I chronicled our team’s time at the ISTE conference in a series of posts (here, here, and here). Upon our return, we decided to put together a full reflection based on all of our experiences. You can find our reflection and dozens of amazing resources via this link.
This summer, inspired by middle schoolers everywhere, I’ve made it my mission to figure out how to play Minecraft, and I’ve chronicled my efforts in a series of posts on Randolph Hum. The motivation for this quest was to better understand how games and game design are becoming a bigger part of education for students. Two major organizations, the Gates Foundation and the MacArthur Foundation, have spent millions researching how video games help kids learn. As USA Today reported last year, they’ve invested over $10 million in designers and researchers to help with an initiative they call the Institute of Play, a major part of which is something known as GlassLab. GlassLab looks to bring the principles of game design to students throughout the nation as video and computer games have become a focus of many schools, especially in lower grades. By teaming game designers with experts in learning and assessments, GlassLab is leveraging “digital games as powerful, data-rich learning and formative assessment environments.” One of the initiatives of GlassLab is a game called SimCity EDU, where students play the role of the mayor of a city forced to address the environmental impact of pollution. To read more about how big an impact games have had on education, check out Edutopia’s collection of game-based learning resources and this video from Katie Salen and her school for digital kids in New York (funded, in part, by the Institute of Play):
If all this isn’t proof that video and computer games have a future in education, according to the Chicago Tribune, Robert Morris University in Illinois just announced they will be giving out athletic scholarships to students who are good at the “League of Legends” video game. Robert Morris is calling these prospective gamers, “e-athletes” and hopes that this initiative will reach an underserved student population–“technologically minded young men who aren’t into team sports, and who need an extra boost to get to college and stay there.” Robert Morris will set aside $450,000 to fund about 30 scholarships for three varsity teams of expert gamers. E-athlete Zi Huang was quoted in the Tribune as saying “(The scholarships) just show that ‘League of Legends’ is a sport and should be recognized by many colleges.” Starting next year, those that play the game will be recognized at Robert Morris as part of a team but will not be a part of the NCAA. The college will look to compete in events like the Collegiate Starleague, which, the Tribune reports, runs national championships in three games: League of Legends, StarCraft II and Dota 2. To date, about 550 schools compete in these tournaments. Since announcing the e-athlete initiative, Robert Morris has been inundated with over 700 inquiries from prospective gamers looking to grab one of their 30 scholarship offers.
If the last few weeks are any indication, I don’t think I have a future as an e-athlete. I’ve spent about six hours total trying to learn Minecraft and I haven’t made much progress. But, what I’m starting to like about the game probably holds true for students regardless of their age. Being able to take control of my learning, work at my own pace, and embrace failure by learning from my mistakes are all positive aspects of the gaming experience. While the verdict is still out on how big an influence computer and video games should have in a classroom, I think some of the basic lessons one can take from the gaming experience have value no matter your age or subject being studied. I don’t know if I’ll ever go see a League of Legends tournament; however, I would like to visit Katie Salen’s school.
Total Hours Playing Minecraft: 6
Lessons Learned: I like games but finding time to play is difficult. #adulthood
So, after 3+ days at ISTE Atlanta, I was wiped out. Too wiped out, in fact, to even think about writing a blog post. I chronicled my first two days at ISTE (here and here) but by the end of the third day, I was exhausted. Besides, you learn so much at this conference and connect with so many educators that it can be a little overwhelming. Like the first two days at ISTE, day three was action-packed and eventful. Here’s a brief rundown:
A morning keynote with Kevin Carroll started my day three. Kevin has an amazing story to share but is most famous for the series of books he has written on the concept of play. After a career as a translator in the Army, Kevin started working as a trainer for NBA teams. That led to a position at Nike where he was hired to be a creative force for the company. One story Kevin shared with ISTE was the time he had every employee at Nike play a giant game of tag one afternoon. Employees had such a good time acting like kids that Nike decided to create an ad about the experience. This ad is one of the more memorable ones that Nike has ever produced:
Kevin left his career at Nike to follow his dreams of being a change agent. He has written a series of books titled around “the red rubber ball” that advocates bringing passion and play into your life. An hour with Kevin was one of the highlights for me of the ISTE conference.
After Kevin’s keynote I attended a workshop hosted by Digital Promise, a non-profit organization authorized by Congress with the mission of helping to close the digital learning gap. Hosted by Jim Beeler, the Director of the Innovative Schools Initiative, the workshop explained the mission of Digital Promise while unveiling some new initiatives. One initiative in particular seemed interesting: educator micro-credentials. Micro-credentials are a form of digital badges to recognize professional development and the mastery of professional skills. Educators can submit artifacts like classroom videos or student work for review by experts and peers. After submission, teachers will earn badges to signify their accomplishments. To learn more about micro-credentials, click here and to participate in the micro-credential pilot program, click here.
In the afternoon I attended a luncheon hosted by Houghton Mifflin Harcourt at the CNN Center. I was hoping to run into Anderson Cooper or Wolf Blitzer while there but I think they use a separate entrance. HMH put together a great lunch followed by a talk from Mary Cullinane, Chief Content Officer for the company. Mary gave an impassioned talk about how textbook companies need to adapt in a changing electronic marketplace. Her major points were clear and on point. However, it’s still difficult for schools to make the switch to digital texts as they are cost prohibitive and not very engaging (for the most part). Despite the inherent difficulties that exist in the e-marketplace, it seems from her talk that Mary is the right person in place to bring about change.
After four nights and five days in Atlanta, I’m worn out and still thinking about all the experiences I’ve had. Overall, ISTE was a fabulous conference and I hope to attend again in the future and maybe even give a presentation. My fellow traveling companions and I still need time to reflect on everything that we learned. Next year, ISTE is in Philly and anyone interested in technology and education should consider joining the 16,000+ people that attend every year.
So, from Georgia and John S. Pemberton, the inventor of Coca-Cola: cheers.
I heard a great story during a workshop on Twitter and digital literacy today. A burglar was recently caught in Minnesota because he logged into his Facebook account at the house he robbed and forgot to log off. It didn’t take authorities long to track down the Facebook-obsessed burglar as the victim recognized him on the street from a Facebook profile picture. This story is true (and sad), and important because it’s a reminder that we need to watch how we use the Internet. The larger lesson, of course, is to not rob houses.
Day two has come and almost gone at ISTE Atlanta and I’m tired. Today was the first day of the full ISTE conference activities and a ton was going on. ISTE is the kind of place where you can overhear these actual conversations taking place:
- “Are you a Google certified teacher?”
- “How many iPads can you fit in this storage bin?”
- “I can’t wait to hear LeVar Burton speak!”
- “Your digital footprint is more like a digital tattoo–it can’t be removed.”
- “Is that Google Glass!?”
Today, I attended five sessions ranging from how to manage Apple, Android, and Windows in a BYOD environment to screencasting to Twitter storytelling. Here’s some of what I learned:
- A great way to look at BYOD is through the lens of DNA: Device-Neutral Assignments– teachers need to give students choice how they will complete assignments based on the technology available to them.
- Over and over you hear that Twitter is still the best way for educators to seek out professional development opportuntities.
- Two great apps for annotating images are skitch (IOS and Android) and thinglink.
- Educreations is a great app for creating and sharing video lessons with your iPad or browser.
- Tagboard is an innovative way to search twitter hashtags.
- Two twitter hashtags for storytelling in ELA classes are #twitterfiction and #twitterature.
I also spent a large part of the day wandering the expo hall where literally hundreds of vendors are set up and ready to interact. Admittedly, expo hall can be a bit intimidating. I spent most of my time avoiding the huge presentations and instead focused on some of the smaller booths. My three favorites were ASCD, Vocuabulary.com, and Lego Education.
So, after the second day I’m totally exhausted and my feet hurt. I didnt realize I would do this much walking. But, I consider day two a success. In the end, you know you’re at ISTE when your district’s assistant superintendent and elementary supervisor join the “Ask Me” team without being asked.
Wow, what a day. ISTE is an amazing experience. But, I’ll be honest, I’m exhausted. I’ve been out “conferencing” since 8:00 this morning. I entered this experience as a total newb–this is my first ISTE conference. So far, so good. In fact, I think ISTE 2014 will be one of the best conferences I’ve ever attended. Our team flew in yesterday, registered, and got everything in order. Today, however, was our first real day of conference activities. Here’s what I did:
This morning I attended a 3-hour workshop “Make BYOD Programs Work for You” hosted by three educators, Dan Morris, Ryan Imbriale, and Susan Brooks-Young. This workshop stressed how schools can make BYOD initiatives work better. The presenters stressed the need to formulate BYOD goals around current research. Project Tomorrow’s Speak Up reports are a great place to start if schools want to find data to inform their educational technology programs. The speakers also stressed the need for school leaders to clearly define goals and ensure that continued support is given to teachers as they try and implement those goals in their classrooms. Ryan had a great line during his part of the presentation: “Teachers are comfortable with smartphones in a social setting but not necessarily in a classroom setting.” One of my favorite parts of the presentation was an icebreaker scavenger hunt where we tried to find people in the room who had done things like “tweeted this week” or “in the last week accessed the digital cloud.” (you can find the activity on my Twitter feed). Overall, it was a great workshop, not just because the presenters were knowledgeable and organized but because they also encouraged attendees to connect with others in the room throughout the session. In short, it was one of the best workshops I’ve ever attended.
In the afternoon I attended ISTE Ignite, where about 12 speakers gave 5-minute, 20-slide presentations. My favorites were:
Pat Yongpradit, Director of Education at Code.org, who spoke about the importance of teaching kids to code. He wondered how all students can be prepared for future jobs when they aren’t taking computer science.
Jennie Magiera, a teacher and co-founder of PLAYDATE, spoke about the importance of educators taking control of their professional development.
Rafranz Davis, an instructional technology specialist from Texas, spoke about the power of having kids create and sharing their creations with the world. She shared the experiences of a student named Braeden who wanted to make puppets and how his journey making and sharing forever changed his life. You can read about Braeden’s journey here.
After Ignite, I toured the ISTE Social Media Meetup with the rest of our team. When your district’s technology director snuggles an inflatable dinosaur, you know the day was a success.
Day two is tomorrow. If it was anything like today, it’s going to be great.
“How do we make sure students are ready for the 21st century?” This was the guiding question of the inaugural convening of innovateNJ, a network of ten innovation-minded school districts from across New Jersey. This week, the New Jersey Department of Education’s Office of School Innovation hosted the inaugural convening of what they are calling the innovateNJ Community. Our district is fortunate to be included among these ten inaugural districts:
- Elizabeth Public Schools
- Freehold Township School District
- Jefferson Township Public Schools
- Long Branch Public Schools
- Monroe Township Public Schools
- Mountain Lakes School District
- Pascack Valley Regional High School
- Randolph Township Schools
- Westfield Public Schools
- West Morris Regional High School
The convening this week featured introductions by Takecia Saylor, the Director of the Office of School Innovation and Evo Popoff, the Assistant Commissioner of Education and Chief Innovation Officer of New Jersey. Takecia and Evo gave inspiring talks about the need for innovative approaches in our schools. One program in particular mentioned by Evo as a place where schools can innovate is New Jersey’s Option II program which is a nickname for a part of the state’s administrative code which sets graduation requirements. As Randolph’s Option II coordinator Kerry Eberhardt writes on her Option II website, “Option II allows districts to create a program through which students may earn credit toward graduation in a non-tradtional way.” Evo made a point that a key part of school innovation is giving students flexibility to explore their passions. The Option II program is a place where students are able to do this and show what they have accomplished through a capstone project. To see the power of this program, watch our student Josh’s Option II project called The Immigrants’ Story:
The Office of School Innovation hopes to use this inaugural meeting as a way to grow the innovateNJ Community. Over the next few months, inaugural members will look to partner with school districts wishing to learn more about the program and approaches to innovation. The vision of the innovateNJ Community is to identify pertinent and pressing challenges that members encounter as leaders of innovative school districts. Members will work as teams to clearly define challenges, ideate solutions, and devise action plans for continued progress between community meetings. If you are a school district interested in participating in the community, please reach out to a member district as new applicants will be accepted in the fall. It is the long-term hope of the Department of Education that this community will also assist with planning and running a statewide innovation summit. More information about the innovateNJ initiative can be found here.
- There is a national organization called the League of Innovative Schools featuring 46 public school districts and education agencies in 25 states.
- This video called The Future of Learning is a microcosm of the many ideas currently swirling around education in the United States.
- 3-D printing is going to play a big role in the future of innovative schools.
2 Things I Found Interesting:
- Pascack Valley School District has eliminated history textbooks and replaced them with electronic databases like JStor.
- Ruben Puentedura’s SAMR model is quickly becoming a way innovative schools frame their approach to educational technology.
1 Question I Still Have:
- How do we continue the momentum towards more innovation in our schools that we saw generated at the first meeting?
The innovateNJ Community is an amazing opportunity for school districts to collaborate in efforts to make schools more dynamic and student-centered. Hopefully, by giving districts time and a platform to collaborate, innovation will hasten and it will become apparent that New Jersey is home to many progressive and amazing schools.
My first video game memory was a painful one. I sat in the basement one summer morning before camp with my older brother taking turns playing one of our family’s first video game systems, the Magnavox Odyssey 2. As I tried to zap aliens during my turn at Alien Invaders Plus, my brother began whipping a bandana around his head to try and distract me. I zapped, and he whipped. Zap, zap, zap. Whip, whip, whip. At one point, he whipped a little too close to my face and caught my eye with the corner of the bandana. I instantly dropped the controller and let out a scream. I couldn’t open my eye. My mother was forced to detour from the expected drive to camp and instead had to bring me to an eye specialist. It turned out, my cornea was scratched. And so, an already awkward elementary school student was
made all the more awkward with a brown eye patch he had to wear for a few weeks at camp. I bear no physical scars from this bandana incident, just mental ones. Even though I was only about seven when my eye got scratched, I can remember it vividly. Even today, I can’t be around anyone whipping a towel, shirt, or bandana around their heads. I will actually break out in a nervous sweat when I see an arena full of sports fans whipping terrible towels around in a frenzy. All I can do is think back to that quiet, painful morning playing our Odyssey 2. My mother was not happy with my brother; I’m sure she blamed it all on the video game system.
As I wrote a few weeks ago, I’m not very good at video games. However, I have set out to figure out the coolest video game around: Minecraft. As anyone with a Twitter feed can attest, Minecraft dominates the educational technology discussion. So, I downloaded the game to my iPad a few weeks ago and have made it my summer mission to not only figure out how the game is played, but also to figure out if it can really be used in schools. I have purposefully avoided reading about the game since I began this mission in hopes that I will be able to figure it out. It’s not going well.
After about four hours of on-and-off playing, my five-year-old son is better than me (we started playing at the same time). I can’t seem to figure out what’s going on. There are two modes you can play, “creative” and “survival.” In the creative game, you can destroy stuff and build. In the survival game, you have to find all the stuff you need to live. You also run the risk of being attacked by monsters. I haven’t seen a monster yet but I’m excited to meet one. I’ve spent the bulk of my time in creative mode using my fists to chop down
trees and punch holes in the ground. I have also started to build. Last night I built the little shrine to books you see here. Is this worth four hours of time? I’m not sure I want to answer that question. All I know is that it’s fun. What have I learned so far from Minecraft? It’s a pretty cool game and I’m hoping there’s a logical way it can be used in schools. Minecraft says it’s “a game about breaking and placing blocks.” I think I’ve figured that much out. I’m hoping I can figure out more in less time. On a positive note, video games have come a long way since our Odyssey 2.
For some inspiration, check out what others have made in this Minecraft gallery.
Total time played: 4 hours
Things built: A strange library shrine
I’ll be totally honest; I think the last video game I bought was Mike Tyson’s Punch-Out!! sometime in the late 80s. This was long before I could drive but after I had started working some odd jobs, earning a little money. My father brought me to a hobby shop where I plunked down some tens and walked out with a legendary game. On the ride home, I fought with my brother over who could play the game first. I can actually remember a lot about that game. I can remember jamming the cartridge into my Nintendo Entertainment System and starting to beat the likes of Bald Bull on my way to taking on Iron Mike. I can still remember the theme song. Unfortunately, I wasn’t that great at the game. I never defeated the champ. Glass Joe didn’t stand a chance against me, but the higher I got in the game the more frequently I lost. Piston Honda and King Hippo could knock me out without breaking a sweat. I think my troubles in the game sent a subliminal message to my brain that I had better things to be doing. My NES is the only video game system I have ever owned. Duck Hunt and Zelda were rainy day life savers but I just never got hooked on video games.
Today, however, you can read a ton about how video games are changing the face of education. What many call game-based learning is quickly becoming a trending topic. Video games in general–or what we more specifically call computer games–seem to dominate the conversation. But, should we be bringing computer games into our classrooms? I can remember my mother yelling from the top of the stairs as I was sequestered in the dark, cold basement to “turn off that game.” Now, it seems like all the cool teachers are letting their students play computer games. Is this a good idea? If so, what games should our students play?
To their credit, computer games are much more sophisticated than when I was growing up. They are collaborative and exploratory in nature. Instead of green blobs depicting vegetation (see Zelda to the right), you can now actually see what kind of tree it is you are about to chop down. You can name your own characters and even model them after yourself. I’m sure computer games are even more impressive than I have given them credit for here. I just wouldn’t know because I don’t play them.
Over the past year, my Twitter feed seemed to explode with tweets about how teachers are using video and computer games in their classrooms. One game in particular seems to dominate the discussion: Minecraft. On Te@chThought, Terry Heick called Minecraft “a perfect analogue for what’s possible in learning.” So, my mission this summer and on this blog is to figure Minecraft out. I feel like it’s impossible to check Twitter without seeing a tweet about Minecraft. I need to see what’s up with this game. I haven’t played a computer game in a really long time and I’m kind of nervous. Will I be able to figure the game out? Am I too old? How should Minecraft be used in the classroom? Should it be used? Why have over 23 million people viewed this Minecraft trailer? Seriously, how on earth do you play this game??? More posts to come as I try and figure this whole thing out.
If you are looking to incorporate some music into your classes, Incredibox is a great place to start. This website lets users create their own songs using a group of human beatbox characters. Just drag, drop and listen. It is an easy site to navigate and students can use the many different melodies, effects, and beats to create their own compositions and use them as original background music. One of our history teachers had students create their own rap songs about absolute monarchs and used incredibox as the background music. By having students create original compositions, write their own lyrics, and perform these in front of their class, they demonstrated a high level of understanding. Here is a brief tutorial on how to use incredibox:
We all know that students learn differently than each other, some thrive in a traditional class setting while others prefer more creative ways to show mastery. In short, this is what Howard Gardner famously began writing about in his book, Frames of Mind–an idea he called “the theory of multiple intelligences.” In his work, Gardner documented “the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.” By letting students write their own songs or poems about a topic, and setting that creation to music, students that might not have had success on a written test are given another option to show mastery. On another level, educators like Grant Wiggins and Jay McTighe have written extensively about the idea of transfer in education. “You can only be said to have fully grasped and applied your learning,” they write “if you can do it without someone telling you what to do.” By having students learn a concept, like absolutism, and then transfer that knowledge by creating original songs about monarchs, they will hopefully demonstrate an understanding of that topic. And, by creating fresh beats using incredibox, they might have some fun in the process.
While flipped classrooms are certainly not new concepts, for a long time it seemed like a very difficult concept to actually implement with students. For many years, costly software like Camtasia or Screenflow were some of the only options teachers had if they wanted to deliver content outside of the traditional class setting. However, recently a whole host of new options have made “flipping” easy. A few of these tools have been featured on Randolphhum like Showme and EduCanon. Now, Google has made flipping lessons simple by allowing videos to be embedded directly into Google Forms.
Since today is the anniversary of the 1954 start of the Geneva Convention*, I decided to use a Cold War theme as the basis for my example. I started by creating a form on Google Drive as you will see in step one. From there, I selected “add item” and clicked “video.” Using YouTube, I selected a short video from one of John Green’s CrashCourses–this one is on the Cold War. After I selected the video, I clicked “add item” again and selected “multiple choice” and created a question. Here are the initial steps:
Users have the ability to select videos directly from YouTube or from the web. After the video is selected, you can simply add as many assessment items as you like, such as multiple choice questions or open-ended responses, to check for understanding. The only drawback to using Google Forms is a teacher will not be able to prove a student watched an entire video. But, if you are looking for an easy and free way to shift some class instruction or to try something new, this might work for you. All you need to do after creating your interactive video quiz using Forms is to share the link with your students. Their answers will be recorded and timestamped as they are completed. Here is how my sample Cold War flipped lesson turned out:
For more on Google Forms in your classroom check out this slideshare from Teachthought:
* I definitely looked this up on the Internet