Computational Thinker: Unpacking ISTE Student Standard #5

Help your students think like a robot? What is the value in that? Sequential, computational thinking allows students to understand the reasons computers do the things they do. Learning how to think computationally allows users to get the most of their tools. In a tech-rich environment, this looks like teaching students coding, or introducing them to spreadsheet functions to analyze data, or using 3D printers to create models for learning different components in order to answer a bigger problem.

But what does a non-tech classroom look like that teaches computational thinking? I mean, the word "computer" is in the goal?! Believe it or not, it can be done with something as inexpensive as paper, markers, and Solo cups. So let's discuss this unplugged party! One of the goals of computational thinking is to help students think about complex problems in smaller increments.

• Start with explaining binary code by having students draw their name with each letter's code being represented with a different color. Or, create a necklace using straw pieces that spell out something using the binary code ASCII alphabet. This begins the process of understanding that computers talk to each other based on a certain "code."
• You don't have to have computers or bots to teach coding. Put different colored dots or Solo cups on the ground and ask your students to get from point A to point B, C, etc by mapping it out. Working in pairs or small groups is great for this endeavor! But how does that relate to your high school English class or your Spanish 2 class? How often do you give your students an assignment and they jump important parts of the process, or miss key moments that foreshadow something that changes the whole direction of the book? When you are teaching directions and common words in a foreign language, what if the students actually mapped it up in the language and learned to code at the same time? 

Does teaching this standard seem like a stretch to you? I hear teachers say all the time, "I love the things I find on Pinterest and see teachers doing on Twitter but I can't figure out how to do the 'fun stuff' and still teach my curriculum too. How are they doing that?" The answer is CREATIVITY. I've seen kids code Dash and Dot robots to a certain location in the classroom, open up an envelope and find the next spelling word to add to their piece of paper. Turn the mundane into a mini-lesson. You don't have to have a robot to do that, use the unplugged version mentioned above!

Are you students studying something in your classroom that happened in Germany? Have students create a "code" with one block equalling X many miles to get from your classroom to the location. Then as a class, go to http://newspapermap.com/ and have students look at a newspaper during that time period in that area versus your area and then make deductions on the differences of the cultures through the lens of what you are currently discussing in class. Coding is a great way to start the process of setting the plot, setting, and theme.

So some of you have plowed through the above ideas and thought "Yeah, but why add that level of extra work to my lesson plans?" I get it, I struggled with that as well and then I saw the engagement that happened when a teacher didn't just say "Today we are going to read ______, it takes place in ________ in the 20th century." But do it not only for engagement but also because you see the value of those ISTE Standards for Students as a way of making sure your students are prepared for the road ahead of them. Even if your classroom doesn't have ready access to technology or you don't know the first thing about coding a computer.

In 1999 the U.S.Department of Labor said 65% of today's grade-school children will end up in jobs that have not been invented yet. (https://www.dol.gov/dol/aboutdol/history/herman/reports/futurework/report/chapter1/main.htm) Folks, that was 20 years ago! We have to help students think computationally. It isn't about an iPad, Chromebook, laptop, or wearable technology. As Tom Murray said at FETC 2017, "The technology our students are using today is the worst technology they will ever use." We have to prepare them for that unknown to the best of our abilities. We are living in a world of accelerated change!

I personally am greatly intrigued by the idea of enhancing the classroom setting by using voice speakers such as Echo Dots and Google Assistants. I find myself longing for the knowledge of how to code for these devices to better equip classrooms with personalized Alexa Skills and Google Actions. In a very real way, I am seeing how focusing on ISTE Student Standard #5 would have benefited me as a student for my future.
No Tech Low Tech High Tech

When Fifth Graders Make Websites For Fun

Today our lower school principal sent me a text that said "Some fifth graders have something they want to show you." I was intrigued but also a little nervous. After I made it to the office I was given a slip of paper with a web address on it: https://sites.google.com/view/lava-studios-comics/la-va. There are times in your life you are just so proud and blown away by students and in this case I had absolutely NOTHING to do with this. Five of our students created a website to host comic strips they have created in their free time. I was so impressed that I interviewed two of the students (Aiden and Brody) this afternoon on what they had done:

Being a preK-12th grade school, we are currently working to create a profile for the technology skills we want a graduate to have. This endeavor that these students took on that wasn't even part of their curriculum is a prime example that we are no longer teaching the same type of students we have in the past! These students used classical art skills and creative writing skills and turned them into a contemporary format. 

When I look at the major headings of technology skills we are wanting a graduate to have I look at the why, how, and what these 5 fifth graders have created and I can't help but want to put a check mark by everything. And lets not loose sight of the fact that this was all because they wanted to! If you listen to their video you see we not only have innovators but also potential entrepreneurs on our hands. To see today's young students using technology creatively as positive digital stewards in a globally reachable world makes my heart happy. I helped them think about some digital safety measures they might want to take and they have already made those changes. Why? Because it's what they WANT to do with their free time. 

Read the following goals we are currently working on for technology integration student standards (that have been adapted from the ISTE Student Standards) and see what you think these students have accomplished:

CCS Technology Integration Standards for Students

1. Empowered Learner

As truth seekers students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning modalities.

2. Digital Stewards

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and God honoring.

3. Knowledge Constructor

Students critically curate with responsibility and discernment a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

4. Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

5. Computational Thinker

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions with integrity.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively as Christ-centered critical thinkers.

Family STEAM Night Cardboard Challenge

Recently, Chattanooga Christian Lower School hosted our second "Family STEAM Night." This evening was a cardboard arcade challenge that was inspired by Caine's Arcade Global Challenge . We started the evening off with all family members watching the video about Caine and his arcade and the movement that it created (see right). We then told the families they had 30-40 minutes to create an arcade game and that we would play each other's games for the rest of the time. The parents were given this document as the movie was playing.

The setup for this event was easy...cardboard, lots and lots of cardboard. We also had packing tape, glue, hot glue guns, scissors, ping pong balls, sponge balls, dowels, string, markers, streamers, balloons, pipe cleaners and anything else we had crafty that we thought might spur the imagination of others. And in a story I couldn't have scripted any better myself parents supported their students creativity, got out of their way when need be, listened to their innovations, and helped their children engineer arcade games. It was a thing of beauty!

As the evening progressed I noted three main things:

1. After being at this school for 13 years I see a level of heightened creativity in our students across the board. Our students don't wait around, they dig in. I know this can't all be attributed to our new STEAM program but creativity and innovation is blossoming as CCS due to the culture of acceptance of trying new things that is also growing. I was amazed at the different games that appeared but not just that, the differences within the games themselves. For instance, there were 3 different skee ball games but each were uniquely different from each other. The design processes varied tremendously. That was exciting to me...to see each family interpret and create based on their own thoughts. 
2. We are blessed by supportive administrators and teachers that see the value of STEAM at our school. We had all worked full days that day and I had said it was not mandatory for the teachers to participate but I stand amazed at those that have taken part in our STEAM Nights because they see it as a priority for our school.
3. Children are creative by nature and when supported possibilities are endless. Very few parameters were placed on them for this event and they thrived. To have a multi-generational experience where the parents helped them critically think about the engineering dynamics was a beautiful thing to watch. To see parents help their children create a prototype of the images in their head was a lovely lesson of collaboration. To see parents follow the lead of their child to help them learn in the process shifted the parent/child paradigm in a unique way that evening that was a joy to experience. My favorite quote by a parent that evening that I overheard was "I'm not really sure what it is we are making yet but tell me where you want something glued and I can do that."

The video below is a simple compilation I created from the evening. It makes my heart happy to hear the students explain their creations. Enjoy and I encourage you to have your own cardboard challenge! Thank you to Conversant Group of Chattanooga, TN for sponsoring this night for our students. 

Introduction to Canva- a fast graphic arts option for educators!

Canva makes me look good! I love good visual graphics and believe they help draw readers in. I use canvas to support my weekly #ChattTechChat Twitter chat. I also sometimes use canvas to create graphics to go along with blog posts to support visually what I am discussing.

All the free options of Canva have allowed me to do anything I have wanted to do for quick graphic arts options. Its easy to use, allows you to be creative and adjust "canned options" to become your own. It could be used in a classroom setting for teachers to create graphics associated with units or lessons, it could allow teachers to create a "classroom logo" for correspondence as well. Students could use  Canva in app-smashing opportunities within slide presentations, Canva could be used for branding your school on social media. The possibilities for educational use are endless!

I do suggest going to the website using a laptop/desktop computer- I found trying to navigate the browser on a tablet device cumbersome. Overall, I believe Canva is a quick alternative to add a little umph to your communication!

(Click below to watch my introduction video to Canva)

Should ALL Educators Be Innovative?

For the last few days I've been thinking about the definition of innovation and the place it has in education. I may be an EdTech person but I'm a "wordie" as well. I believe in the importance of words used well. It's why I feel adamant in choosing the words "facilitator" or "coach" over "para-pro," and "lead" over "master." It's why I dislike the word "rigor" and get so livid when I hear the word "fart" that I write blog posts about it. I need a definition to a word that I can wrap my head around and I need to know what it means to others. In education, you hear the term "buzz word" a lot. "Innovation" is the latest buzz word or "fail forward" or "personalized learning." I'll admit, I've reacted strongly against some words but often it's because my definition does not match that of the speakers. Being a wordie is probably why I like to blog as well.

So today's word in question is INNOVATION and it's place in education. At a meeting I was in last friday with educators and computer programmers a comment was made that "innovators find each other." It got me thinking...what is an "innovator?" So I pulled up the definition that said, "1: the introduction of something new. 2: a new idea, method, device" and in my head, it became the place where passion and need intersect. I have been accused of being a passionate educator on several occasions, and quite frankly I take it as a compliment (I'm not sure it is always meant that way). Because I am an instructional technologist, I think about how technology can aid the path of learning far more than I should. I stand firm in my belief that technology in the classroom can revolutionize the way students learn. I passionately try to convince the naysayers and I dig deep to find ways to prove the worth. What I enjoy the most is when I see a need and get the opportunity to look for ways to meet that need with technology. Like the figure above- when my passion for EdTech meets the needs of students, innovation occurs often. 

Does innovation have to be technology based? I don't think so. Technology doesn't have to be the only option of meeting a student's needs. Perhaps it means teaching a student how to take efficient notes by training them in some way using both visual drawings and words to stir remembrances. In that case, technology doesn't have to be a part of the equation. (Did you see how open minded I was with that idea just then?). What I do believe is that innovation works with an overarching cover of creativity. I believe innovators are creative souls. I believe the passions they have for their disciplines lead them to creatively think about how to best reach their students. I do not believe innovation and creativity can be separated. I do believe even non-creative types can see the benefit of innovation and want to use it. I do not believe non-creative types will be the ones that have that lightbulb moment of "Heyyyyyyy, what if we could make this happen!"

So what does this theory I have mean to education? When we place people in roles, I think it is important to decide what the level of innovative thinking needs to be for the job at hand. Are innovators also design thinkers? Perhaps this is also true. Are innovators risk takers? I think that is probably the case as well. So as educators, what positions require this type of personality and what positions don't? Is there a difference? Should there be a balance? Should ALL educators be innovative? I leave you with questions that I choose not to answer but would love to hear the thoughts of others. "Hmmmm moments" are some of my favorite to ruminate over. This is mine for today. 

The 4 C's of Tech Implementation (Part 2 of 2)

                                                                (https://stocksnap.io)

I am a fan of alliteration, and this is part two of a series of posts. The first article was about "The 4 C's of Tech Integration" and can be found here: http://techhelpful.blogspot.com/2015/02/the-4-cs-of-technology-integration.html, in that article I discussed the fact that technology in the classroom can be used for "creation, consumption, curation, and connection."

In this article we will talk about "The 4 C's of Tech Implementation: critical thinking, creativity, communication, and collaboration." In other words, we will be looking at what can happen in the classroom when technology integration is implemented. I do not believe these things ONLY happen in a tech-rich environment, I am just sharing first hand with you what I have seen happen when technology is involved.

• Critical Thinking- Technology allows teachers and students to dig deeper than they ever have before. Less time has to be spent on facts because the students have the ability to research and CURATE facts quickly and easily. This allows the teacher to be able to ask deeper, "non-googleable" questions to spur more critical thinking. According to dictionary.com, critical thinking is "disciplined thinking that is clear, rational, open-minded, and informed by evidence" (http://dictionary.reference.com/browse/critical+thinking). By allowing students to use technology in the classroom, you open the door to leading them to find information, sift through it, and discern for themselves what they believe the "right" answer would be to any question we ask. We, as teachers, no longer have to be the only the authority in the classroom- the pressure is off. Our students are no longer limited to our view alone due to the enormous amount of information available to them on any given topic via the world wide web. This fact alone gives our students the ability to be critical thinkers more often because they always have to CURATE any information they CONSUME from the Internet.
• Communication- In the 80's, when I was in school, I would pass notes to my friends in the classroom when the teacher wasn't looking or between classes in the hallways. I think of that stack of notes I had folded in a box under my bed for years. Inside those notes were the latest grade-level gossip, the angst of a teen heart, plans for the weekend, and occasionally even things were discussed having to do with my education. Teens haven't changed, just the mode of communication has changed. Students now have the ability to be CONNECTED 24/7. While there are things about the ability for constant connection that infuriates me as a teacher, I can also see the benefits of it. Due to learning management systems, texting, and email, there is no reason students can't always be "in the know" about homework and lessons. We also now have the ability to communicate with ease with our students and parents more than ever before. It takes a village to raise a child- and the village no longer needs smoke signals to help a student be academically successful. We can CONNECT with each other easily thanks to modern day technology. I would love our school to have a goal to have all teachers at our school k-12 create a lesson plan online that would allow us to have one "snow day" that didn't count against us. In today's world, what a wonderful opportunity that would be, instead of making up days after that beloved day we've been striving towards all year as "the official start of summer."
• Creativity- Technology changes the dynamics in the way students can recall information back to their teacher. In the past, a three-holed punched booklet with yarn to tie it all together, a poster board, a diorama, a clay model, or a tri-fold display were among the ways students presented learned information to their classes. Now CREATION has more venues: slide presentations, graphic organizers, e-book creations, video presentations, whiteboard app creations, podcasts- all lend themselves to giving the student more options. Students love options in CREATION, and their audience can be the entire world now, not just the teacher of the 23 other kids in their classroom. As teachers, if we give our students a well written rubric, it doesn't matter how the student chooses to present. This freedom is good for the students but it also makes the grading of presentations less tedious for the teacher because every project isn't a cookie-cutter CREATION like the last. The implementation of technology in the classroom allows students to share their uniqueness more than ever before. They are only limited by their own inhibitions. Lately, students have seen the positives of "app-smashing" to create projects to wow their viewers. App smashing  is "the process of using multiple apps in conduction with one another to complete a final task or project" (http://www.techchef4u.com/ipad/thinglink-the-ultimate-app-smasher/).
• Collaboration- Unlike communication, collaboration is the act of working together to solve or learn. Technology takes the idea of group projects to the next level. No longer are projects confined to the four walls and time constraints of the school day, or even worse...a parents ability to get their student together on the weekend to "finish up that project." With the ability to constantly communicate using technology, students can much more easily work on projects together and hone their skills of becoming a "team player." With the invention of Google drive, students can all collaborate on a document in a shared folder anytime of the day or night. The ability to collaborate using Google Docs has also helped students learn to help each other. For example, students type their first draft of a report, share it with a friend in class, and their friend comments on it, suggests grammar corrections, and marks it up for revisions. This helps both students learn how to discern good writing and hurries the process of the writing assignment itself because the teacher no longer has 24 papers to look at, correct, and hand back. Step one makes for less revisions for the teacher to mark later. Some students are even taking notes in class together in a shared Google doc. What one student hears and adds to the document may have been missed by another, this allows each student the benefit of 3-4 sets of ears to record the "important" things in a lecture. 

By integrating technology in our classrooms, we are seeing an increased benefit of critical thinking skills being honed, communication being ongoing and more likely, creativity being maximized, and lastly, collaboration being able to take place like never before.