for their kindergarten buddies and were completely entrenched in the process.

“The kids are really engaged with what they are doing,” says Roth, “As they work on this project, they realize they have to rework and edit. They are working collaboratively and cooperatively to figure out what parts of their videos are strong and what needs more work.”

Roth has been using technology with students for years, but using WeVideo for student movie production is new for her this year. “It’s a way to get kids interested in topics,” she says, “Kids are so tech savvy and it is so much a part of their lives that I feel it has to be included in my curriculum.”

Roth expertly uses technology tools, such as WeVideo, to help students meet content standards across the curriculum. Students take the time to write scripts, carefully considering their audience, and then use technology to capture their words for the screen.

“Next up, we will be making public service announcements aimed at keeping people healthy,” explained Roth, “The kids love WeVideo and they keep going back and editing and making revisions until they get it just right. They are more cognizant of what they are doing and how the material is being presented.” Roth hopes this excitement and energy will continue as students begin to prepare oral presentations on other topics throughout the year.

To start WeVideo productions with students, go to wevideo.com and then log in with Google to get started. Edmonds School District students have access to premium accounts, which allow them to create longer videos, have a larger library of music choices, and conduct more powerful editing.

ANNOUNCEMENT: Online Learning Opportunity for Teachers

2016-10-14T10:11:00.000-07:00

Instructional Technology Online Professional Development

*Only available for Edmonds School District Teachers.

Using Technology for Math Differentiation

2016-10-12T11:27:00.000-07:00

With apologies to William Shakespeare, when it comes to math instruction, to differentiate or not to differentiate has never really been the question. In any given class, teachers face a range of student abilities that span multiple grade levels some working years ahead of the provided curriculum, while others lag years behind. Reasons for this ability span are as unique as each individual student who shows up to learn every day. All teachers understand the importance of reaching each of their students, but more often than not the crucial question becomes, "How?"

Enter technology. While continuing to draw most instructional material from district-provided curricular materials, teachers can use online materials to supplement student learning. Khan Academy and CK-12 are two free websites can be used as powerful tools for mathematics differentiation. Both of these sites allow teachers to create class lists, track student progress, assign activities that focus on specific mathematical concepts, and provide student practice problems.

Teachers can get started in both websites by signing in with their Google accounts. From there, the websites provide different options for creating class lists. These include setting up classes manually or providing students with codes that allow them easier access for joining.

The lessons on the websites are engaging and offer video tutorials for students to watch and relearn mathematical concepts. Students can work through the self-guided lessons while teachers work with smaller groups of students who may need more support to reach the standards. Using technology opens up many new and effective ways to differentiate and reach the needs of all students within the vast academic range of the classroom.

Please note that while free websites are an outstanding resource for supplementing and differentiating math instruction, no online software could possibly replace the expertise of the classroom teacher. While these tools help in the process of differentiation, care must be taken to ensure all standards are being taught to all students by the teacher.

Three Cheers for Three-Act Math Lessons: Bringing Enthusiasm into the Math Classroom

2016-09-30T10:20:00.000-07:00

Ever wonder why students can master complicated video games, rattle off in-depth statistics about Seahawks players, or explain intricate movie plots, but struggle with solving arithmetic story problems? I know I have, but after teaching some of Graham Fletcher's 3-Act math lessons I am closer to answering that question.

Graham's lessons provide students with a picture or video that inspires students to create their own mathematical inquiry question. Students view the picture or short video and are driven, by their natural curiosity, to ask questions about possible outcomes. These student questions quickly morph into higher-level problem-solving students actually enjoy!

Graham has questions embedded throughout his lesson plans to ask students as they go through their problem-solving processes. In my own classroom, I adapted these questions to create even more student buy-in and shared a Google Doc where students could record their thinking as they worked through each problem. During these lessons, my classroom became a buzzing beehive of happy learners collaborating to find solutions to the questions they had asked themselves.

So, why can brilliant young minds in our classrooms puzzle through gaming, understand the ins-and-outs of QB passing efficiency ratings, and offer in-depth analysis of the twists and turns of the Star Wars saga, but not be able to solve math problems? The answer could be as simple as providing problems for students they actually want to solve.

Link to "The Fish Tank" problem: https://gfletchy.com/the-fish-tank/
Sample student document with video links "The Fish Tank": https://goo.gl/CbQewd

Website has students buzzing about reading

2016-09-23T14:25:00.000-07:00

What if students in your class were as excited about reading books as they were about video games, pop stars, or sports? That's the goal of the educational website Bookopolis.

This free website allows teachers to create a class account and track student reading. All the while, students can choose an avatar, explore new books, create a bookshelf, share book ideas with friends, earn points and badges, and show off their book knowledge by answering book report questions!

This website could truly bring a love of reading back for students and let teachers pitch cumbersome reading journals. It's definitely worth a look!

Technology + Maths = Learning

2016-06-24T07:00:00.000-07:00

Use technology to help students learn maths!

As schools move to 1:1 with Chromebooks, teachers are looking for ways to integrate technology into their classroom as a way to engage students, enhance learning, and provide more access to materials. Finding quality ways to integrate technology can be challenging and often requires rethinking pedagogical practices. One of the most common questions I get from teachers is “how can I use Chromebooks in Math?” In order to help answer this question, I decided to embark on a quest to pool together resources and ideas for using technology in math instruction.

Middle schools in the Edmonds School District have been 1:1 with Chromebooks for at least a year or more. Every subject area, including Math, have found ways to utilize technology. Lisa Song and Jennifer Hyppa teach Math at College Place Middle (CPM) school where they have their students use their devices to access online resources from ConnectED, search for math videos, practice skills, play math games to support learning, complete self-assessments and exit-tickets. I have observed teachers at Meadowdale Middle School (MMS) implement MobyMax throughout the department and provide student choice and ownership of the learning. Students were tasked in finding resources that would define the lesson vocabulary, provide examples of the concept, and help them achieve the learning targets for the day. Instead of the teacher providing notes that explained the concepts, she challenged her students to discover them on their own. These students were immediately engaged and approached the problem in different ways using their preferred method. Some started by watching videos, others went in search of definitions, and some stuck with the information in the textbook, but every student in that classroom was engaged in the task.

How can you include technology to enhance learning and engage students in Math? Check out some of the resources and ideas included in the Math Instructional Tech Resources document. If you have a lesson that integrates technology with math, please share in the comments section.

Summer 2016: Instructional Technology Learning Opportunities

2016-06-21T16:01:00.000-07:00

All Staff

Summer Camp: Instructional Technology Online PD
When	June 21-August 31
Where	Work in any location of your choosing.
Registration	Go to the PD Portal and register for course 377 - Summer Camp: Instructional Technology Online PD In addition, please complete this registration form for our records.
Course Content	Elementary Staff: Go to Technology Summer Camp 2016 to access course materials. Middle School Staff: Go to Technology Summer Camp 2016 to access course materials. High School Staff: Register in Canvas to access the course materials. *Specialists please select the link for either Elementary or Middle School.
Clock Hours	For a list of challenges and clock hours visit this link.

Elementary

technology+curriculum Summer Conference
When	August 16 and 17, 2016 8:30am-2:40pm both days
Where	Scriber Lake High School
Registration	Go to the PD Portal and register for course 373 Select sessions to attend one or both days
Schedule	A schedule of sessions can be viewed here: technology+curriculum session schedule
Pay / Clock Hours	Up to 4.5 hours total pay for both days and up to 9 clock hours are available

Computer Science in Elementary School using Code.org
When	August 1st (K-6) or August 2nd (K-6 with emphasis on primary grades) 9:00 a.m. - 3:00 p.m.
Where	ESC Room 101/102
Registration	Go to the PD Portal and register for course 359 or 360
Course Content	Computer Science for Elementary Teachers
Clock Hours	Up to 6.0 STEM clock hours

Secondary

Lake Stevens EdCamp
When	August 25 9:00-3:00
Where	Lake Stevens High School
Registration	Go to the EdCamp Lake Stevens website for more information and to register for the day.

Secondary Chromebook Conference
When	August 29 and August 30 7:30-3:00
Where	Mountlake Terrace High School
Registration	Go to the PD Portal and register for course 378 - Secondary Chromebook Conference Select to attend one or both days
Schedule	A schedule of sessions can be viewed here: Chromebook Conference Sessions.
Pay / Clock Hours	7 hours of pay and clock hours are available for all participants on both days

Google Classroom Adds More Features

2016-05-06T13:22:00.001-07:00

What's new in the world of Google Classroom?

Google Classroom has changed quite a bit since it was first released in 2014. What started as a blended learning tool simply aimed at distributing and collecting assignments or links has now added ways to include quick formative assessments through questions and polls, reuse posts, sync due dates to Google Calendar, and more. Check out the Google Classroom support page to keep up to date on the changes.

When Google added the ability to save a post as a draft, it allowed teachers to prepare their assignments or announcements days or weeks ahead without their students seeing the post in their live Classroom stream. Saving it as a draft allowed the teacher to choose when they would post the assignment to make it live. Believe it or not, Google has taken this a step further and now allows teachers to actually schedule the date and time for the post.

Schedule your first assignment in Google Classroom

Step 1: Open Google Classroom and select the Class

Step 2: Create an assignment and add the necessary details.

Step 3: After the details are added, select the down arrow next to the blue ASSIGN button (circled in the diagram below)

Step 4: Select Schedule (highlighted in the diagram below)

Step 5: Set the date and time you want the post to become live and then select Schedule.

Your post will be stored at the top of the page as Saved Posts until it becomes live. If you have any drafts saved they will be in this section as well. In order to view this section, select the down arrow to expand.

The image below showed the expanded view of the Saved Posts section.

Teacher Spotlight

2016-03-07T07:47:00.000-08:00

Topic: Integrating Google Apps for Education (GAfE) with the writing process.

Videos of three teachers were featured at Thursday, March 3rd's CLP meeting discussing how they are integrating Google Classroom and Docs into the writing process. Watch the videos to hear how these teachers use GAfE to organize materials, conference with students and increase student engagement in the writing process.

Jason Aillaud, 5th grade at Cedar Valley Community School

Mike Ochoa, Edmonds Elementary 6th grade

Tom White, Lynnwood Elementary 4th Grade

Teacher Spotlight

2016-02-18T12:47:00.001-08:00

Students Create Podcasts to Communicate "Claims and Arguments"

Nancy Branom, English teacher, at Edmonds-Woodway High School understands that there are multiple ways to communicate ideas and share a powerful message. With the help of Librarian Karen Rautenberg, Branom’s Writing Workshop class engaged in the art of storytelling by creating their own podcasts.

Allowing students to use technology in this way produced some impressive results. “The students found great interviews, they used music creatively, and all the kids said it was challenging to put it all together, yet realized how powerful the spoken word is -- so different than writing,” states Branom. It was obvious walking into the classroom that students clearly took ownership of their learning and worked hard to tell their story.

Take some time and listen to this student made podcast about immigration.

Branom was willing to take a risk with this project and it paid off. Like any new venture, there are often some bumps in the road the first time around. Some students did experience some technical difficulties with technology tools during the editing process, but in the end they still found a way to tell their story. By simply allowing her students choice and creativity, Branom’s assignment used technology to help transform learning and reach the upper levels of the SAMR scale.

View Image

Teacher Spotlight

2016-02-10T11:38:00.001-08:00

When I walk into Gail Yampol’s Kindergarten at Brier Elementary, I always wish I could travel back in time to age 5 and be part of all the fun in Room 4. This classroom is alive with learning! Every bit of available wall space (and often the windows) showcases the work students are doing. Check out this video clip of how she integrates technology in her classroom!

Replacing Publisher on Chromebooks

2016-01-25T10:34:00.002-08:00

Until now, the best choice for printed student projects -- from newsletters, to banner signs -- has been Microsoft Publisher. With the move to Chromebooks and the disappearance of Microsoft Office, how can you replicate those same projects with the new tools that are available to students? Here are four options to help you make the transition:

1. Google Draw

This is part of the Google Docs suite that everyone in Edmonds can access. It offers simple layout and drawing tools that are quick, and well-suited to simple projects like graphic organisers and diagrams.

Pros: Simple, free, and no additional sign-in required. Integrated with Google Drive, and easy to share projects with students (either through the Share menu, or through Google Classroom).
Cons: Limited to one-page projects. Some advanced tools are missing.

2. Canva

Offering more dedicated desktop-publishing tools, Canva is a speedy way for students to put together slick, professional looking publications. Based around photos, it offers Instagram-like filters to stylise pictures, and simple snap-together templates to focus on content rather than appearance.

Pros: Simple to use. Photo filters. Many templates. Single sign-on with Google.
Cons: Not many options to create original graphics.

3. Lucidpress

The fact that Lucidpress can import Adobe InDesign documents should be the first sign that it's a serious contender for the best online desktop publishing program around. Teachers and students can take advantage of Lucidpress for Education and obtain many pro features for free.gh

Pros: Single sign-in with Google Account. Many advanced design features. Sharing and collaboration built-in.
Cons: May be complicated for novice users. Limited storage.

4. Gravit

A relative newcomer, Gravit is built by vector-graphics enthusiasts, this is the perfect tool for students who want to create their own print-ready graphics, rather than rely on photos. It offers many web-ready templates to get you started.

Pros: Free. Many advanced graphics tools. Icon library for web-centric designs.
Cons: Labour-intensive -- can take students a significant amount of time to complete a design.

Adding Google Classroom Calendars to your SWIFT Page

2016-01-15T10:42:00.002-08:00

If you are a Google Classroom user, you may have noticed that you now have calendars created automatically for every class. This means that all due dates from your assignments will be sent to your and your students' Google Calendars. This has the added advantage that you can now publish your Google Classroom due dates to your SWIFT page!

Here's how it's done:

1) From Google Calendar, find the class calendar you wish to publish and, from the drop-down menu on the right, select Calendar settings

2) From the Calendar Settings page, open the Share this Calendar tab, check the option to Make this calendar public, and click Save.

3) Return to Calendar settings using the same method as step 1.

4) Next to Calendar Address, click the green ICAL button:

5) This will display the URL of your calendar in a message box. Copy the address by right-clicking on it and choosing Copy link address.

6) Log-in to SWIFT

7) Click the Create Page button, and choose the page type Google Calendar. Name your page the same as the calendar, e.g. S1 - English 7 - P3 Calendar.

8) Paste the URL you copied into the Google Calendar ICAL URL text box and click Save.

When visitors click on the calendar link in your SWIFT site, they will see a live copy of your Google Calendar, complete with assignments and their due dates.

Do you have any favourite SWIFT hacks that save you time? Let us know in the comments.

Teacher Spotlight

2016-01-08T12:09:00.002-08:00

Jason Aillaud’s 5th grade classroom at Cedar Valley Elementary is usually a bustle of activity with students engaged in rigorous learning tasks while Mr. Aillaud circulates the room checking work, reteaching, and encouraging students as they take ownership of their learning. This morning was no exception. All of the students in Room 21 had Chomebooks on their desks or laps (Jason has had 1:1 Chromebooks since September 2014) working on an Expressions Math graphing assignment or researching an unsolved mystery. Students were collaborating with each other, able to articulate the work they were doing, and self-directed. Check out the video clip to learn more!

Explore and Learn Technology Tools with Online PD

2015-12-10T12:02:00.003-08:00

Summer Camp was such a success that we have decided to offer more online professional development for Edmonds School District staff! Please read through the description below, explore the Instructional Technology Online PD website to check out the challenges, and check out the Blog where participants will share their learning.

Instructional Technology Online PD is an opportunity to learn about a host of technology tools, that can be used with students, at your own pace. All work is completed in a place of your own choosing and on your own schedule. We encourage participants to collaborate with other educators.

Participants may earn badges and/or certificates along with Clock Hours.

We are offering Drop-in Labs for one-on-one assistance from an Instructional Technology Coach

(register for Labs on the website)

Find out more at the official Instructional Technology Online PD Website

This is free optional Professional Development.

Still not sure?

Check out the work people did this past summer by visiting the 2 Summer Camp Blogs.

Technology Summer Camp Blog #1 and Technology Summer Camp Blog #2

Work may be completed anytime between December 2, 2015 and June 17, 2016.

Questions? Contact your Instructional Technology Coordinator/Coach