The Top 5 Things to do with a Chromebook in an Elementary Classroom

The Chromebook is very popular in schools.  The device is relatively inexpensive and it serves a variety of technological needs.  However, Chromebooks have strengths and weaknesses, so they have their fair share of critics and supporters.

The upside is there is no need for downloading expensive software, updating or upgrading any software or hardware on this machine.  Everything on a Chromebook can only be reached by a browser.  Normally, the programs accessible are all online and always updated.  Depending on the way the device is set up, there may be no need to assign a specific Chromebook to a student or little need to have a flash drive to save to.  The files are saved online.  Often, all you need is a username and a password.  I love the fact that each of these machines can be operated without a recharge for most of the workday.

The downside is the flipside of this.  You need internet access.  You can't bring your files and programs with you - you must be wired to get them.  It is also a bit of a chore to print.

Now, how can an elementary teacher use this device efficiently if there are no programs loaded onto the local device?  I have many ideas, and I would suggest that if you've worked with a Chromebook, you could add a few more.  Here are my top five:

5) Blogs (4-7)
There is no better canvas to do a school presentation than on a blog.  The variety of easy backgrounds, writing tools, ability to embed pictures, sounds and videos make it easy to put your thoughts down on paper.  It's easy to share - or not share - depending on the need.  This presentation is done on a shareable blog that can be shown on any device.  Converting files and updating software is not a problem when done online.
(https://www.blogger.com/, http://www.wordpress.com/)

4)  Coding Websites (K-7)

Students at all ages are experiencing the beginning of coding in computational thinking.  Students can go to websites where they don't even have to sign in.  They can just try to code puzzles by logically thinking through steps and dragging and dropping blocks into place.  During the International Day of Code, schools all over the world have students playing games that use building blocks for coding.  It won't be long before younger students recognize patterns and codes to script all sorts of activities.

(https://scratch.mit.edu, https://blockly-games.appspot.com/)

3)  Drawing Programs (3-7)
Having students learn how to draw on computer is a reality many artists are facing to stay competitive.  Any websites that a student can draw on, create 3D images, cartoon or animate and build 3D models give students a leg up before graduation.  I have 12 nephews and nieces.  Three of them are currently employed by companies that game, cartoon or code.  I watched a TV show recently where a famous builder was able to better plan out his design with a computer rendition of the renovation.  
(http://www.toondoospaces.com/)

2)  Classroom Portfolio and Assessment Websites (3-6)
There are many marking and assessment programs out there.  Some are free, but most of the well developed ones come with a price tag.  We have teachers that have worked with a large variety of these online programs.  One program our school is looking into for next year fits any device and is so user friendly that students can upload their own pictures and materials.  Parents can check in regularly to see how their child is progressing, and if a teacher takes a picture with one of these devices, the parent can see it as soon as it uploads.
(https://www.freshgrade.com https://www.edmodo.com/, engrade.com, edsby.com)

1) Educational Games and Sites (K-7)
Children are enticed by the bright display, the moving parts and the games that they can play while learning.  One of our primary teachers uses a reading website.  The students learn letter sounds and play games at the same time.  There is a cost to it, but the username and password is simple enough to use, and the teacher can keep track of a student's progress.  There are also math games, typing games and coding games.  Hopefully, I'm not infringing on any copyrights using links to outside websites.
(https://www.atrtonline.com, https://readingeggs.com/schools/, https://www.readinga-z.com/)

Of course, there are many more ways to utilize Chromebooks well in the elementary classroom. 
6)  Office Tools (OneDrive, Google Docs, iCloud) 
7)  Research for projects - popular amongst my elementary teachers (2learn.ca) 
8)  Communication tools (kidzworld classroom chats)
9)  Using live voting polls and surveys are always fun (pollev.com, surveymonkey.com)
10)  Current events / weather forecasts (teachingkidsnews.com, weatherwizkids.com)
11)  How to videos (hellokids.com)
12)  Answer a tough question (kidzsearch.com)
13)  Mapping quests (kids.nationalgeographic.com)

14)  Science enrichment (sciencekids.co.nz, mocomi.com)

15)  Writing / Poetry generators (readwritethink.org)

But... that will have to be another blog...

Australia Study Tour

Introduction
I can't think of a better way for an administrator to get professional development - by touring schools that are teaching in new and innovative ways.  The fact that these schools were rapidly growing in attendance were a testament to their growing reputations.  Each member of the tour had their own reasons for joining.  For me, the idea of comparing school methodologies, use of space and use of technology in a variety of educational settings was of particular interest.  We toured for ten days in August of 2015.  Ann (from Sydney) was our gracious and well organized guide. We were a group of eight.


We went to:
Melbourne Girls Grammar School
Hillcrest and Rivercrest Christian College
Flinders Christian Community College - Carrum Downs and Tyabb Campus
Pacific Hills Christian School
Thomas Hassell Anglican College
Northern Beaches Christian School
Stonefields School
Hobsonville Point School
Elim Christian College

You can view my FB sightseeing pictures here. or go to goo.gl/xyQgvf

Australia Quiz
PollEv.com/stevecox841
or text STEVECOX841 to 780-800-5606 to join the session.  Then text A, B, C, etc.

Steep Learning Curve
After experiencing another culture, I learned a little more about what it means to be a Canadian. There were so many things that we do differently, that I felt a little naive compared to some of the other world travellers. It felt like I took a minute to poke my head out of the sand and have a peek around.  I began to see a bigger picture.

I had a chance to see all of their teaching spaces, talk to their teachers, ask students questions about their learning and technology, hear from principals about their methodologies and compared them all with what we do at Heritage.  I learned so many things that I have not yet unpacked all that I saw.

The following themes seemed to come up school after school:

1. Christian schooling is alive and well.  I saw His blessing in many ways.
2. Educational delivery is always evolving.  Some models of teaching are more adaptable to change than others.
3. Innovation brings uncomfortable change.  Many schools are still learning as they go.
4. Technology and teaching spaces are powerful tools when used in addition to a teacher's strengths.
5. Administration teams directed much of the school change, and were not afraid to let teachers go who did not share their vision.

Before I delve into all of the ideas that we need to explore at Heritage, let me start with a few things I learned that we won't be able to use.

Nope, sigh.

1. The schools we visited all had thousands of students. They had several classes of the same grades. 
2. They had large buildings, updated spaces and were all in a building program of some sort. 
3. Their building funds came from the government, not their operating budgets or fundraising. 
4. And finally, (sigh) they had full administration teams.

Ideas for Change
That being said, there are plenty of take-aways that I was able to glean.  Each of these topics I could spend hours unpacking with other educators who are interested in staying ahead of the curve. Let me whet your appetite with these concepts that are rattling around in my brain. I look forward to real live discussions, rather than just putting my thoughts down in print.

  1) Team Teaching
In general, the schools all had innovative middle school programs. Almost all of them had spaces that housed three or four same grade classes. The spaces could accommodate large groups, with break-away areas, quiet work spaces, nook group spaces and comfortable areas to work. The concept of team teaching is fascinating.  I watched as one teacher addressed their subject strength to the entire group of eighty, while the other teachers roamed, supported, answered questions and moved from group to group.  In a few of the cases, there were large (75 students) multi-grade classrooms - on purpose! A split class at Heritage is not a well accepted concept.

• Can we share classes and grades and team teach?
• Would teachers want to try this?
• What if we decided to have 50 kids in a K-1 space with three team-teachers, instead of three square rooms and each teacher assigned their own students?

  2) Growth Plans
Schools went many different ways when they met their capacity numbers.  Some started another campus in rapidly growing areas.  Some started another school with a different emphasis.  Some built additional sports venues and programs.  Some bought more land and separated their high school from their elementary age.  Others built on their current facility and opened up space for larger, team teaching venues.  It should be noted that the initial phase of change brought controversy.  Families moved and teachers left.

• Do we want to continue to have a one cohort per grade school with a waiting list?
• Do we want to build to accommodate more students - moving into multi-level classrooms or splits until we can host two cohorts per grade?
• Do we want to build a new campus to separate the HS from the elem?
• Do we want to create larger spaces for larger numbers of students and start team teaching?
• Do we want to start another campus with a different emphasis on the style of teaching - using the open concept?

  3) Use of Technology
By in large, we were not behind any school with our 1-1 devices in high school.  Our online attendance, moodle and use of technology was on par or more advanced than many schools. However, they ways teachers were using their computers to teach and record their work in the middle school was more prevalent.  All teachers were using various ways of presenting their materials on interactive projectors and screens, and students had devices to access this material.  Teachers wrote on the walls and glass partitions, not on "front of the class" whiteboards.

• Should we move to a BYOD so we can have devices in the lower grades (1-7)?
• Would teachers use the devices enough to warrant the need for them?
• How many teachers could make the move to providing all of their material online so students could have everything on their device for access?

  4) ProD ideas
It would be a luxury to dedicate an administrator to working solely on staff development.  That is not possible in a small school where an administrator has so many varied roles.  However, there were some ways that professional development was valued more than a few times a year.  I observed a variety of models that encouraged growth that the school expected to foster in their teachers. Some required that teachers meet weekly within the teacher's daily hours.

• Can we meet as a entire school staff more regularly?
• Is professional development possible where teachers can get together inside their daily routine to plan and work together with larger groups of students?
• Can we find more release time for teachers inside their regular work week to observe other like grade teachers?
• Is there more we can do to encourage or support a progression of technological tools in the classroom?

  5) Admin Styles
Ten of the eleven schools had teams of administrators that directed teacher progress. If they did not progress at the right rate, they did not return the following year. There were no qualms about hiring new teachers to fulfill the mandate. One of the admin team was usually directly responsible for teacher ProD, development and evaluations. Only one school saw themselves as servants to the teaching staff - trying to accommodate the teachers desires. I believe this is closest to our model of admin.

• Do we (admin at HCS) need to provide a stronger model for direction in teaching styles, models of team teaching concepts and technology use?
• Are we prepared to move away from the servant model of teacher support?
• Will the need for change force some teachers out of their comfort zone, and out of the school?

  6) Teaching / Admin Spaces
All of the buildings being build had a general concept of comfortable learning space. There were group learning areas, break out rooms, and comfy nooks everywhere. The admin offices were often one large space with break out rooms for more personal meetings and calls. Teachers had common spaces to work. Not everyone had their private rooms for work, marking and preparation.

• Do we want to move out of our "own classrooms?"
• Does the team teaching, open student space and shared work excite us or worry us at HCS?

  7) Playground Additions
It was difficult to compare a country that has such a mild winter with ours. Their lockers, cubbies, and playground equipment were outside and accessible year round. However, there were a few ideas that we could steal.

• Can we do more to our tarmat area?  
• Should we invest in more spaces outside for seating, play and outdoor activity?
• Do we need more indoor space instead?

  8) Tours
Wow, I was treated to some extraordinary attention by administrators, teachers and students. The schools dedicated time to meeting us and showing us what made them outstanding in their fields.

• Should we be more hospitable and set up greater tour expectations for interested parents?
• Will our building support such a tour?
• Can we do the same thing or would we want to - tour an open classroom vs. interrupt a closed classroom door?
• Should we use students as guides in our tours?

  9) Email restrictions
Many school had email restrictions and policies. Some limited how much mail they could receive. Some limited when they could read and answer. Some had limits on how long the emails could be before they had to call. Others ensured all emails went out only after being read and filtered.

• Are we inundated with emails enough to bring in restrictions?
• Do teachers still want paper minutes and notes, or are they learning to keep organized files online?

  10) Building suggestions
I saw so many wonderful, creative styles of buildings and teaching spaces.  Most of the innovative spaces would need a complete relearning of teaching roles.  When we start to look at a building program, we need to build for how we are striving to teach.

• Do we want to keep traditional spaces that we can have our own classrooms, students and have closing doors?
• Do we want to share spaces for Art, Music, Gym, Science, common work areas and have break out rooms?
• Where are we moving in our use of space and technology?
• How can develop a space that will suit our style of teaching?

Conclusion
Okay, so now you know what has been rolling around in my head, with no one from HCS to share with, no one to bounce ideas off, no one to challenge how we match up and no one to discuss change. There should be enough material and questions here for you to start the conversation.

Digital Commitments

If you read my last post, you will know I started a digital journey last week.  I have just completed stage two of three stages.  My desk transformation is immediately apparent.  People have been asking "What's missing? Your office is looking empty."  (Grateful smile)  It's the feeling that you have when you've just completed a spring clean.  I am happy to sit down and know everything is organized and still at my fingertips.  

However, in order to make this change, I have had to make a few digital commitments.  It's tough to try and guess what type of computer files will serve me best in the future.  The closest thing I have to a crystal ball is a snow globe, and it just gets more cloudy when I shake it!

Here are the commitments I have made so far:

1)  All reference materials get converted from their original forms to PDF files.
Because PDFs are fairly universal, I believe these files will stand the test of time.  The files are relatively small and can easily be 50 pages long.  You can't really open and change these files, but records and reference materials are unlikely to be altered or updated.  I worry that MSOutlook correspondence, MSOneNote digital binders, MSPowerpoint and MSPublisher files will not be as accessible in a few years.

2)  Material placed in the cloud is only so I can use alternate devices.
I talked to some friends and co-workers who use the cloud and found out how they put it to use.  After gathering that intel, I decided to use it not as storage or back-up, but only for accessing files that I may need to view or use on other devices.  As I use it more, I will continue to add the files I need.  However, I am still leery about the safety of this storage place.  I guess I need to look into the encryption options.
Drop box gives me 2GB of free space, Chrome drive gives me 5 GB, and Skydrive gives me 25GB.  They all sync fairly nicely and can be accessed on several devices.  I have about 75 GB total files and I am not really interested in paying for the extra space at this point.
The school offers me a back-up drive and I have an external 175 GB passport that already does a nice job of giving me those safety nets.

3)  Each file will stay separate, and relative files are displayed through a "current" software program.
If MSOnenote stops operating in the future, I expect to still have my files in usable forms.  I will just change platforms for displaying them.


Progress!

Or is it?  Hmmm.

In the 90s, I had to transfer my thesis from 5 1/4" floppy to 3 1/2" disk to CD.  Currently, I have no apple computer that will open that Claris program to view it.  If I had kept the thesis in paper form, I could easily go back and read it.  As it is, I probably will not have the urge to read it anytime soon, but if I did want to, I would have to do some creative juggling.
When planning for a soccer tournament recently, I went to my MSPublisher files for reference to the tournaments I used to run in the 90s.  None of them could be opened.  I couldn't find an online file converter that worked.  Thankfully, I still had the paper binder neatly organized and indexed.  There were many handwritten notes on the printed papers and notes/messages which were added bonuses.  This was one of the binders I digitized yesterday.  I have to admit, once scanned and shredded, I had a moment of concern.  It was a little too pleasant going back to the paper binder and discovering dusty treasures.

I feel good about it, but still I have a check in my spirit. I have the niggling feeling that this is less permanent than paper.  Maybe the only thing I am doing is freeing up office space from a permanent to a temporary form.

I find solace in the fact that I am living in a digital world, I am part of the digital work force and I am embracing it.  Others will meet the same concerns I have with fresh perspectives.  The younger generation that lives there will see the need for progress but also have the resourcefulness to accommodate the changing software issues.  It may not be as big a concern tomorrow as it is today.

Totally Digital, Dude.

Am I a totally integrated digital administrator?  Two weeks ago if you had asked me that, I would have answered, "Absolutely."  But after returning from a tech symposium in Vancouver, I'm not so sure. In one of the workshops, a presenter (Dr. Mosbacker) offered us a picture of his desk.  It was simple and uncluttered. That's no big deal.  I keep a pretty neat desk, also. The startling revelation was the lack of files or paperwork around his work space. I began to wonder what someone would learn about me if they had a close look at my work space? Would they think I am an "old school" paper pusher or a digitally connected administrator?

Prominently displayed on my desk, I have an eight level paper divider for miscellaneous resumes, important government publications and other quick reference papers. I have a nice collection of reference books, a felt folder full of paper notes, a leather binder that have my day-planner and daily to do lists with contacts. Beside the desk is a two drawer file cabinet stuffed full of staff records, chapel notes, bus folders and school financial papers. Behind my desk is a six foot bookshelf packed with catalogues, educational reports, professional development material and binders of administrative reference books. Spilling into that, I have two corner bookshelves specially designed for binders that organize years of meeting minutes, newsletters, teaching guides and resources for my own classes. Plastered all over my walls above the desk are school calendars, paper class schedules and monthly chapel planners.

Fail.

I spend hours on the computer. Most of my work is computer generated. My computer "desktop" is neat and my digital files are also well organized. I am in and out of software programs and mess around all the time with digital 2.0 tools. Even though I have successfully and eagerly gone digital, my office is still a relic from the 90s.

I intend to change this.

Stage One: Use Online Reference Materials.
I have already completed this objective. I cleared all of the reference materials off my desk. Anything that I couldn't find online, I scanned and organized in a digital file. That was relatively painless. Many of the reference books and government publications are more up-to-date online anyway. I will now use colourful digital schedules and calendars with reminders. Though it is comforting to have a healthy variety of glossy educational catalogues to flip through, that space is now clear and I will continue to order online.

Stage Two: Scan All Binders to Compliment Online Documentation.
This one is a little more complicated. Though I have fairly good computer records, I have many well organized binders from before we went digital. There was a decade of change in the style of record keeping from the early 2000s until now. Four or five years of my transitional records are duplicated because they are both paper and digital. I have made a new "digital file cabinet" and am organizing all of the computer records along with scans of all my paper records. It helps to have a photocopier that quickly scans large amounts of paper into a single PDF file for storage. As you can see by the picture below, fourteen years of meeting minutes can take up a lot of space. I am currently working through these binders by dividing the paper into years and scanning them for my digital records. I am half way though this goal. I have tossed out more than fifteen binders of school records already. I am pleased to say that I can now display another few family pictures.When I add another plant, my office will be a little more pleasant.

This process has brought up some interesting questions:
Which type of digital file will be still accessible to me twelve years from now when I want to access them?
What backup plan do I have in case of computer failure, power outage or fire?
What is the best way to display connections between related groups of files?
How secure is the cloud and which files do I need to store there for access on all my devices?

Stage Three: Clear Out the Filing Cabinet.
Ha! That will be a doozy! This might be the subject of my next blog.

If you would like to teach a teacher, I'm listening. Any recommendations or comments would be appreciated.

Creative Writing Project

Digital Cartoon Log

Going digital is not all it's cracked up to be for a weekend cartoon artist.

I haven't really found an easy way to draw cartoons on the computer.  It's still much easier to sketch out a little paper cartoon, ink it up and colour it.  For a one panel cartoon, it might take me less than five minutes to do.  For computer generated cartoon of a similar size and shape, it might take thirty minutes.  The problem?  You are looking at a screen while you are drawing on a graphic pad.  You can't really draw an accurate line when your pen is disconnected from where you are looking.  At least I can't.  There seem to be many cartoonists who are doing just fine.

I am currently working with the Bamboo pad input. It was recommended to me by several other authors.  It does the job, but it doesn't have its own art program.  It is an input that works with your current software.  I don't find most drawing programs that you can download for free easy to work with.  I can't really afford to buy and try a number of the art programs on the market to just "give it a whirl."

I have been watching for something like Wacom's new Cintiq graphic tablet.  This just may be what will eventually replace the pen and paper.  In the meantime, who can afford the $1000-$4000 price tag? (unless you make a trip to your local credit union)  And I've tried many drawing programs on a tablet and a tablet pen, but they just don't work with ease the way a pencil works on paper.

I'm not even convinced people like the computer generated art better.

In an informal Facebook poll, the response was nine for hand drawn, four for computer generated. Their comments were interesting.  The points made were hard to argue with.
"hand drawn... more original/personal." JM
"Digital...clearer and easier to read." GC
"Hand drawn every time. You can't beat seeing the hand of the artist. Hand drawn is original and unique. Digital is great for distribution and economy but essentially worthless. PS. I still have your old cartoon scripts you made for me 25 years ago. You can bet I wouldn't have saved them if they were digital." BH
"The digital version captures my eye more quickly and I will likely read it. So digital." JW
"I like hand drawn; I find it easier to read. I also prefer reading off real paper than a screen." SK
"I agree hand drawn is nice but the digital is way more eye catching." MD
"Hand drawn if it's to be a personal card; digital for colour vibrancy and impact in mass production." EB

What do you think?  Here are a few examples to choose from.  While looking through the scanned cartoon art and the computer generated cartoons, ask yourself this question:  "If I were to give you a little slip of paper with something written on it, would you rather have the hand drawn cartoon or the computer generated cartoon?"

 

I'm not sure the computer generated cartoon is more artistic.  The lines and colours are certainly more clean.  I get the feeling that the hand drawn one is more special to adorn your paper.  Is there an element of "cuteness" for the first?  Is there a feeling that a computer generated image is less personal?  I'm not sure.

What type of cartoon would you rather read on paper?  What style of cartoon would you rather follow on the computer?  Do you think the artistic quality of cartooning is compromised with a computer generated image?

Hmmm.  I am still undecided if the extra time and effort is worth it.  Nevertheless, until I can get used to pen and screen being apart, I think I'll have to make a temporary compromise.

I find the hand drawn cartoons easier, quicker and more artistic.  People seemed to be more impressed with a cartoon scribbled on the bottom of a little hand written note. 

However, when posting online or using a cartoon in a computer generated form, the digital cartoon seems most fitting.  I will use digital cartoons for that medium of communication.

I do look forward to trying the fancy graphic tablets, but it may be a while before those prices come down.  If I were to send you a personal cartoon - would you prefer to read it on paper or to view it online?

Summer Hibernation

Summer is hibernation time for the teen-ager boy.  Don't worry if they show little or no motivation for activity, it's normal in their species. Here is an owners guide "tips for care" during these months:

1) Provide charging stations for about 12 hours a day – any TV, computer or ipod will do.

2) Don't worry too much about their laundry needs – they usually only need one change a week.

3) They will roll from the bed to the couch alone, but may need encouragement the other way.

4) If you need a motivational tool for them to stretch their legs (they should do this once a day), try waving a few salty snacks around face level and then placing the bowl on a nearby table.

5) If your neighbour has a member of the same species, set up a get-together; they are easily compatible with other hibernating boys.

6) Communication is even more difficult during hibernation. One grunt normally means yes.

7) Watch for cat-eye development. There may be some stealth during the late hours of the night.

Caution: Be aware that they are deathly allergic to sunlight, exercise and cleaning. Exposure could provoke wild reactions, unpredictable behaviour and defensive postures.