On Making Mistakes & Learning in a 1:1 Classroom

By Kim Miklusak

This has been a year of uncharted territory for many of us.  Although I had worked with iPads and technology prior to this year, it was my first year teaching in a full 1:1 classroom.  I have to say I was nervous--especially working with people who had been in iPad pilot programs for a few years.  I was nervous that people would ask me questions that I may not immediately know the answer to.  I was nervous that I would try things out in my classroom and they wouldn't work.  I was nervous that I would take time to make something only to find a better way to do it later.

And you know what?  All of those things happened.  But because of the general support structure at  EGHS--and throughout the district as a whole--as well as the specific support structure of the CollabLab and my peers, I was able to learn and grow alongside those I was helping--and alongside my students!  I appreciate the willingness to share in our school, and I appreciate the instructional conversations we can have in our departments and across departments.  I've learned as much from teachers in other subjects as I have from teachers in my own!  Additionally I've learned so much from connecting with people on Twitter and at EdCamps.

I know the shift in instructional technology is a big one, and we are all in different places with it.  The mindset at our school is so important: move at a pace that is comfortable for you.  For some that means considering the SAMR model and working first with substitution as we digitize curricula.  For some that means trying out one thing such as doing entrance or exit slips on the iPad each day.  For others that could be doing one project on the iPad.  And still for others that means transforming as many pieces of the curriculum as possible.

The key is always, however, to realize that whatever we do for the first time, we may (we will!) find more effective and efficient ways to do it in the future--especially if we share our successes and missteps with others.  As long as our instructional focus comes first and technology comes second, the technology will be there to enhance as oppose to diminish what we do in our classrooms for our students.

Timelines Apps & Student Engagement

By Kim Miklusak

Traditionally I have had my AP English Language students create a timeline for the plot of Slaughterhouse-Five.  The book is written out of chronological order as the main character, Billy, is "unstuck" in time.  Students often struggle with this fact; not only do they frequently have difficulty seeing the events in order, but they also have difficulty partnering up events to analyze why Kurt Vonnegut would structure his novel this way.  After the students brainstormed their timelines, we would create one master timeline on the board and use it as a jumping off point for broader discussions and clarifications.

I wanted to try this same technique on the iPad; however, I was debating with myself whether this was simply a matter of substitution of iPad over paper.  I ultimately decided to go ahead with it and see what else I could do with it.  What I ended up finding is that the individual yet public nature of the assignment helped students to more personally connect with the ultimate goals.

On the suggestion of my coworker Kristen Guth, I had my students download the RWT Timeline app.  It is free and very easy to use; I highly recommend it for anyone who wants to work with timelines in class.  Students could organize their timeline by event, add short and long descriptions, and add pictures if they wanted.   It was interesting to hear students work through the timeline with their partners.  They engaged in debates on placement of events, which led to them making individual connections between relationships.

Student sample

In the end I had students upload their timeline into a Schoology Media Album, so everyone in class could review them.  We then shared them on the screen and discussed the differences between one timeline and another.  While I can't claim that it's completely transforming through technology, I'm still happy with the way it turned out and the increase in individual student engagement.

Cross-building Collaboration: Systems of Support

This afternoon the building Instructional Technology Facilitators (ITF) and Division Technology Coaches (DTC) from all of the schools in District 214 met at district offices for a collaboration meeting hosted by Dr. Steven Kellner.  This is the second meeting the full group has had this year.

The focus of this meeting was for each building to first report out on successes and areas of improvement for the year.  ITFs then rotated to different schools' DTC teams to ask questions and share out ideas.  The groups reconvened to reflect on how far they felt their schools have come on the SAMR model since the start of the year.  Finally, the teams again rotated to consider challenges and brainstorm ways to continue to energize our own teacher leaders as we move ahead into next year.  Superintendent Dr. David Schuler also stopped by to express his support and answer any questions the teams may have had.

This was an excellent opportunity for collaboration, sharing, and problem solving as the district closes out its first year in this ITF/DTC model.  So much of the district's success in rolling out such a large number of iPad pilots and focusing on instructional technology over the years comes because of the district's support--including sessions like the one today.