VoiceThread; A Powerful Resource

VoiceThread is one of my favorite classroom tools, its versatile, works great for all learners, has a multitude of uses, and is an excellent use of formative assessment.  VoiceThread promotes collaboration, critical thinking, and creativity.  You don’t have to be tech-savvy to understand it!

Why:

VoiceThread is a multimedia technology tool that allows student's to collaborate, comment and share, images, audio files, and documents with teachers, as well as each other.  Teachers can create groups and moderate comments.  VoiceThread is a great opportunity for students to think critically about images. I see VoiceThread as having no age limitations, it works as well with elementary age students, as it does high school.

How:

I use VoiceThread within my visual arts classes as a form of online critique.  Students will share work for a particular project, post visual resources documenting historical connections to their creation, and I am able to provide them with feedback via VoiceThread.

Here is an example of a VoiceThread I use with my Advance Art Students in my, "What is Art?' unit.

What Next?

Create your own VoiceThread!  Here is a short video that will provide you with the basics of creating a VoiceThread. You can create a thread in about the same amount of time it takes to compose an email.  VoiceThread is available on both mobile devices and as a Chrome App.  You can also access it from any computer or web browser.  VoiceThread has the capability to upload and share various types of media, including documents, images, audio files, presentations, and videos.  Most people choose to keep their threads private, or share them with specific people, but you can open them up to the entire world if you choose.  VoiceThread has several products available, including a free account to individuals who are 13 and have an email address.  Educators or their schools may choose to purchase an single educator license, a school license, or a district license. These paid subscriptions provide educators with many additional features beyond what is included in the free account.  Features include: more control over how many VoiceThreads they can create, the ability to create and control student accounts, as well as support to help the educator provide a rich VoiceThread experience, for their student learners.

Now create your own thread!

Here is an additional example of a VoiceThread.

How Much Does it Cost?

The main drawback of Voicethread is that educators are no longer given free unlimited accounts. Fortunately, under the current plan, it’s free to create 3 web-based Voicethreads with up to 50 slides each and unlimited commenting. You also get 5 free Voicethreads on mobile devices using the app. If you want unlimited Voicethreads via the app, it’s $5.99/month. A classroom subscription for the web-based version of Voicethread is $15/month or $60/year.

Keep in mind that if you create individual (free) accounts for your students, you can create new Voicethreads that way. So not only will you have the 3 free Voicethreads under your own account, if you have a class of 25 kids and each one gets 3 web-based Voicethreads free, that’s 78 Voicethreads your class can use throughout the school year.

Additional Resources:

Here is an amazing example of an educator going much deeper with VoiceThread than I did. I found his work to be very inspiring and plan to use some of his ideas to enrich some of my work with VoiceThread in the future.  Check it out!

Using VoiceThread for Digital Conversations

Here is another strong example of VoiceThread’s use to drive student discussions.  I’m really excited to see that it’s being promoted not only in the K-12 system, but also in Higher Ed.  

Using VoiceThread to Build Student Engagement

A great article from Edutopia describing how you can get students motivated to discuss issues outside the classroom.

VoiceThread Extends the Classroom with Interactive Multimedia Albums

Two wonderful resources that provides examples of VoiceThreads for a variety of content areas.  The examples were created by education students.  A couple good reads, very interesting.

Inspiring Active Learning with VoiceThread Technology 

Using VoiceThread to Promote Learning Engagement and Success for All Students

Link to VoiceThread Tutorials:

https://voicethread.com/myvoice/browse/threadbox/890/

Voicethread Universal is compatible with screen-readers and great for students with visual impairments

Important Links

• How to Comment
• Navigate VoiceThread
• Listen and View Comments
• Zooming
• Create, Comment & Share

Create, Make, Learn Reflection

  

My experience at Create, Make, Learn 2017 has been transformative for me.  When Vermont adopted the National Core Arts Standards in the Spring of 2016, I realized that my approach to teaching art would have to change.  Not only would I be responsible for addressing the new Visual Arts Standards but also an entirely new set of standards, pertaining to New Media arts.  I was apprehensive and unsure of how I could incorporate these standards into my already limited time with Middle School.

The Media Arts Standards

Throughout my week at Create, Make, Learn it became clear to me that the integration of technology into my art lesson was the solution to addressing the New Media standards.  Emily Titterton, of the Agency of Education and I discussed how my newly acquired skills can help me provide students with a rich educational experience, while supporting understanding of visual arts and technology standards. 

I see my time at Create, Make, Learn as the start of my journey into a deeper technological understanding.  My budding skills will certainly need continuous support and I look forward to maintaining the connections I made with educators across the country.  I have no doubt that Create, Make, Learn will become an indispensable resource in my technological skill development.  I'm already looking forward to summer 2018!

Make with Code: Prototype for 2018 Fine Arts Festival

MIT's Robot Garden

I was inspired by Lucie deLaBruere's flower garden as part of her work with EMMA. Each spring Mt. Abraham Union Middle/High School celebrates the arts with a week long festival displaying work from every student in the district. After viewing Lucie's flowers I was eager to make an interactive garden based on the work of Claude Monet, that would showcase the ingenuity of each of my middle school students.

This was my first summer participating in Create, Make, Learn.  Throughout the week long hands on workshops I learned more than I anticipated. I've always felt comfortable with hand tools, and in the wood shop, but had no experience with tech tools such a soldering, LEDs, or interactive tools like the Makey Makey.  

Lucie provided me with various resources and supplies and my time at Create, Make, Learn gave me the support structure and confidence to undertake the process of making my prototype for my students.

My first step was to create a battery connection and switch for my green LED light.  With support from Craig Lyndes I was able to solder my switch to male/female connections, linking my battery with my green LED light.

Then I created my flower using green fabric from the craft store, some floral tape, and an old plastic tube my son had laying around.  I was able to assemble everything so that my LED illuminated my emerald flower using my on/off switch.

I then used the Makey Makey to add sound to my flower by setting up a simple circuit.  As long as I held the ground and touch the flowers the piano sound played.  I found this resource from the Makey Makey website very helpful.

This is the piano resource that I used to help add sound to my flower.

After some trouble working out the connections, fabric is not a great insulator I learned. I finally completed my prototype.  I can't wait to show this to my students and know that they will be able to take my concept much further.  I feel the together we will learn so much about melding art and technology and am so excited for the final results to be unveiled next spring!

   

Privacy Law and Technology

“If we’re going to be connected, then we need to be protected…. Each of us as individuals have a sphere of privacy around us that should not be breached, by either the government or vendors." President Obama,  Jan. 2015.

"Imagine walking through a mall where every store, unbeknownst to you, is placed a sign on your back. The signs tell every other store you visit exactly where you have been, what you looked at, and what you purchased. Something very close to this is possible on the Internet." (Berman and Mulligan,1999, Vol.23)  Because of this digital trail President Obama recently signed the Federal Student Digital Privacy Act, in January of 2015.  This piece of legislation is modeled on California's Student Online Personal Information Act.  It prevents companies from selling student data to third parties for non-educational purposes and advertising to students based on data collected in schools. 

Prior to this bill going into effect 75 companies have signed The Student Data Privacy Pledge.  The pledge states that school service providers are accountable to:

• not sell student information;
• not behaviorally target advertising;
• use data for authorized education purposes only;
• not change privacy policies without notice and choice;
• enforce strict limits on data retention;
• support parental access to, and correction of errors in, their children’s  information;
• provide comprehensive security standards; and
• be transparent about collection and use of data.

The objective of The Student Digital Privacy Act legislation, is to encourage companies and schools to be responsible stewards of information.  This enables the creation of a trusted online learning community for all students.

Questions about The Student Digital Privacy Act:

• Where did the idea for The Student Digital Privacy Act originate?
• The law is based on the California 2014, legislation know as the Student Online Personal Information Protection Act or (SOPIPA). SOPIPA prohibits companies from using personal information gathered from students through online education technologies for any purpose other than the purpose for which it was originally collected. It also prevents ed tech services from creating a profile of a student, unless that profile is used for clear educational purposes. Companies cannot use any information gained from the use of their K-12 site to target advertising on any other site, or service. (Peihler,2014)
• How is The Student Digital Privacy Act different than FERPA?
• Under FERPA schools are allowed to provide student data to a third-party cloud provider without parent or student consent. FERPA applies only to the schools themselves and does not apply to third-party cloud providers.  The school will be held liable if a third-party cloud provider leaks confidential student information (e.g., medical history, behavior issues, or academic performance), is hacked, or sells the information to private companies. The Student Digital Privacy Act, tries to ensure the privacy of student data by filling FERPA's gaps.
• Where can I find an official government document providing me with more details about SOPIPA?
• Here is a link to the FACT SHEET provided by the White House Press Secretary.
• I would like more information on The Student Digital Privacy Act and other government actions to improve cybersecurity.  Where could I find a video to provide me with that information?

This C-Span video is quite long, but worth your time.  In it President Obama addresses The Student Digital Privacy Act, as well as many other new and notable efforts to improve government response to cybersecurity.  Lots of great information within this discussion.

PLN in Education, Why We Can Not Teach in Isolation

The desire to connect to one another is intrinsic to human nature.  It is in part, what drives us to teach one another.  For twenty-first century educators this yearning is no different.  Educators today need opportunities to connect with one another, to contribute to their learning focus, and share thoughts, ideas, and inspiration.   All too often overtaxed administrations lack the time or personnel to provide teachers with observations, feedback, and opportunities to engage in scholarly discussions.  Without this dialog it is difficult for educators, especially young or inexperienced ones, to assess if they are performing well, using the best tools they can to enhance student understanding, and feel supported.  A Personal Learning Network, or PLN, provides this to educators, regardless of location, school personnel, school funding, or lack there of.  A Personal Learning Network is critical to every teachers development and growth throughout their career.

The process for developing a Personal Learning Network, PLN, is not complicated but it can be intimidating.  The guidance of an established mentoring teacher is always preferred, but not necessary.  One can easily begin to establish their own PLN, independent of any outside guidance.  The first step is to connect.  Sites such as Diigo, Twitter, Facebook, blogs, Google +.   As well as sites like The Educators PLN site or Classroom 2.0 are all great places to start.  Join as many of these as you feel comfortable, then watch for a while, read the information.  Most people wait for while be before jumping into a conversation or starting their own blog.  The following step, is to insert yourself into the conversation. This may involve participating in a Twitter Chat, don’t panic if it’s too fast for you at first, just a few comments will start your involvement and you’ll be a pro before you know it.  Try creating your own blog, and promote it using Twitter or Facebook.  Get involved in a Google + group chat or try re-tweeting information that you find inspiring or worthy of spreading.  Build your network slowly, but with purpose.  

One of the most remarkable features of a Personal Learning Network, is that this all takes place on, YOUR time.  Life as an educator is complicated and busy.  Very often the school day is packed and nights are devoted to family and grading.  The beauty of the PLN is that it is always connected, this not just a local network, but a global community you are now a part of.  If you are working late on a paper and need some support, but much of North America is sleeping, put a out a Tweet.  Your global community is there, able to assist you at all hours, it’s quite astounding.  This type of support is especially critical to educators in rural communities where they are the only professional in their content area.  The Personal Learning Network, becomes much more paramount, as they need experts in their content area to provide support, encouragement, and guidance due to their isolated conditions.

In an age of educational initiatives, a Personal Learning Network, provides teachers with an opportunity to share and debate educational philosophies.  Over structured workshops and overcrowded classrooms provide little to no time for these vital discussions.  Very often these are formative moments for new teachers and help to revitalize experienced and over taxed established teachers.  All too often without outside stimulation teachers can become stagnant, set in their way, and unwilling to reexamine pedagogy.  The very nature of technology fights this stagnation, it is constantly evolving, with an ever revolving influx of experts, educators, and philosophers.  It’s nature renews the inactive tendency we find in education.  

As educators we stress the life-long nature of learning.  Student’s today learn and unlearn skills,  as they prepare for twenty-first century professions, some of which haven’t even been created.  Yet we ourselves become static in our teaching and our learning.  It becomes difficult to model what we teach. We must reinvigorate our professional learning, and a Personal Learning Network is key.  So often students first, by into the teacher and then the lesson.  If we are serious about developing a generation of life-long learners, then we must become one ourselves.  The creation of a Personal Learning Network provides us with all the tools, the time, and the resources.  It is an opportunity for unlimited professional growth and the potential to change the future of education.

ePortfolio Documentation

The ability to reflect on ones work, citing areas of achievement is essential to maintaining growth and acknowledging accomplishments.  This Thinklink is a virtual portfolio documenting, what competencies I have achieved toward my Educational Technology Specialist license.  This activity was a great reflective opportunity for me and showed me their are still many areas that I need to achieve in order to demonstrate the qualities necessary to achieve my license.

http://www.thinglink.com/scene/648943709047488512

Educational Initiatives

When looking at various educational initiatives the most commonly adopted is the 1:1.  Within this movement, one-to-one computing is adopted within the school, if not across the entire district.  This requires a significant financial investment by the school district and for most public schools, is slowly implemented over time.  Private schools sometimes have access to endowments that enable an early adoption, allowing all students and teachers to receive devices simultaneously.  1:1 not only refers to computers but tablets, and mobile devices as well.

Key components of a 1:1 educational Initiative: 

• wireless; 
• accessible to the Internet and at least one local school network; 
• equipped with software and support for classroom instruction, homework, tests, feedback, presentations, social networking, and productivity applications (e.g., word processing and spreadsheets); 
• available for use 24 hours a day, 7 days a week; and 
• compatible with digital tools and resources such as online courses, interactive whiteboards, and probes for data collection and science experiments.

When looking at two different approaches to the the 1:1 initiative I chose to compare a public high school with a private.  I was interested to see if resources altered their approach or rational for adopting new technological initiatives.

Wheaton Academy is a private non-denominatinal christian high school located outside Chicago IL.  Tuition is just under $15,000 per year, and does not include room and board.  Wheaton cites a desire to equipped students "to engage the 21st century world."  These principles guide how Wheaton implements their 1:1 policy: the ability to use technology productively and to achieve goals, without fear, to connect with others, to deepen thinking, develop "informal literacy," gain understanding of global issues, and to develop discipline in order to use technology without distraction.  The school then goes on to discuss the benefits to both teachers and parents.  Wheaton has created a very comprehensive analysis as to why and how their school community will benefit from the 1:1 initiative.  Each students at Wheaton will receive a Chromebook and have access to a tablet.  It is evident that a great deal of time and resources has been spent exploring the Wheaton Academy 1:1 Technology Initiative.

This is a link to a study they piloted prior to implementing the 1:1 program.  Within this study they detail their rational, as well as how they studied other local schools Bring Your Own Device policies and ultimately their decision to move to 1:1.
GBN Learning Pilot Report 2013

Waltham Public School, is a K-12 school located just outside Boston, MA.  This public school's 1:1 initiative details a district wide plan for implementation.  Within their report they highlight the school districts goals and the plans for professional development.  They see the impact of a 1:1 learning initiative as providing students with the 21st-century skills listed below:

• Critical Thinking and Problem-Solving 
• Innovation and Creativity 
• Inquiry 
• Communication 
• Collaboration 
• Information and Media Literacy 
• Technology Skills 
• Self-Directed Learning 
• Global Awareness

The report goes on to further identify the districts 1:1 learning goals.  These are:

• To increase student engagement and productivity through personalized learning and equal access to technology 
• To extend and expand learning beyond the school day—anytime, anywhere learning 
• To provide authentic and relevant learning experiences 
• To increase student achievement and academic rigor 
• To promote inclusion by providing opportunities that level the playing field for children with disabilities in general education classrooms 
• To increase 21st century skill development in collaboration, communication, creativity, critical thinking and problem solving, digital literacy, and global awareness

Throughout this report it is very clear, that this is the school districts opportunity to rationalize and justify to taxpayers the expense of the 1:1 initiative.  The report is comprehensible and provides a great deal of evidence supporting the expenditure.  It goes on to highlight that the tablet was selected as the best choice to fit the district's needs.  The various phases and costs are highlighted, as well as the assessment method for determining success.  Waltham Public Schools 1:1 Learning Initiative 

Some critics of the one-to-one movement in education question the cost-benift ratio.  This journal article presents examples of schools struggling with 1:1 initiatives and 6 key components necessary for schools to succeed with their new educational tools.
The Journal of Technology, Learning, and Assessment