The Hour of Code is coming!! Get your students ready!
Did you know that the week of December 8 - 14, is Computer Science Education Week? Unfortunately our EC&I 831 class will be finished, so we will not be able to explore how we are getting students involved, but perhaps it's still worthwhile to share some ideas on how to bring code to the classroom.
So What is the Global Hour of Code?
The Global Hour of Code apparently is actually one of the largest events in history. The video above is very American oriented, so I found more information for Canada Learns Coding. The premise of the Global Hour of Code is that "if you can learn how to make technology you can change the world". The idea is to promote the fundamentals of computer science for learners of all ages. If you check out the code.org site, you can see the links for different ages. It's not just something that is for older students, even students in the primary grades can learn some of the basics. In taking the time to get involved in the Hour of Code, learners of all ages, that's teachers and students, can learn that computer science is fun, easy and accessible.
Why Should Teachers Get Involved?
"Don't just play with your phone, program it." This great quote from President Barrack Obama, urges kids to become more than just users of technology.Students would benefit from learning how programs and apps are made and the fundamentals of the algorithms that go into making the digital tools we use. It was interesting to learn that right now in the U.S. alone, the rate of the number of computing jobs is rising 3 times faster than the numbers of graduates. At this rate, by 2020, there will be over 1 million computer science related jobs in the world. Which is a pretty easy sell, as these are good jobs. So as educators, we should look at this as an opportunity to further our students ability to be ready for the 21st Work force by developing these skills in students.
Perhaps we should look at teaching code as becoming one of the digital literacies that we need to teach to get our students ready for the future. Could coding eventually become as important as teaching writing and reading skills? Could you imagine the outcry of many teachers if this was introduced as being a part of curriculum?
How does this promote creativity, critical and innovative thinking, and problem solving?
When kids are engaged in making or creating the programs, they will have a new appreciation and understanding of what goes into using technology. Also by allowing kids an opportunity to get involved at a younger age, they are able to make those connections between logic and math. Coding is really another form of math.
In an article from Common Sense Media, "How to Teach Coding in Your Classroom, Even if You're a Novice Yourself", Douglas Rushoff, argues that like reading or math, coding is like a literacy of its own. Rushoff goes on to state:
“When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them,” I like how encouraging kids to learn how to code empowers students to become programmers and engineers. All kids, boys and girls. If we hope to truly encourage all kids, particularly girls, we need to look at increasing exposure to skills such as coding. Rushoff also states, "we have embraced the new technologies and literacies of our age without actually learning how they work and work on us". So what are we doing to encourage students to look the impact of technology in their lives? Do we take time to explore with students how technology is impacting the way we interact? Do we explore with students the importance of not only digital citizenship and the ethics of online behaviour, but do we discuss digital etiquette? What are we doing as educators to explore more of the philosophical issues related to online activity and how it's impacting the way we interact?
How Can Teachers Get Involved?
You can sign up to join the Hour of Code Global Movement by checking out one of these sites: Code.org Sign Up
You can even promote the Hour of Code by printing and putting up these posters in your school.
Tutorials and Sites to Promote Coding
Code.org - Has great activities that can help elementary students explore code.
Canada Learns Coding - This site is Canada's version of Code.org. Same premise, but one of which encourages all involved in Computer Engineering to donate one hour to help teach coding at a school.
Tynker.com - Teachers can create a classroom account for elementary students to get started exploring code. There is an app available with iTunes and Google Play, but it does cost $5.37. Not so affordable if you are buying several apps.
Common Sense Media Teaching Code - Common Sense Media looks at how teachers can approach teaching code, even if they are amateurs themselves.
Microsoft Hour of code Basics - Offers courses such as Kodu, which encourages building games, playing games and sharing games.
Khan Academy Coding Course - For Hour of Code, we've created special introductory curricula to get your students started!
Twitter:
Follow Canada Learns Coding @HoC_Canadaon Twitter to find out more about what different Canadian Schools are doing to get in Computer Science Education Week.
* studying maps trying to find specific locations...
* using Google Earth and Google Map trying to find areas of the world that are north of the equator, west of the Prime Meridian and bordering the Pacific Ocean....
* intensively and quietly discussing clues to form questions to pose...
Back Channel Recorders
* carefully pondering answers to questions about one's community...
* using a back channel chat like Today's Meet to record questions and clues for future discussion...
* being conscientious when talking with peers about their community...
* working together and collaborating all in the hopes of being the first school to find the other's location....
Google Mapper in Action!
Think Tank Discussing the Cl
If you can imagine it, then perhaps a Mystery Skype came to mind. Today, I had the honor and the opportunity to work with a group of hyper engaged grade fives in a Mystery Skype. What an action packed 40 minutes!
Ready, Set, Go!
Signals for the other team
Intensely discussing possibilities
Prior to starting, Suzanne Louttit, the grade 5 teacher, reviewed all the jobs and groups of students who would be working together. These students were not "green" to the Mystery Skype experience, as today's was their sixth "game" this year. In order to keep it fresh, Suzanne mixed up each group. Ensuring that students rotate from job to job, thereby getting an opportunity to work with different groups of students on different tasks.
Some of the jobs and responsibilities that Suzanne incorporated in today's game of Mystery Skype:
*Inquirers/Greeters - "voice of the class" - Greet and say goodbye. Provide information after the "game" about the class.
*Question Responders - Answer the questions about the community/city/ etc in a YES/NO format, on behalf of the class about
*Think Tank - Ponder the clues and receive information from the Google Mappers, Clue Keepers to help zero-in on the location.
*Google Mappers - Use Google Earth and Google Maps to help zero in on the location using the responses to the questions given.
*Clue Keepers / Eliminators - Eliminate areas on the map of where groups should not look. Often paired with another task, if needed.
*Question Keepers - Write down the questions the home team has asked, as well as the opposing team. Keep the questions on 2 smaller white boards for post-Mystery Skype discussion.
*Recorders - Record the session... clues etc. and perspectives on how it went for further discussion. All recorded via Today's Meet.
*Photographer - Take photos of the event for further sharing and reflection.
*Runners - Run information to all groups about the latest clue.
*Problem Solvers/Information Collector - Record key information about the other school's location for future discussion. Explore everyday problems... ie: What is 85 degrees Fahrenheit in Celsius? What countries use Fahrenheit?
* Many of these jobs may be found on my webpage, www.teachingwithtechnologyhub.weebly.com be sure to check it out! They may also be found on Langwitches blog post, "The Excitement of Learning"
Timeline for Mystery Skyping
In a post-Skype interview, Suzanne discussed the following time frame when getting involved in a Mystery Skype.
1. Pre-learn about your community: geography, population, economy, information that relates to geographical landmarks or landforms like rivers, mountains etc.
2. Learn about geographical concepts like equator, Prime Meridian, latitude and longitude, as well a cardinal directions.
Clue Keepers narrowing the search
3. Ensure that the students have a good understanding of the expectations of their jobs. Practice the Mystery Skype with another "mystery person" if possible (another teacher pretending to be from another place... etc.)
4. Review etiquette and manners. How to behave prior to the game, during and after the call. For example, how you say goodbye as the teacher moves the computer around, so that all can wave.
5. Find a partner school. Join the Skype in the Classroom group and sign up to participate in a Mystery Skype. (That's what she suggests, however, you can join a Google group for Mystery Skype or even use Twitter - as I explained in previous post).
6. After you find a school who wants to participate in the game, review the time (and time zone!). Discuss the overall format that you are both familiar with. Perhaps have a practice call to ensure that there is a good connection.
7. The day of the Skype call... Check you device speakers to ensure they will play over the data-projector. Ensure all technology (if shared) is booked for your call or any other resources needed.
Multiple Groups in Action
8. Plan for at least 30 minutes for the "game". At the end of the call, let the students of both teams chat about their communities. Have a list of questions prepared for the post-game informal chat. Take the computer on a tour (wifi permitting) to "show" the other class around. You will probably want about 1 hour for pre and post Skype discussion and preparation.
Final search from the Think Tank
9. After the call, be prepared for a post-Skype reflection discussion. This can be in the form of an on-line journal, like a blog post. Discuss questions that the class asked, and how could they can be refined so that the zeroing-in becomes easier. Explore the jobs and the expectations and if there are some aspects that could be improved, or how could the individual improve?
Thoughts on Curriculum Connections
I asked Suzanne what she liked about Mystery Skype and aside from the obvious engagement of the students. As a grade 5 teacher, she found that learning about Canada or "our community" was pretty straightforward as it's part of the Social Studies curriculum. We also explored what about teachers who teach other grades? She stated that the students were learning how to communicate effectively; work collaboratively as inquirers to find a solution to a "problem"; learn transferable skills with mapping; develop digital literacy as well as digital citizenship. Overall the students have also enjoyed just learning about other communities and cultures, the comparisons of these communities with their own and in general have made connections of these locations to what they read/hear in the news.
What it comes down to... we can "cover" curriculum and ensure that every outcome is checked off in a tidy worksheet but do we excite kids about learning? Are we developing in our students a love for meeting people of other cultures. Are we getting kids excited about working together collaboratively on a common problem? These perhaps are the greatest considerations.
One final note, what I also loved about this project, was how technology was used in a way so that it wasn't an add-on. Suzanne used iPads for Google Maps, but she also used laminated maps and markers as well as Atlases. Yes, atlases!! She could use a digital tool for every aspect, but interestingly enough, I think there is a place for still knowing how to navigate an old-fashioned paper map or an atlas in learning. I'm just curious, what are your thoughts on this??
So as I prep for my major project Weebly website, the Teaching With Technology Hub where I hope to promote different ways we can integrate projects into learning... I realize how much I planned and how much I still have yet to finish... sigh... I have a great deal of my Genius Hour project completed, but now I notice tons of errors.... another sigh.
Anyways one of my project pages is using Skype in the classroom, with teacher accounts on why this is worth their while. I am still gathering many of my resources for my pages, and some of my construction is still underway. I repeat, construction is underway. It took me a looonnnngggg time to finalize the look and the images that I'm using for my pages. This took wayyyy longer than I anticipated. I have resources that haven't yet added (like ppts or screencasts) that I plan on adding to my site. So try not to judge too harshly. Please.
As part of my page, I'm creating teacher materials from different resources I've gleaned from on-line (I am referencing) as well as student resources. I certainly hope that I'm on the right track with this project, because quite honestly, I'm not sure if it's just really amateur. In any case, I've been learning a great deal about different tools and looking for accessible ways teachers can use these resources for Project based learning in the classroom. In many ways, a lot of my project kind of mirrors a great deal of my learning from the class, but I feel I've hopefully made things palatable for the teacher who hasn't taken a class such as the ECI 831, and is perhaps new to tech integration. Hopefully it doesn't seem like a replica of the class, I just want to share some of my learning with other teachers from my school division, and this is my way of doing it.
Anyways, here is my latest Animoto to promote Mystery Skype... A fantastic way to promote collaborative learning playing a game of Mystery 20 questions. The video is short, meant to promote the activity and captivate student attention, but not so long as to bore them before they begin.
Here's a powerpoint for teachers. It's not overly engaging, it's more about just providing the information. I just happened to choose this format.
So this week I had the opportunity to set up a few sessions with students for blogging in the classroom as part of our Genius Hour Project, and to also create some collaborative opportunities to blog. Although blogging is new for many teachers, I really appreciate that many teachers in my school division are extending their comfort zone and looking for new ways for students to connect and reflect. Here is my short blogging Powerpoint resource that I created for teachers to use with their students.
Recently I was reading a blog by Silvia Rosenthal Tolisano @langwitches on "Blogging as Pedagogy". In her blog post, she explores exactly how blogging supports learning in the areas of reading, writing, sharing and reflecting. To start her blog, she states,
"Blogging should not be an add-on, not an isolated project, but should be seen as PEDAGOGY."
I love how Tolisano reinforces the point. Blogging is not an add-on. Teachers should not commit to doing a "blogging project" no more than they would commit to exploring a "writing project" in their classroom. Blogging encourages students to reflect deeply, write for an authentic audience, share other connections and ideas to websites via links, but most importantly, allow for opportunities for self reflection based on the interactions with others. Blogging is more than just a way to improve writing, it's a vehicle for improving learning or exploring metacognition.
Another noteworthy blogger to check out is Pernille Ripp @PernilleRipp. She is author of the blog, Blogging Through the Fourth Dimension explains the importance of unleashing student voice through blogging. In a post titled, "10 Quick Ways to Give Students Voice", she explores how using a variety of tools, particularly blogging allows one to give students voice.
Pernille also goes on to share a few ways on how blogging has benefitted her students, in her post, Why should you blog with your students, states her Top 10 Reasons for Blogging. The points she made that resonated with me, as I came to many of the same conclusions while blogging with my class. I've summed up some of her points and added some of my own thoughts to the benefits of blogging.
*Authentic audience - I fully agree, with some of my students I found that they were more aware and cogniscient of what they wrote when the audience expanded beyond the teacher.
*Opportunity to show growth in writing and learning - You can easily track the progress and it's basically date stamped! When it's digital tracking drafts is easier. Most teachers can identify with this I'm sure!
*Opens dialogue between students and teachers to explore and discuss ideas and how the learner can improve. Provided the teacher is keeping up with the blogging, it allows the student immediate feedback from the teacher.
*Establishes one's internet identity in a safe manner - I have found that parents who were hesitant about on-line activity appreciate the "safety-net" that Kidblog offered. I agree that it also gave students the chance to learn how to develop that identity, without the fear of trolls lurking in the shadows ready to prey on them.
*They teach each other - Once a teacher explores with students how to effectively write a post or a comment, then this happens more effectively. Over the past several years with blogging with my own students I found that it was essential to MODEL EFFECTIVE COMMENTING, because as a teacher if your comments are short and don't encourage interaction or participation, the kids will not post effective comments either. Part of the piece with effective commenting is to teach students a model, whatever it might be. Below, I included a copy of a visual that I created to teach kids how to effectively comment. Overall, I found that when I started to implicitly teach this model to the students, the overall interaction improved.
*Global collaboration - This is one area that I would like more experience. I have had students blog with experts in the field, which I have previously examined in a previous post, Blogging Project with a UN Peacekeeper, and I have had students engage in Interschool Blogging, through a project called the Digital Dystopian Bookclub. (More later on that project).
* Student voice - This would probably be the best part about blogging. Giving students the opportunity to develop their voice is empowering. It's a soap box to share your ideas with the world. Blogging is a forum that goes beyond just the teacher reading the ideas, or just a bulletin board in the classroom. It makes the term "authentic audience" truly mean something when you know that there are people who will read your ideas.
I think one of the key ways in getting started with blogging is to first explore the concept of collaboration. Blogging is more than just using the internet to do a "blogging project". The question is always what are you blogging about? What is the focus? It's one of the core skills that must be taught, it's a skill and a vehicle for communication. With blogging it's about expression and voice, but having a point for sharing.
An excellent example of this is in +LisaK 's blog post, "Today's Lesson About Blogging" she definitely reinforces this idea with her grade 2 classroom. When she introduced blogging, she ensured that the students understood that the point of blogging was to explore a key idea. Her key idea was connected to how to be a Digital Citizen and live the "Golden Rule" on-line. She further reinforces and emphasizes the point with the book, "Do Unto Otters". By exploring this idea, the students would be focusing on a concept and discussing an idea, not just blogging for the sake of blogging. In addition to clearly laying the foundation, and to get away from the intimidating "shininess" of technology and focus on the collaboration/communication concept, she had the students Paper Blog. Which is a fantastic idea that I really love. In my own grade 7/8 classroom, I have used the exact same idea, just to reinforce what a blog is all about. At any age it's important to reinforce that blogging is about communicating and sharing, and not focus in on the tool itself.
Blogging Projects That Connected Learners
One of the projects that I was involved in last year, was a Digital Book Club. In this unit we had the chance to form students into blogging book groups. This experience allowed kids to reflect on dystopian themed novels in small interschool book clubs. Quite honestly, it was probably one of the most engaging literature studies that I have ever explored with my students. To get an overview of what we did in the Interschool Digital Dystopian Book Club, check out the Animoto video below.
If teachers are interested in collaborative blogging on a global scale, there are Global Blogging Challenges through Sue Waters and Edublogs. There are also Quadblogging opportunities that are worth checking out. I have connected with other classrooms to Quadblog through the Quadblogging website set up by Deputy Mitchell and through Twitter by using #quadblogging. Last year as Teacher Librarian I set up a quad blogging opportunity for a grade 3 classroom where we explored culture, but unfortunately we ran out of time, as it was at the end of the year. So the quad dissolved to just a pair. In hindsight, it was perhaps a better starting point for interschool blogging for younger students anyways.
Great Tools for Blogging
To finish my post, I wanted to share a few other tools/resources for blogging that I have used in the past to blog with my own students.
Internet Safety Forms and Tools - I have adapted one of Pernille's forms (with her permission). It's a great starting point.
There are of course @SueWaters resources made available via The Edublogger which are fantastic and really could be considered a "One-Stop Shop" for blogging.
What I love is finding all the blogging gems out there that all reinforce the point that blogging is not just a "cool, shiny tool" to engage kids, it is a vehicle for transforming learning.
My major project involves the integration and support of many different digital strategies and tools. As a technology coach I don't have a class this year, instead I have many classes!
One of the projects that I would love to support and help teachers bring to life I the classroom is the Mystery Skype. A couple years ago I had heard about this project, so of course I immediately got excited about its potential to engage kids in this collaborative opportunity to learn about other global communities. After talking about it (excessively :)) a couple friends of mine got sucked into the enthusiasm, and decided that they too wanted to try a Mystery Skype.
Using the power if Twitter, I was able to find partners for my friends using the hashtag #mysteryskype. One classroom was from England, the other was from Ontario. When engaging in the mystery Skype, the students were divided into groups with specific roles to help narrow down the search.
One aspect that makes the mystery Skype a bit challenging is finding partners of a comparable time zone, this can often put a bit of a hamper on coordinating mystery Skype partners. One way to get through this problem was solved in a post in the Mystery Skype Google Plus Community that I belong to. I think the author is definitely onto something with the "Asynchronous Mystery Hangout". Check it out!
