COVID-19 Life in Flux
   Judy Williams MEd.                                                                                                                                             March 22, 2020
 
It’s like jumping into a cold pool for many parents, teachers, and students trying desperately to adjust to life these days.   Not only are parents faced with a financial challenge they may also be dealing with illness, children at home for an extended time, as well as shortages of items needed for day to day living. As we adjust to the new environment for work, play, and education lets try to remember a few things that may make life a bit easier.

Financial challenges: We are very fortunate to live in a country where the government takes responsibility for its citizens.  Right now congress is working on an economic package that is targeted at assisting every American with the money needed to help them get through this time.  In this same package small business owners will be supported as well as large corporations.  According to our Treasury Secretary this aid package should hopefully be passed as early as Monday, March 23rd 2020.
 
Illness:  During these times of uncertainty we sometimes lose sight of just how much others are struggling with so many life challenges.  Yes, we are all concerned about the COVID-19 virus, but there are so many other dealing with chronic illnesses such as diabetes, cancer, kidney disease and more.  This crisis has made their challenges even more challenging than the average person.  When we allow ourselves to panic it leads to other behaviors such as hoarding and lining up for COVID-19 testing out of fear.  This puts an unnecessary strain on production, supply, and urgently needed medical care for those who really need it.
 
Children:  We’ve heard it all our lives, kids are resilient…but please remember while they have the remarkable capability to bounce back, they are kids, and kids really need us to be stable right now.  If we as adults are panicking imagine what may be going through your kid’s minds.  All they are hearing through social media, news sources, and friends are the panic button issues which only leaves them traumatized. Please make time to reassure your kids, yes, all kids.  I have received heartbreaking emails from students well into their high school years who are scared and confused at everything going on in their lives right now.
 
Education:  It’s so important to encourage your kids to keep learning.  Ask them what they were learning about in History. If no lessons are available from their school watch a documentary on the topic with them. If they can’t remember the topic then choose one.  If your school has provided a way for them to continue learning give them some sort of schedule to help them pace themselves at home.  Many college students struggle with online learning so imagine what your student feels like to be suddenly thrust into the world of distance education.  Email the teachers, trust me, they are monitoring their emails waiting for kids to ask questions!  Assure your kids that as long as they try it will be okay.  Any attempt is better than no attempt at all.
 
Work: This is hard.  As parents we all want to have a secure future for our families. Trust that this time will pass, try to enjoy your kids. They are the shining light in your life and they need you.  If you are in a sudden telecommuting situation set a schedule for yourself, set boundaries for unnecessary interruptions and breathe.  Remember to take a break, eat your lunch, and finish your coffee before it gets cold.
 
Supply shortages:  Thankfully stores are starting to draw the line.  Trucking companies are working hard to deliver and soon the supply chain will be back to its wonderful self.  In the meantime, be mindful, be creative, and try not to let it freak you out.
 
A final thought on the crisis as a whole, we are all  in this together, and there isn’t a better group of citizens I’d rather be with in the whole wide world. 

​If you would have told me when I retired that I would not only return to teaching but return to an exceptionally challenging position I would have laughed and blown it off.  I had worked tirelessly for 25 years to reach the moment of retirement and felt in no unreasonable terms that for all intents and measures my teaching career was over.
 
Yet here I sit, researching, analyzing, and mulling plans for this new adventure.  It seemed like an easy decision when I applied to teach at the new internet-based school in my district.  The thought of having the freedom to do the projects and not the lectures lured me back into the classroom like the smell of chocolate wafting in the air sends teachers in a stampede towards the lounge.
 
My return was typical. I attended the required workshops, filled out the endless paperwork, and provided all necessary documentation.  All throughout the process I just wanted to hurry and get to the business of working with students.  Finally, 3 weeks later, I began to meet my new kiddos.
 
The students didn’t disappoint! They were ready and eager to try this new way of learning.  Day one participation in discussion, listening, and activities was a level I haven’t seen in over 15 years.  By the end of the first day with both groups I was positive that they were here for the right reasons and it was my job to see that they weren’t disappointed.
 
I’m looking forward to my next week.  I will be in training one day for the online teaching program, but have already begun updating my website, finding project resources, and putting together a plan to meet the needs of this multi-level classroom.  I think this is going to be a great year.

As educators we are bombarded with articles and seminars targeted towards the integration and effective use of technology in the classroom.  What once seemed a novelty is now a standard expectation in the learning environment.  Today many students arrive in the classroom with much more digital savvy than their teachers and with that sometimes-effective use suffers. Thankfully teachers are becoming more and more technology literate.  PowerPoints, spreadsheets, and word processing are used daily and no longer require the professional development once necessary for most teachers.  Today it is commonplace for teachers to take advantage of rather than fear the tools and teaching opportunities technology can provide.
 
The newest kids on the educational technology block are Science, Technology, Engineering and Mathematics (STEM) and Science, Technology, Engineering, the Arts and Mathematics (STEAM).
According to the National Academies for Science, Technology, and Medicine the number one goal of STEM education is, “Expand the number of students who ultimately pursue advanced degrees and careers in STEM fields and broaden the participation of women and minorities in those fields.” The latter STEAM on the other hand adds art into the mix.  The addition of the letter A for art may seem strange as a compliment to science or engineering until you think beyond the superficial definition and consider the artistic flare behind the topics.  The beauty of a bridge, building, or superbly designed piece of equipment is certainly art just as the endless ways in which art and technology can be fused together.
 
Since 2009 Common Core education has been adopted in many school districts.  However, lately Common Core has seen less interest and many states have begun dropping the program in favor of STEM or STEAM based education.  Common Core based on expected Math and English academic standards by grade level focuses on measurable achievements of groups rather than the individual emphasis found in STEM/STEAM education which focuses more on creative and analytical thought processes.
 
STEAM and STEM based teaching enhances analytical thinking and students learn to question, experiment, and evaluate as a way of problem solving that can extend past the classroom environment.  It creates a cohesive learning atmosphere where mutual respect between teacher and learner is nourished and encouraged.  According to Schooled by Science parents and children alike are excited about learning through the STEAM philosophy and it has been shown to reignite student’s natural curiosity and willingness to learn.
 
It's a wonderful moment in education when it has reached a point of realizing the goal of teaching the individual rather than addressing a group in a mundane rote environment.  When a student can question without apprehension, explore without expectations, and achieve without anxiety.  I am very excited to be a part of this new trend and can’t wait to share my own learning experiences with you as I delve into a new and uncharted classroom frontier.  I hope you will tag along… I think its going to be great.

So happy to have been asked to write another guest blog for The Underdog Kids Foundation

​Students today are immersed in a sea of stressfulenvironments. Whether at home or at school the number of stress inducing events that happen to children is on the rise. In 2014 The American Psychological Association released findings that over 50 percent of students felt stress was affecting their physical or mental health.

So, what are the impacts of stress in school age children? The study points to sleep, students 
​To continue reading: www.underdogkidsfoundation.com/single-post/2019/06/23/Stress-Students-and-The-Classroom

We are all familiar with Google, it is synonymous with the term internet search.  While Google is a company it has also become a verb, a term used when referring to looking up something online.  Now it seems Google has taken a big plunge into education by offering G-Suite for Education.

G-Suite for Education is a set of tools built by Google to help teachers by encouraging various forms of communication and collaboration techniques for their assignments.  The tools are totally free and extremely easy to learn.  Let’s take a look at what Google has to offer education.

First, there is Google Classroom, which is an online classroom that a teacher can build using Google’s classroom template.  You can create, share and grade assignments very easily.  It isn’t difficult to set up, however; teachers must go through their schools’ administration to use it for an actual school.  This is a security issue and must be completed.

Next is Google’s answer to Microsoft’s Suite of productivity tools.  G-Suite consists of the following:

1. Google Docs – A free online word processor.  It is compatible with MS Word or any other common word processor.
2. Google Sheets – Can be compared to MS Excel, and is compatible with Excel documents.
3. Google Forms –  A powerful information collecting tool that can be used for many tasks such as surveys, testing, and other data collection needs.
4. Google Slides – Create, edit and collaborate with others on presentations. You can even import and edit your existing Powerpoints!
5. Google Drawing –You can create and edit drawings with Google Drawings. ... Insert shapes, lines or text with the editing tools.
6. Google Sites – Allows you to launch a website for your class, team, or project.  No coding required. 
7. Google Drive – Teachers and students have unlimited storage when using Google for Educators/Google Classroom. Easily share documents and collaborate effortlessly.

In addition, Google education users have access to Gmail and Google Calendars, 
Consumer products outside of G-Suite for Education are also available to the educator, but must be used with caution as they are not protected to the same extent as G-Suite for Education.  Examples of these programs are Chrome, YouTube, Google Maps/Earth, and Google Blogger.

There is such a vast amount of possibilities when using Google to enhance your students educational experience.  As with any other technology only the individual teacher can determine which products can best benefit their students.  Recall the basics of where to begin, choose a tool or two and become familiar with all it can offer you as a teacher.  If you find it doesn’t work for you, that’s ok! Perhaps the next tool will work better.  Remember it’s about finding what compliments and works for you as a teacher, not about using technology for the sake of using technology.

​Most teachers are familiar with Blooms Taxonomy, it was created in 1956 by Dr. Benjamin Bloom and identified three domains of learning which were Affective, Psychomotor, and Cognitive. Blooms intention was to create a more holistic approach to education.  Blooms was revised in 2001 to match the current educational trends and in 2008 it was edited to include the cognitive and other methods necessary for web 2.0.
 
While Digital Blooms contains the same identifying steps of remembering, understanding, applying, analyzing, evaluating, and creating the updated taxonomy assists teachers in understanding where to apply digital learning activities on the appropriate level.  You may reference digital blooms here:  http://www.dartmouth.edu/~jmajor/blooms/index.html
 
The next model to consider works in conjunction with Blooms.  It is called the SAMR Model.  The SAMR model was developed by Dr. Ruben Puentedura as a guide to assist teachers in reaching Higher Order Thinking Skills with students as they use technology.  It begins with the lowest level, substitution, which means the teacher is simply exchanging how the process is done. For example, typing a paper instead of writing it with pen and ink.  Augmentation is the next level up. Augmentation is very similar substitution except the student has been asked to include something not typically done with the traditional method. An example would be not only typing the paper, but also using built in tools such as spell check or the thesaurus to improve student work.  The third level, modification, allows for a meaningful change in how an assignment changes from traditional to digital.  An example would be to have students create a blog or website.  Finally, the upper realm for SAMR is redefinition.  In redefinition the teacher begins to discover ways to use the technology in ways that expand upon learning that could not have been achieved with traditional methods.  This would include not only creating a blog, but inviting a group or class from across town, a neighboring state, or even another country to participate in discussions or to contribute to the blog content. You may learn more about the SAMR model here: http://www.gettingsmart.com/2013/07/using-samr-to-teach-above-the-line/
 
 
Lastly, we should consider TPACK. (Technical, Pedagogical, and Content Knowledge) TPACK is a framework that aims to identify the skills necessary for teachers to successfully incorporate technology into their classrooms while continuing to offer sound pedagogy and content knowledge. The idea is that when these areas are balanced it creates an ideal learning environment. When the teacher uses not only their content knowledge and the talent they have for teaching, but also includes appropriate technology to the equation it can make traditionally difficult topics easier to learn.  TPACK is explained in detail here: http://matt-koehler.com/tpack2/tpack-explained/
 
 
There are many models available to educators today.  These are only a sample, but if you are looking for solid yet effective instructional models to guide your use of educational technology these are a good place to begin.

​The best place to begin would be to take stock of what is available to you in the way of instructional technology.  Every school in America has a different technology plan so this is not a one size fits all situation, you must start with looking at what you have.  After considering what is available to you then look at your district technology plan. Find out what kind of technology they are considering so you can perhaps bookmark lesson ideas or instructional strategies you come across as time goes by.

After you have noted what kind of technology is available to you then consider your curriculum.  Look through the objectives and determine which lessons would benefit from the technology you have available.  Remember to consider the age, grade, and tech know how of your students.  You may have to scaffold lessons leading up to the instructional technology enhanced lesson. As stated in the previous lesson, technology should never be a last minute add in or be used as a fill in to kill time.  

So how do you know if what you have planned is simply a time killer?   A few questions that may assist you in deciding this are:

• Does it support learning ideas or increase understanding of a topic?
• Will it be used to explore, connect, or compare something?
• Will it be used by students to construct an assignment or complete a project?
• Is the technology resource being used effectively?
• What is the instructional objective of the lesson or assignment?
• Can it be identified by using Digital Blooms Taxonomy?

If you can’t answer yes to at least one of these questions then perhaps you should examine the lesson again and rewrite it with these questions in mind.  This will not only ensure you are using technology as an effective means to present a lesson, it will also prevent you from wasting valuable time and energy on something that has no real instructional purpose.

Another valuable tool is something called the SAMR model.  It was developed by Dr. Ruben Puentedura as a way to help teachers with the integration of technology into their classrooms.  The acronym stands for Substitution, Augmentation, Modification and Redefinition.  If you look at each part separately it will assist you in building an educationally sound, technology enhanced environment for your students.

Substitution indicates that no real change in the assignment or task it done.  For example, classroom notetaking is changed to using a word processor to take notes during class.
Augmentation is basically the same as substitution but another element has been added such as sharing notes on a google drive or using Powerpoint to create a presentation rather than having students create a poster using posterboard.
Modification is when the teacher uses technology in a way to make it original and taps into higher order thinking skills.  Examples would include a student produced video that includes storyboarding, video creation/editing and publication.  It would also include blogs and podcasts completed by students.
Redefinition takes place when things are redesigned. The teacher finds new ways to use technology. Examples would be using the peer editing tool in Google Docs to connect to another classroom across the state, country, or even the globe in order to create a discussion about the content and help students gain a better understanding of different cultures.

All of these things working together create a unification of educational skills known as TPACK.  The goal of  TPACK is to identify the knowledge needed by teachers to successfully integrate technology in their classrooms. Ideally it occurs when technical knowledge, pedagogical knowledge, and content knowledge overlap and reflect a balance of the skills necessary to promote an effective learning experience as well technology rich environment.

Finally, remember search engines like Google are your friends.  There is a plethora of wonderful complete lessons on just about any topic you can imagine already written and available to you.  Don’t try to reinvent something that has already been done, modify what’s already out there for your own use! 

​In the early era of technology in the classroom this decision was made by a couple of people at central office. Since it was such a new and unexplored area most teachers were only too happy to allow 3rd parties to determine what type of technology as well as the brand of computers that were placed in their classes. In the case of my district, the technology department and administrators determined that Apple computers were the best choice for us district wide.  I must say that Apple computers were the way to go during these early years.  They had an intuitive interface and were never targets of nefarious virus attacks from the outside world.  

However; a lot has changed since the 90’s not only in the types of technology available, but also in the demand for 21st century learning classes.  Computers are no longer thought of as novelty items or something to be shelved in closets at the teacher’s discretion.  They are a necessary skill in which a student’s experiences should mirror what will be expected of them in the real world. In determining which option is best not only in a district, but school by school, educators should be included along with technology department and administrators in deciding what would be best for their student population and site needs.  It is the teacher who will be using the device in their classroom and creating lessons and activities that meet the needs of their students.  How technology is used in the classroom is as individual as the teacher who uses it.  If a teacher is not a stakeholder in the decision, then the responsibility of implementing innovative technology may go unclaimed.

Unfortunately, many districts still hold onto the antiquated belief that the technology department should be the primary decision maker when it comes to purchases and how it it’s allowed to be used in the classroom. Fear of the losing control factors teachers are often denied access to wonderful classroom tools.  This is not only near-sighted, but detrimental to the creativity of the innovative teacher’s mind.  It is easy to see that decisions about pedagogy and implementation should be left to those who have not only the degree, but classroom experience in the specific age group and content area in which they will be expected to use the technology. 

So how do districts accomplish this task?  How do you consider each teacher’s needs and not depend solely on committees or small samples to create an effective technology plan?  The answer could be as simple as using existing professional learning communities to decide what teachers want to see in their classrooms.  Classroom observations and surveys by principals should include how existing technology is used, but also include the teacher’s future vision of what could be possible given the right tools.  Examine old habits, ideas such as purchasing the same brand simply because it’s always been that way should be put to the side. Districts are saving hundreds and thousands of dollars by switching to devices such as Chrome books and free software such as Google docs.  Only when all stakeholders open communication and are willing to set aside traditional decision-making models will antiquated classrooms become models of learning in the 21st century.

​You can hand a teacher the newest technology but you can’t make them use it in the classroom. School districts have a common challenge to encourage technology in the classroom, but many teachers aren’t drinking in the sales pitch.  So, what can we do? How do we get teachers to embrace technology and all it can do for students? There is no one size fits all answer, but there are things that can done to increase teacher motivation and willingness to include technology into their classrooms.

Research all of your options before you suggest new technology.  Many times, technology is purchased and placed in classrooms without including teachers in the decision. Often purchases are determined by the technology department and a small committee that sees the need to spend allocated money and assumes a one size fits all situation. One suggestion is to research various new technologies submit a selection to teachers and obtain feedback on which technology the individual teacher would find beneficial to their classroom and student population. While this may take time and resources to complete it is much more efficient than assigning a new and wonderful technology device or software package only to find it unused or shelved in a closet collecting dust.

Give teachers a reason to want to use it.  Let’s face it, teachers are overwhelmed with all they must do.  There are reports to read, modifications to address, sick students, truancy issues, and state testing demands to consider. The last thing any teacher wants to do is figure out what to do with technology that seems awkward and disconnected to their teaching needs. Trust me, if the technology makes life easier for the teacher, they will be interested in using it.

According to ERIC research findings (2017) teachers' proficiency of technology equipment, experience with technology in education, and technology training significantly impacts the integration of technology into the school's curriculum. What I have noticed during the time I spent working in my district technology department and then later as a teacher was that there was a vast range of expertise in using technology and an even bigger range when it came to the teacher’s understanding the use of technology in the classroom.

For example, when the first huge surge of classroom technology hit the classroom around 1995 most teachers struggled with how to use computers. There was a huge need for training in the basics of computer use and we were all in it together.  Now, the new generation of teachers are digital natives. The use of technology is not a mystery, however; incorporating it seamlessly into a classroom lesson is a struggle for many teachers young and old alike.

Districts struggle with many issues when it comes to professional development opportunities for teachers.  They, like classroom teachers, have so much on their plate to address it seems impossible to meet the instructional technology training needs of teachers when there are testing scores, data, and school funding issues to address.   So, what’s a district to do?

There is no simple answer.  Many districts have a dedicated position for training, but those professionals are often focused on packaged software the district has purchased such as Edgenuity or Accelerated Reader. While professional development in these areas is beneficial it still leaves a large portion of teachers without the skills, they need to take advantage of the instructional technology available to them in their classrooms.