COVID19 was an Impetus for a Change

What a year; for a good reflection. This post is not meant in any negative or disrespectful context. The human race is well known for its ability to adapt to a stimulus/change. When faced with opposition, there are two choices, give up or move forward (Growth Mindset). Let us explore this further.

Technology has been a controversial subject in the educational process. With the pandemic, that same technology turns out to be a catalyst and a modality for meeting our learning outcome goals. Google Meet, Zoom, Teams, even Facetime have been used as the only resources for face-to-face interaction. Birthdays and teachers used parades to show appreciation for friends and students. We fought for this connection that, in some cases, we sidestepped just a few months earlier. Jamboard, Google Docs, and other synchronous/asynchronous technologies were the only connections that could be used. This alone caused education practices to change. This change was not just the change to using more technology; it was a pedagogical shift. If someone did not know how to use technology for learning or you were apprehensive about the use, you had to figure out a balance quickly. This was a good shift, mainly.

Time was the next benefit of the pandemic. If you wanted the time or not, everyone received the same amount. The only trouble is in trying to figure out what to do with all of that time. Some found benefits in learning a new skill, while others used the gift of time for relaxation. Time allowed a lot of the time to do whatever project was previously placed on the back burner because of the burden of work. I know I finished a few “honey-dos” that were unfinished before.

Resources became free for pro-level access. This is/was a significant positive and showed that we are all in this together. Even Google gave free access to the Enterprise level of Google Suite (now known as Workspace). Free is always the best style of technology! We all came together for the single focus of education and support of students the best we could in the situation we were dealt. No one asked for this change, but we did benefit from the alignment of one single focus. Parents appreciated teachers, and teachers fully supported families like no other time before.

Now that everything is SLOWLY getting back to a normal-ish way, we have to look for benefits. We cannot get back to “the way it used to be.” We have learned a lot about how technology can benefit our educational world, which is a change for the better.

The one thing I would like everyone to remember, together we can overcome anything. Be kind to one another and help each other. Everyone is battling with the recovery back to “normal,” whatever that will look like. Be kind and realize that not all struggles can be seen by looking at a person or kiddo. Hug your students and kids and do everything you can to show them you love and care for them. Their mental and physical well-being should always be our focus. 

Virtual Learning, Still Learning

 Readers,

What do I know about 2020? Not much, to be honest. I think I know how I was able to prioritize my learning. I think I know how I was able to support teachers through this uncertain time in education. The reality is that we all did our best at what we felt the priorities were and are at these uncertain times. The question I would pose to you would be based on the why. Why did you choose your focus? Was it based on student needs, community needs, personal needs, OR did you just do what you always do and keep moving? I feel this is where I fell in my pandemic survival methodology. I just kept on doing what I always do, support.

 The world of education is never the same from quarter to quarter, semester to semester, or year to year. Our students, no matter the age, are always evolving. John Hattie, a researcher, well known in the education world, states any effort made in educating a student will see growth. The growth rate can change based on the strategy used and the action placed. The ultimate goal is to hit that .40 Effect Rate, which means one year of teaching equals one year of growth, but more is even better.

 How does this equate to adult learning (andragogy)? For me, adults are my students/learners who I am always trying to reach. The idea of supporting individuals that are in all areas of the learning curve can be challenging. This is mostly due to where they are in their technology understanding, pedagogy understanding, and content knowledge. This is referred to as TPACK. TPACK stands for Technology, Pedagogy, AND Content Knowledge. Balance is critical here, even in virtual learning.

 In most cases, this balance is more evident in a virtual setting. Most teachers know their content and even how to deliver that content (pedagogy), but the technology aspect is foreign when it becomes the only way to provide the learning. This is where the keep on keeping on concept for me comes into the mix. I have been in this position for eight years (EdTech.) From the very beginning, I have preached that technology is NOT the lesson, nor should it be the focus. Technology is an enhancer, both for good and the bad.

 Technology is a great enhancer. If you know your content and know your students, and somewhat understand tech, you will do fine. Issues happen when technology is forced into a lesson when it is not needed. If the lesson can stand alone without tech, there is a possibility that tech could enhance the validity of the learning opportunities for students. I have seen tech used in a "because I have to use it" manner and it becomes a distraction to the learning process. Tech has to be purposeful in its usage, and it should be in the planning, not just thrown in at the last minute.

 My shift happened when teachers learned about technology to apply that knowledge in a real-world application. Virtual teaching became just TEACHING, and with the switch came all of the "what ifs" associated with the virtual learning/teaching environment. Not all aspects of the change we're trying, and we even were able to see some remarkable growth. The reality is, acceptable teaching practices are good no matter the modality that is used. There were clear front runners in virtual teaching. Teachers who had a "with it" quality in the classroom could transfer that practice into a virtual platform. I will focus on what they did to be successful with the hopes you can learn from their examples.

 Training your teachers should always be the first step in the process of a new venture. This would be the same for a new technology resource or new pedagogical practice. Once you have the "product" identified, you need to follow a few steps.

Education, as a whole, is different. Each person sees this change in a different light, positive or negative. The ones who see this change as unfavorable or in a negative light typically change their minds after they have all of the tools needed to be successful. Professional development is the #1 way to support and change the outcome of any new venture. I know this is not something you can just snap your fingers and have to happen overnight. Teachers need to know they are supported, period. Meeting your teachers where they are at is the goal, but you also need to know where they need to be at the end of the prescribed training. 

 Beyond the training, you need to have follow-ups.  From my own experiences, if the training is a full-day effort, you need something for the teachers to complete on their own. Teachers want to work time along with the training. Building in processing time helps the learners practice the skill. Not all learners learn in the same way. Some learners need time for "hands-on" learning, while others can learn from listening to lectures. Mixing these two learning modalities help solidify the learning objectives.

 Lastly, movement is critical. Donal Blaney stated, "The mind can only absorb no more than the seat can endure." Make sure movement is also a part of the effort in learning. Even a short "processing" time where learners get out of their seats and discuss critical aspects with other attendees is essential. Cooperative Learning techniques allow for interaction within a controlled, goal-oriented conversation. Sentence stems like:

1)    What was one thing you took away from…?

2)    Tell your partner two things you believe will be problematic when implementing…?

a.    How can you troubleshoot the solution to these problems?

b.    What suggestions would you have in troubleshooting these problems?

After staff has an opportunity to share, ask them to summarize the conversation back at their table. This is a simple processing skill that can be used throughout the day. Movement helps along with the processing from the learning goals of the day.

 After the training, it is vital to have your teachers build. Teachers who did very well in this shift from seated to virtual learning had a plan. This plan included a clear and constant schedule. This allowed parents and students to be prepared each day at the right time. If the meeting started at 8:30 a.m., the teacher was present 5-10 minutes before so students could join. This would happen 3-4 times throughout the day for direct instruction. This schedule was shared out with parents and students alike, so all were informed. Students could use various methods to keep this schedule in Infront of them, but the key is that they knew when and where they needed to be daily.

 Second, organize your resources, students, and teacher. If the teacher indicated, the students would need a whiteboard and marker for session "X," the students and teacher would have that within arm's reach. This includes all materials which were clearly outlined in the schedule mentioned in the first step. Resources also provide problem-solving the "what ifs." What happens if you get kicked off of the video meeting? If the connection is the issue, try to turn off the device and restart. Other aspects would be added as the learning continues.

 The third would be support, support, and more support. Offer office hours for smaller group support. Make sure this time is also scheduled and focused. If your plans call for direct instruction of a newer concept, then you would follow that up with "open" time where students can join and ask questions as needed. If students don't join, it is okay; just be available for the entire time if they chose to join after the start time. Also, stick to the time allotted. If you set the time to 30 minutes, then close the virtual room at 30 minutes. Consistency is key and allows for procedures to be set and expected.

 Other notable considerations would be in the area of rules/expectations. Outlining how a student should act when in a virtual meeting is key to seeing what you expect. It is tough to hit a target when you can't see the target. Modeling the expectation is a great practice. Once the expectations are set, you should cover the consequences if those expectations are not met and how the student(s) can redeem themselves. This is a fairly open process and should be tailored to what is needed to mitigate distractions in your virtual classroom. Community building is key in seated and virtual education.

 Lastly, which should be first is/are relationships. Relationships will make or break the learning environment that you build. Relationships are the bedrock that anchors all aspects of your classroom. Students and parents need to believe you are a team with the same goals in mind for your students. Supporting the virtual classroom with curriculum, digital resources, and pedagogy is only the beginning of the process. Building the community within your classroom should always be job one.

 The pandemic has caused some areas of the "norm" to change, but not all change is bad. I have seen teachers who do okay with technology become experts in virtual learning. They may not recognize this, but I have. The pandemic has allowed teachers who have been somewhat reluctant to use tech a chance to become better. These changes have not been easy, and the shift may not have been ideal, but we worked through the struggle.

 Resilience is a virtue we as educators preach to our students. It is a lesson we have all learned. Being able to keep moving when times get rough. Being able to find the "good" in all. These traits make us humans and better teachers. I am constantly amazed at what I see. Teaching is and always has been a profession that changes, as it should. Our students are ever-evolving, and their needs change at the same time. As educators, we meet this need daily. This is the way.

 

Douglas Greek EdD

COVID19 and Homeschooling Your Kiddos

What a week! I thought we were going on Spring Break, not starting the beginning of what has become. We did not go anywhere for the break and did exactly what we were told/asked to do, stay away from others. This in itself has been challenging. I love my kids, but in short doses. We did get out and do some hiking which caused my kiddos some minor discomfort, as you can see in the photo below. Getting outside is a good thing for sure, but too much too soon? I digress.

Now that we are all off for a while I felt it would be good to write this for my friends who have kiddos, now students, that they are not sure what to do with. First, take a breath. Education is not hard if you are equipped with resources and a “call a friend” card. This is that resource and that “call a friend” guideline. 

The most important aspect of homeschooling your kiddos is your and your student’s mental health. End this time with memories, not regrets. Find time to enjoy your kiddos and do something fun. Hiking (in unpopulated areas), playing board games, or even watching a movie together are great ways to interact. Watching Create TV or the Travel Channel are both educational and entertaining. Use TV as an opportunity for reading also. Turn on the closed captioning (CC) on all TV shows you watch. This will turn all shows into a read-aloud book. 

There are a lot of free programs for students to use at home, but they do not take the place of interaction. Set down with your student and work through these programs together. This is the BEST way for your student to learn, with you not just with the program. 

Khan Academy is an amazing program that is free. You can choose from a number of activities that are on grade level for your student. This website includes video tutorials for you and your student to learn from then apply the new knowledge. 

ABCYA is another program that focuses on multiple subjects but it is set in a game mode of learning. There are good activities, but be cautious, not all games are academic and your student will need your guidance in this learning adventure. 

W3 Schools is a website for your future coder. This site will teach you the proper way to code HTML5  and Javascript including videos and tutorials. In my opinion, coding is a language everyone should know a little about. 

Storyline Online is a site that has famous actors reading books to the world. There are a lot of benefits to this for your emerging reader. Students get the opportunity to hear a text come alive as these talented actors lend their craft to an author's words. You may even get pulled into this lively reading venture. 

Science is a subject that gets overlooked, but it is vital in the learning process. YouTube can be a good resource if you know what to look for. YouTube channels for education SciShow Kids, Crash Course Kids, WizPops, and Peekaboo Kids are all great resources for science-based learning. I enjoy these creators' content and feel it can help your learners in their quest for answers and generating questions. 

Lastly, go on vacation! No, not in your car, but on your computer. Go on a virtual tour of National Parks in 360 with Google. These videos will allow you to learn from park rangers and by clicking and dragging you can view the video in 360 without goggles. Check it out you will enjoy the Covid19 free experience. 

Have your student(s) write about their day in a journal. Don't use this as a writing lesson, use this as an opportunity for your student to learn about the love of writing. Don't critique the work, just let them enjoy the process. You should write with them. This showed them you are willing to learn with them, not at them.

Don’t forget to enjoy your time. Love on your kids and enjoy this time with them. Remember, this soon will pass. 

Doug Greek

How do we monitor what kids do?!

In my last post, I discussed the pitfalls to social media and how it is one (of many) factors our kiddos are facing that we as parents did not have to face. Stress comes at our kids in many ways, so this post will only concentrate on digital aspects. The first way to combat social media is to know about what kids are using for communication. Facebook, Twitter, Snapchat, What's App, and Instagram are the ones we know about, but there are more. Xbox, Nintendo (all products with WIFI), and some apps like Roblox all have communication capabilities, but most parents are not aware of this aspect. Others like Down, Kik, Hot or Not, AfterSchool, and many others are also popular among kids. In the following reading, I will expose a few of these and provide links for you to further research on your own. I will also spend some time explaining how to protect your kids from accessing these potentially harmful apps. Once they have access to these apps, you don't have any way to track their activities. The reality of this problem is you can have their passwords and usernames, but you don't have access to ALL of their accounts. Instagram is one example of a resource they can have multiple usernames/accounts and you would/could even know. Let's get started…

Social media isn't the only beast. Kids have the ability to hide apps on their phones through spoofing apps or vaults. The examples below are just two of the apps that can hide other apps within their app. Some of these can even be protected by a passcode. The most recent one is named "HIP" Hide it Pro, be aware.

The iOS app even states it is for use by age 4+, WHAT! Apps like these can make keeping our kids safe even harder. I honestly do not yet see an application for apps like these. How do we combat these apps? Look for apps that are out of the ordinary on your kid's phones. Ask yourself, why would they need this app? 

Now, what are the apps that are the most concerning? Keep in mind most is not all social media resources have an age requirement, and that is 13 years of age. This would be your 8th-grade student, not your 5th-grade student. Students under the age of 13 have no place on social media, my opinion. Instagram or IG, Facebook, and Twitter are the ones most adults know about, and I will assume that you can research these on your own.

We will look into Omegle, Whisper, and Ask.fm. These apps are not the only ones, but in my opinion, they are the scariest for kids to be using. Let's look at Omegle first. The app is designed as a chat/video chat program/app. Once you access the program, you will be connected to another user by video or chat at random! You do not know who you will be connected with, that is scary for sure. Omegle is not the only program/app that works in the manor. I would recommend you look at learningliftoff.com for more of these apps and more detail of each one. 

Whisper is another scary app. This app allows you to connect with others, anonymously, from all over the world. Even though this is an anonymous connection, users can still track each other's location if the user does not turn off location on their device they are using. You can even choose "nearby" as an option. This option will connect you to others close to you. This app has been known as a hookup app by teens for a while. Users also can share photos and other communication in a "private chat room" if they choose to do so, no other safeguards are in place. 

The last app we will discuss has been tied to teen suicide and bullying. Ask.fm is like the others in that it is an anonymous communication app. People can ask rude or hurtful questions to an individual, and there is no way to block them. Even if a user does not connect with others, they can still connect with you and track your activities within the app. 

Know these are just a few that bother me the most and should concern you also. Now, how do we combat this issue? We can battle this by being informed. Websites like Common Sense Media are here to help. The key here is that you use a trustworthy resource, CSM is the one I would always recommend. You can also monitor what your kiddo/teen is doing on their phone. Privacy concerns are moot; student safety trumps these privacy concerns.  

For the iOS/iPhone option, I would recommend setting your student up with a kid iCloud account, no matter their age. Once this is set up, you can reset your child's device and use this new account. You then will be able to know what app they add to the device because you will have to approve all apps added, free. Or purchased. You, as the parent, will also be able to decide what apps work and don't work. You also can control the time limits and when the device will and will not work. Total big brother power here, and the child will not be able to while the device. To learn more, click the link below. 

https://support.apple.com/en-us/HT201084

https://support.apple.com/en-us/HT201304

For an Android option, you can find a lot of apps that will act as the launcher. Once these launchers are installed it will require a passcode to remove or access the UI. The problem with these apps is that your child could reset the device. You can use Family Link for both iOS and Android devices and have the same functionality and control. Use the link below to help you better understand the process.

https://families.google.com/familylink/faq/

PC monitoring is an area where I am not too knowledgeable. You could use routers like Circle by Disney to control the traffic on your WIFI connection or even Google WIFI to turn devices on and off. Placing the PC/laptop in a central location of the home so you can see what the student/kiddo/child is doing is an option. In a lot of cases, students bring devices home from school, controlling the WIFI signal is your best option. Most devices that students bring home from school have software installed that will block downloads. In this case, WIFI control at home is the best option. Use the link below for more information on this topic. 

https://www.pcmag.com/roundup/240282/the-best-parental-control-software

As stated above, the best way to keep kids safe is to be informed. Common Sense Media is an excellent website for not only dangerous programs. Along with being informative in the area of applications and sites, it can also support you in choosing games and movies for your kids.  There is a lot of bad things out there. It is our job as adults and parents to keep our kids safe from making harmful or damaging decisions. I genuinely believe we can make the world a safer place, but we have to work together and be well informed. We owe this to our kids and their future. 

Your partner in education,

Douglas Greek EdD

Kids today...

What has changed? I ask myself this daily, no joke. I have even uttered the words "when I was a kid…" which I never thought I would do, ever. The reality is when I was a kid, it was different. My dad provided everything I needed to be successful in school and after. I admired and feared my dad for this gift he gave me. I never needed nor went without support from my dad. I did not have everything, but I had what I needed, and it was enough. My mom did the best she could, but she had her own demons, and I did not fully understand that until lately. My family separated due to external factors and external influences, unfortunately, at a young age. I acted out in school and received the corporal punishment I deserved by my principal. All of this is important to say because I turned out somewhat okay despite all of this. Life was simpler when I was a kid, but somehow I knew I was blessed because I was safe (or had the perception of "safe"). I had an IEP for reading and speech. I probably had a behavior chart or two to try to modify my actions; this did not work. When we look at what is going on in a kid's life, most educators and non-educators can connect them with behaviors. This is the primary stimulus and response. I needed power, and I got it by acting out. This resulted in me going to college and eventually earning a doctorate in education, ironic for sure. 

How does this tie into education? Students today face more than we did, "back in the day." Not only are they dealing with family and friend issues but also social media influences. The conundrum falls in the area of students who have all of the supports and still act out. These students have all of the support at home with loving parents, outside tutoring support in academics, and their medical needs met when they are in need. These students should, on all accounts, be the best students with the highest academic outcomes in school and well rounded individuals, this is not always the case. The students who struggle socially will show signs of disequilibrium in their ability to fit in with "societal norms." These kids will not do the same things that other students do and will be singled out for these actions. Students who are fully supported still can show signs of abuse; this abuse comes from peers. The reality is, if a student does not fit in with peers, they may never feel welcomed or accepted. This is a painful feeling and one that is not easily fixed.

The question I am posing to you is this: how do we fix this unconnectedness that some students feel? I am not a counselor, nor do I have the answers. What I do know is that it will get better because I’m optimistic . As a student who did not fit into the norm while I was in elementary/primary school, I did find my place in this microcosm of society. You may not know how to fit in or how to cope with this unknown menace. I am not sure anyone knows for sure. There is A LOT of behavioral experts in the field of social behaviors. The reality is that there is no one way to "fix" everyone. Each person/student/kid has unique needs and, in some cases, these are not evident. Kids do not walk up to their teachers/parents/principals and state, "I am having issue _____ can you help me find a solution?" Kids don't know what they don't know. If they cannot understand how they feel nor do they know how to capture it in words. Then how do they "tell you" if not by words, you may ask? Through actions. This is a primal reaction and in reality, they are primal in everything they do and say. This is where I am at a loss. How do we respond to students with these "communication skills"? No matter how much love we give, we do not receive the same back.

This post is odd because I do not have the answers; I am looking for them. Society has a BIG issue that we have to find a solution. If we do not find a solution, this problem will go from BIG to GIGANTIC not only in our classrooms but in society as a whole. I wrote this post because we can no longer blame the environment in which our kids live. There is/are a lot of support(s) for students both at school and in most cases at home. Kids/students are our focus, but they are still struggling. What is the answer? I don't know. I will still read and research to find the best solution. I still believe we, as a society, need to get a hold of this social media giant. Students have access when they should not and the results are not good.

These are my thoughts, nothing more. 

Thank you for your time,

Doug, your partner in education

PD, again! Come on...

PD and student achievement is closely related.  Joyce and Showers (2002) pointed out research has indicated a direct link between the teacher’s knowledge and the students’ ability to achieve.  Yoon, Ducan, Lee, Scarloss, and Shapley (2007) found that teachers who receive an average of 49 hours of professional development can boost their students’ achievement by about 21 percentile points.  When technology integration PD is the focus, researchers have found the same benefit to student achievement (Hixon & Buckenmeyer, 2009).  In addition to teacher PD, students need knowledge of content and the skills to apply that knowledge.  As teachers become more technologically proficient in managing digital resources, they become the trainers who help their students use digital resources effectively. 

To achieve technological proficiency, teachers need opportunities to learn and use innovative strategies including technology-based resources.  Effective PD consists of four main components: a) developing knowledge through exploring theory; b) understanding the concepts behind a skill or strategy; c) the demonstration or modeling of skill; and d) the practice of skill with peer coaching.  The follow-up to training reinforces the newly acquired understanding and allows for the learner to hone their skill with support (Joyce & Showers 2002). 

Successful PD in technology integration is a catalyst in helping teachers and students achieve improved academic outcomes (Phillips, Nichols, Rupley, Paige, & Rasinski, 2016).  However, technology can muddle the process of learning if it is not intentionally used and embedded in the curriculum.   Without proper support for teachers in the area of PD, technology becomes, at best, a digital babysitter (Schaaf, 2015).  Videos, interactive and non-interactive games and non-authentic feedback by teachers can all cause the learning to take a backseat to technology.  Students spend a vast amount of time using technology for the consumption of content rather than the production of content (Slutsky, DeShetler, & Slutsky, 2013).  Students have the technology resources to translate what they learn into quality informative content that others can use.  For example, even young children can use online games to promote their learning, improve social skills, and foster the development of critical milestones if the digital experiences are managed intentionally within the learning environment (Johnson & Christie, 2009).

              In order to meet these requirements teachers need more than just a one-day training in technology integration practices. This is an ongoing process that includes quarterly meetings to “check-in” with teachers and procedures along with coaching cycles that include direct instruction and co-teaching practices.

Quarterly meetings include check-ins which consist of a clear agenda. Within this agenda, celebrations are a way to recognize where they were and where they plan on going. Teachers are able to hear for each other how well technology integration is going. The next phase is pedagogy and best practices. This phase includes examples of how technology can enhance educational practice. Last is the tools section. The tool(s) always goes at the end to model that the goal and instructional strategy come before finding the technology tool. Time is allotted for questions at the end. The total time for these meetings should not last the teachers' full plan time.

Coaching cycles are designed as a follow-up to the quarterly meetings. In most cases, these follow-ups are requested by the teacher or by the administration. Coaching cycles are never set in an evaluation tone, more in a supportive tone. All coaching cycles start with modeling and co-lesson planning. Beyond the coaching cycles, follow-ups are key to the process. These follow-ups are more of a drop-bys in nature and serve as a scaffold in the support process.

This approach has worked well for my teachers, but this may not work for your specific circumstances. The key is to always but the learning first. Have a clear goal and a planned outcome before choosing the technology to enhance the lesson.

The reality of PD is that it does directly impact student achievement. We learn something new everyday even if we don't want the knowledge. Our students learn from us and it is our job to be up to date on the most effective ways to teach. This is why PD is so important. 

Resources

Hixon, E., & Buckenmeyer, J.  (2009).  Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.  doi:10.1080/07380560902906070

Johnson, J., & Christie, J., (2009).  Play and digital media.  Computers in the Schools, 26, 284-289.

Joyce, B., & Showers, B.  (2002).  Peer Coaching. Designing and implementing effective professional learning, 153-168.  doi:10.4135/9781483331225.n11

Schaaf, R. L.  (2015). Using digital games as assessment and instruction tools.

Slutsky, R., DeShetler, L., & Slutsky, M.  (2013, April).  Where has all the play gone? Paper presented at the Ohio Early Care and Education Conference, Columbus, Ohio.

Yoon, K., Ducan, T., Lee, S., Scarloss, B., & Shapley, K.  (2007).  Reviewing the evidence on how teacher professional development affects student achievement. REL Southwest Regional Educational Laboratory at Edvance Research, Inc, 2007(033), 1-67.

Balance is key, in most situations ...

Balance is key. In education, we try to find the fine line between frustration and learning. If you search this topic, you will find, “The zone of proximal development (sometimes abbreviated ZPD), is the difference between what a learner can do without help and what he or she can do with help. It is a concept developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 - 1934).” If the ZPD is not found, a student can get to the point of frustration very quickly and shut down. In a perfect world, students would come to us with a “tag” that states what their ZPD is and the directions to follow in the quest for academic growth, not the case. So, what can we do to meet each student’s individual needs? Technology can be the answer (in some cases, not all).

Technology allows the time needed to assess each student then prescribe the needed resources to scaffold the student to their ZPD. Most programs that have Artifical Intelligence (AI) integration will adjust the difficulty of the questions based on how the student answers the delivered questions. An adaptive assessment may take 20 minutes to complete, but it can take that much time for each student in a classroom. This technology does NOT take the place of a well informed and connected educator. Taking the data from the AI and comparing it with anecdotal notes and teacher observation is how we can support students best. I can already hear your thoughts! If the teacher has to do the work, why would they ever use technology to arrive at the same conclusion?! If you have ever evaluated 25+ students over a week, you will have to admit you get tired super quick, and the stories or math evaluations haunt you in your dreams. We are human; computer programs are not. This is why balance is essential. 

What does this look like in the classroom? In the next section, we will explore two resources of MANY. The two I have included here are, in my opinion, the best place to begin. I hope you find them helpful also. 

ReadingIQ is a fantastic resource that not only allows you to choose how the reading levels are reported but also allows students to take a placement test. This is a FREE

This is a FREE digital resource in both fiction and nonfiction from Marvel, Pixar, National Geographic and others that students will love to read. This a great resource for teachers and meets all of the safety measures that are expected in our classrooms today (COPPA, CIPA, FERPA). Resources available in Reading IQ include all Disney products. 

With audiobooks and graphic novels, students of all ages can benefit from this excellent resource, and it is FREE. I know there are a bunch of other resources like GetEpic, Tumblebooks, and many many more. This resource has built-in differentiation through the assessment and different reading levels. Finding one resource to meet all of your students’ needs can be difficult, but with this one and your small group reading practice, and written material, you will give your students options that are engaging for them and you. 

In math, I like Prodigy Math, and before you start yelling at the computer that all students do is play games, read me out on this one. If you assign practice to your students based on what you know about your students, this is the program for you. First off, it is 100% free and easily navigatable for most. In the planner area of the program, you can assign activities to individual students or the whole class. When assigning activities, you mitigate the loss of time while using the program. There is no placement test, but in this instance, your knowledge as the teacher is more valuable than a placement test. 

If you are not assigning activities to your students in Prodigy, you SHOULD NOT be using this program. It is a waste of time if you do not spend some time. This is a powerful program, and with great power comes great responsibility (Uncle Ben, Spiderman). 

Final Thoughts

The vital aspect of any technology usage is a balance. Without balance, we will either not use technology at all, which is not an option for our students, or we will lose the personal connection that is also something our students need to be successful. Don’t place a student in front of a program and expect them to learn in the absents of the teacher and a personal connection. Students need to learn in their ZPD, and technology can only help. You, as the teacher, need to use their professional judgment in choosing the right tool, digital and non-digital. 

Your partner in education,

Douglas Greek