#IAEdchat just did a wonderful live discussion on how to implement Problem-Based Learning into your classroom. For more check them out at https://iaedchat.wikispaces.com// .
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"Have you cracked the code?" That's a phrase that could commonly be mistaken for a James Bond movie line, but what I'm talking about is computer programming code. Coding to some might seem like a specialty skill area that people learn by enrolling in a college course at the Massachusetts Institute of Technology, but it isn't. Many of you might even freak out at the idea of programming a computer, but what if I told you that even a Kindergartener can do it?
All around the world, students like my 3rd graders have taken part in an event called "Hour of Code." The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden interest in the field of computer science. Since its inception in 2012, it has become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts. (For more info on Hour of Code check out their website: https://code.org/learn.) Now the real question here is, "What's the value of coding?" I have three reasons as to why I value the teaching of coding in a classroom. 1. Coding Develops Problem Solving And Thinking Skills The skills that come with computer programming help students develop new ways of thinking and foster problem-solving techniques that can have big repercussions in other academic areas. Computational thinking allows a preschooler to grasp concepts like algorithms, recursion and heuristics—even if they don’t understand the terms, they’ll learn the basic concepts (Preschool teachers, you can let the older grade educators teach them those terms.) I have also found that my 3rd graders have a better understanding of basic mathematical functions like addition, subtraction, and multiplication after working with coding language. 2. Understanding Code Helps Students Explain The World Around Them Today, computers are involved in almost all aspects of our lives, from communications and education to social media, banking, information, security and shopping. Networked computers are capable of controlling our homes’ thermostats and lighting (If you've ever heard the term "Smart Homes" this is what they were talking about), our cars and our health records. If students are taught biology and mathematics in order to understand the world around them, then knowing the basics of how computers communicate—and how to engage with them—should go hand-in-hand. 3. It Can Spark Creativity In Your Most Stuborn Students Ever had a student who's response to everything was, "That's boring." (I can visualize every teacher's hands raising right now...) I can tell you from personal experience that some of my most stubborn students who don't like the more tradtional style of learning have come back to me days after asking, "When can I code again?" I hope this post has helped spur on some intrigue in the idea of teaching K-12 students to code and how valuable a tool it can be in teaching in today's world of interconnectivity. If you are a teacher, administrator, or someone just plain curious on how to get started in coding feel free to shoot me a message or check out the resources I've listed below. Sincerely, Your Friendly Neighborhood Tech Guy Resources for Coding in Your Classrooms: iOS 9.3 is approaching fast! Apple is promising many changes and additions that on paper look like great additions especially for educators around the world. But, are these additions too "late to the party"?
Some of the education additions include for the first time the ability to have multiple users on one iPad at a time (all other tablets available allow this feature not just to educators), the ability to create classes (think Google Classroom), allow students to access their created content presumably through iCloud Drive and the integrated Apple Classroom App (again, think Google Classroom), and allow students to pick up where they left off on another device (once again, think...you get the picture). All are great features, but my real personal question is: Why not sooner Apple? I have been a firm believer that since Apple's iconic "mastermind" Steve Jobs died Apple has lost some of it's "luster". To me Apple has changed from "Innovator" to "Follower." It took Apple nearly 2 years since Google Classroom's conception (debuted August 12, 2014) to enter into the ring of paperless classrooms. I don't want this article to come off as "bashing" Apple in anyway (I'm currently typing this blog post up on my iMac), but I just don't know how much of an impact Apple will have with these new features. Google just seems to find a way to "WOW" me when it comes to education integration while Apple leaves me thinking "Is that it?" Google gives educators unlimited storage space on their Google Drive feature to use with their Classroom app while Apple still gives you 5 gigabytes free before you have to start paying. I can assure Apple that after having taught for five years now I have more than 5 gigabytes of created materials on my computer. Google has also spent the past two years since the inception of Google Classroom incorporating other useful web applications into it's classroom app such as YouTube or even the ability to embed tests and quizzes. Apple has yet to reveal how much integration it's classroom app will have with other apps other than presumably it's own iCloud Drive features (but I again comeback to the 5 gigabytes limit). Make sure to check back in a few months after iOS 9.3 officially releases for my full review. Let me know your thoughts in the comment section below! Do you think Apple will make any lasting mark in the education world with these new features? For now checkout this video for other features coming to iOS 9.3 from the awesome guys at TechnoBuffalo. Today I had the great pleasure of attending the Kevin Brookhouser keynote session on the 20Time.org project at Prairie High School in Cedar Rapids, Iowa. (See http://www.20time.org/) Mr. Brookhouser is a Google Certified Teacher and Trainer. His specialty is incorporating Google’s “20 Percent Time” into instructional time. Kevin has taught English, history, and technology for over 15 years.
Kevin shared a lot of about how Google supports their staff and developers (Check out the video at the bottom of this post about Google's Project Loon). One key idea the incorporate is an idea called "20 Percent Time". What Google does for it's developers and workers is it gives them 20% of their work time to be devoted to an idea or concept they want to solve or work on. This is how Gmail came to be in existence. Don't believe me? Then check this story out about Gmail's creator. Google's "20 Percent Time" concept is intended to promote inquiry and personal discovery. Stop me if you've heard any of these "buzz" words in education lately... As you can imagine I was very much engaged at this point when he talked about ways to better motivate students or as he called it, "wicked problem solving!" He showed us examples of how he gave his students 20% of his class time to work on creating personal projects. If you have ever heard of"Genius Hour" with students then this process should be somewhat familiar. If you've every tried incorporating "Genius Hour" into your classroom (I HAVE!!!) then you know that one of the most difficult challenges you'll face is getting the students to find a topic to research or a passion to follow. Below is a slide from his presentation he gave today that he shows to his students to help them through the process of creating their project. Being the elementary teacher that I am I would probably recommend changing some of the wording (like "sucks") if I wanted to use this with my students personally. However, I did get a kick out of the transitions. http://www.20time.org/blog/2015/6/10/the-life-of-a-project Now that I gave you some time to read the graphic, you may have noticed one thing I did too. Check the bottom middle of the page. Right where it says, "Dark Night of The Soul)...Sounds morbid doesn't it? However, I found this to be a very accurate description of the part of a project where you get so frustrated you want to quite and the moment that many students don't realize is actually the turning point towards self-discovery and inquiry. It definitely got my attention! Mr. Brookhouser then described how he handles that part of his student's projects, something I know I've definitely not done, he celebrates with his students. He brings out candy (doubt I could do that with the fact the city of Mason City, Iowa is a Blue Zone designated city) and celebrates their frustration. Many teachers I've observed, including myself, typically when the students get to this point tend to give the students comfort and let the student find a different topic to research. It's a common issue with teachers because we don't want to see our students fail or get hurt. However, by following this notion we are doing our students more of a disservice by not letting them figure out how to push through the struggles. There is some "food for thought"... My last takeaway is that I found this idea to be a more manageable way to go about introducing "Genius Hour" to my students. I know many teachers like me have the constant fear of "Am I going to be able to fit this all in to my schedule?" An hour is a long time, but by saying "20%" it can make the task seem more manageable, especially for my 4th graders this fall. His presentation was geared towards secondary students and teachers, but I know that this can be adapted for elementary students as well, hence "Genius Hour". How might you incorporate Google's "20 Percent Time" logic into your classroom? In closing, I would like to send a huge thank you to Noreen Colbeck-Bush for allowing me to attend today's keynote session at Prairie High School and for the College Community School District's continued support from a far whenever I have an educational or technology inquiry. Their staff is always willing to help and offer advice for the sake of helping further student success no matter what district they are attending which is the true mark of a "Student-First" district. Sincerely, Benjamin "Ben" Feight I have gotten emails and in person questions about the topic of "How do I get teachers in my building to buy in to using technology more in the classroom?" So, with that in mind I thought I'd blog about it. In a world that is engulfed in technology, the world is more connected than ever. Thus giving reason to your students learning how to use these technologies to the best they can. Teachers are in charge of raising up the next generation. It is our job as teachers that we give them all the tools they need including technology in the 21st Century. When implementing technology into your school you need to start small. I know the feeling all teachers have, we want to change the world! Well, if you bite too much off at once you can also have the opposite effect. Here are some steps to follow: 1.) Learn One New Technology Concept/App A Month-If you focus all your skills and time on one thing it's a lot less daunting and more fun becoming mastered at one thing then 5 million things! 2.) Don't Be Afraid To Mess Up-We are all human! We make mistakes! Just learn from them. 3.) Don't Be Afraid To Ask For Help-A true teacher helps not just their students but all people. Make some connections with experts who've done it before. Your end goal should be helping students, which I don't think any teacher will pass the chance of helping further. When incorporating technology into your classroom try following the model from the Center for Research on Learning and Teaching found below: To conclude, I don't promote myself as an expert on this topic. I am constantly learning on how to better include technology into my classroom, but check out these two videos on technology inclusion in the classroom. Checkout Mark Surman's blog on his thoughts about incorporating technology into your classroom. Do you think technology belongs in the classroom? Post a comment below. |
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AuthorBenjamin's educational experiences include teaching both 3rd and 4th grades all around the state of Iowa. His commitment to students has led to various local and state awards and honors such as being named the 2014 Iowa Technology Educator of the Year and authoring a section of a chapter in Dr. Todd Whittaker's book Start. Right. Now.: Teach and Lead for Excellence on maximizing student potential. |