A Kahoot and a Half!

kahootI’ve decided to try out Kahoot as a fun, engaging way to review material, and bridge into the “gaming” realm of digital technology in the classroom.

So far, so good!

My students’ competitive energy ignites every time they hear the “intro tune,” and they seem to focus on knowing the content in the game more because of their determined natures.

kahoot-Small

What is Kahoot?

Description (from web): A Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of “players,” creating a social, fun and game-like learning environment.

What Can Kahoot Be Used for in the Classroom?

  1. Assessment – Formative Assessment can be elicited through games, discussion, or polls.
  2. Behavior Management – I have seen Kahoot engage some of the harder-to-reach students in my classroom.
  3. Collaboration – because it works like a “clicker system” – Kahoot can be used individually or in teams.

Benefits of Using Kahoot:

  • Students don’t need a login. They simply go to kahoot.it and enter the “game PIN” to join the fun.
  • Kahoot seems to be a great tool for real-time formative assessment.
  • Teachers can gauge student understanding, and notice if certain students/populations are not grasping material.
  • The tool is simple and colorful, so students with certain types of disabilities may find it easier to use than other tools.
  • It can be adapted for quizzes, discussions, and polls.
  • The polling/discussion features can especially be beneficial for non-verbal students in inclusive classrooms.
  • Kahoot can be used for a broad range of grade levels.
  • You can adjust the time given to answer each question. This is great for kids who might need more response times.
  • You can manipulate or eliminate points scored.

Drawbacks of Kahoot:

While extremely engaging, I want my students’ comprehension of the material to be deep and thorough. There are facts and details to memorize in a rote manner, but in general I want to employ the highest order thinking as possible. Therefore, I won’t be using Kahoot is to review the same material over and over. It becomes a counterproductive edtech tool to do that.

Even if I jumble up the questions and answers, students become quickly savvy to look for the clue word to the answer once they’ve gone through the same Kahoot more than 2 or 3 times per unit.

Videos of the Kahoot in Action:

What do you think??? Happy Kahooting!Kahoot_colours-35

– Kirsten

 

 

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Musings on the First Year in a 1:1 iPad Classroom

Over two years ago, the faculty at my school were all given iPads. We had several professional development sessions to help integrate technology into our repertoire. But that was only the “amuse-bouche.” For educational technology enthusiasts such as myself, I was anxious to see how a 1:1 program would push my instruction.

I also knew there would be a learning curve. Looking back on the first year, I put together my thoughts on what worked and what didn’t. So here are my thoughts on last year – my first full year with 1:1 iPads.

I teach ninth graders. They often have one foot in middle school, and one foot in high school. The students they are in September are vastly different than the students they are by the following June. Some of them are extremely tech savvy, and blow me away with their ability to administrate their high school courses electronically. Others strugedutech-green1gle with the distraction the iPads present.

Although distractions are inevitable, the past year taught me how to manage and minimize them.The following are my reflections on the learning curve for the past school year:

Musings on My First Year in a 1:1 iPad Classroom

  1. “The Honeymoon Phase”
  2. Engagement vs. Distraction
  3. Learning Styles
  4. The Case about Handwriting
  5. Classroom Management
  6. Fostering Engagement through Rigor + Metacognition
  7. Assessment
  8. Selecting Programs and Applications

#1 – “The Honeymoon Phase”

If you decide to embrace educational technology, which I certainly did, there is definitely a “Honeymoon Phase.” You feel like you have been given tools to connect/engage your students to the content like never before. Then, you spend a year in the classroom with an iPad in everyone’s hands.

If you are an educator that cares about constantly improving your instructional practices, the learning curve that ensues over the course of a year with 1:1 devices is tremendous. You quickly learn that iPads are not a panacea for the disengaged. There are so many other considerations a teacher must employ once each student gets a device into their hands.

Probably one of the biggest take-aways:

Even though we are teaching students who are “digital natives,”
this does not mean they know how to use technology in an academic/scholarly way.

#2 – Engagement vs. Distraction

When technology is engaging, it is powerful! Students can be engrossed in a task, and one idea can lead to another. The world is at the students’ fingertips, if they are aware of it. It is important for teachers to frame expectations. Teachers in a 1:1 environment are not only teaching content, but showing students how to own their learning.

While technology is a limitless tool when used correctly, it is easy to use it incorrectly. Anyone can be distracted by habits of checking social media, emails, or simply doodling. Using tech devices in the classroom can be equally distracting.

Q: What’s the solution?

A: Everything in moderation. Choose tech over other methods when it is the most appropriate solution, but do not make it the only solution.

#3 – Learning Styles

We have all heard of Howard Gardner’s “Intelligences.” As an educator, it is important to remember that devices may cater to some learners, but still do not offer something for every learning style. Opening our awareness to this will help us diversify tasks and how we use tech in our classrooms.

#4 – Handwriting

Evidence points to connection between handwriting and learning. Most annotation apps allow students to write with a stylus or their finger (E.g. Notability, Evernote).

At the end of the year, I had my students evaluate my course via a Google Form. I was surprised how many said they still preferred pen-and-paper for certain tasks. Looking back, there were activities that I could have offered more choice in how the students’ work could be executed/demonstrated.

Again, students who are supposed “digital natives” can also be resistant to educational technology. I suggest training them on the technology in your classroom first with everyone else.

Although most students liked storing all their notes and information for their classes in digital folders, a surprising number still prefer taking notes on hard copy.

Once students have tried various methods for note taking, annotating, reading text, research, etc., they should still be allowed choice in what works best for their learning style. If they can tell you how they learn best, why wouldn’t a teacher capitalize on that. Right?

#5 – Classroom Managementteach-rebrand-ipad

Classroom management with 1:1 devices is the key to successful implementation of a 1:1 program. This is still an area of great development, that is quickly trying to catch up to the technology itself. You may have noticed that it is a topic of great question and debate at many conferences and online professional chats.

This is one of my favorite articles about classroom management with 1:1 technology. Here’s the gist:

  1. Establish expectations with your students and be clear and follow through with them
  2. Let the kids play a bit with the technology to “get their giggles/wiggles out” so they won’t do it when they are supposed to be on task. It will eliminate temptation.
  3. Only use tech if the task is engaging and the pace can be solid. It is not meant to be “babysitting” or “entertaining” your students
  4. YOU are the best app on the kids’ iPads! Use the “the two eyes, two feet app” – keep  circulating around the room. Once they know you are stationary – they will know they are being babysat and will start to go off task.
  5. Technology is not an all-the-time tool, and meant to be put away too.

Another helpful hint, which I am actually including this in my course syllabus this year:

Make it a rule that student devices should be flat on their desk. When not in use, tablets should be closed, stored, or flipped over. If students are using laptops, have them put their computers to a 45 degree angle while you are talking, or while not in use.

#6 – Fostering Engagement through Rigor + Metacognition

“Edtech” is not innovation. In the same way, difficulty is not rigor. Metacognition is the other piece I have learned to add into each task, in order to increase engagement and rigor. (See my previous blog post for more on this.)

Taking a moment to show students how to think about the task, open their awareness, and create a mindful group of learners makes each lesson I teach more successful than it would have been without the metacognitive piece.

Discussion, and having students explain things back to me are intellectually stimulating. Pulling ideas out into the “big picture,” pushing into the micro level, applying it to their experiences in life to ignite relevance all have shown to help relate to what my students are learning.

Increase of rigor is not guaranteed by these approaches, but more possible.

Choices About Process Elicit a Better Product

  • Choice within the content material is also an accelerator of engagement, in my opinion.
  • Giving students options on how they present what they know has shown to foster engagement in my own classroom.
  • This gives a confidence boost to the students who like to “swim upstream” – and allows them to shine.
  • As confidence goes up, so does one’s commitment to learning, and rigor is the by-product.

#7 – Assessment

Because of a large number of students, and the ability to quickly shift from one app to another, I did not allow electronic summative assessments. Instead, unit tests were completed on paper.

On the other hand, I fully embraced formative assessment on the devices. I included online quizzes for each unit on Schoology (our school’s chosen LMS). My students really took advantage of these self-checks. They were ungraded, and allowed students to review material covered, and check for reading comprehension.

#8 – Selecting Programs and ApplicationsiStock_000017827226Small

  • Play with a number of different apps that do the same thing, so you can find what is best for you (Notability vs. Evernote)
  • Download free apps and play with them, or have students evaluate them!
  • Get on board with what other teachers are doing, and share best practices. When multiple teachers use the same platform/apps, students are better versed on the program and can use it much more comfortably.

To Sum it Up:

  • Invest in the time and energy to get “up and running” with the technology
  • Know that you will need to reserve some class time for unknown tech issues
  • Give students choices
  • Novelty and diversity in tasks are key
  • Never exclusively use one methodology monotonously
  • Set clear expectations about tasks, and circulate to see that students are on-task
  • Make sure students lay their device flat
  • YOU are the best app there is! ☺
  • Engage with colleagues about how they use tech in their classroom

As always, thanks for reading! Let me know what you think, and have a great school year! back-to-school-hero

Best,

KBS

Nearpod: Triumph from Tragedy!

It has been a solid two months since I had an operational SmartBoard in my classroom. The projector decided it had enough of this world, and went to “projector heaven.” This was probably the most inconvenient time for this to happen too, as it was right before our January 2015 midterms when I was really combing through the curriculum with my students.

I felt like a fish out of water. Maybe I had become too reliant on one teaching mechanism? I don’t know.  All of a sudden, I felt like I had to improvise to teach with both arms tied behind my back. It was a crisis.

Despite the fact that I had been running a paperless classroom that utilizes 1:1 iPads for all my students, I still felt myself scrambling with no presentation device to deliver/review material with all the “tech” around me.

Enter: Nearpod

188_1070x490We have a technology “guru” named Eric that visits our school about once a month, and sets up a quasi-help desk for teachers in our faculty dining room. He travels to several independent secondary schools in Buffalo, and his role is to offer, training, support, and ideas for anything pedagogical and/or technological.

Broken and dejected, I approached Eric with my dilemma. He suggested I look into Nearpod. He explarocking06ined that it was a presentation tool where I could broadcast a live, interactive session onto the devices in the room. Each student could have the presentation right in front of them, rather than glaze over while staring at the SmartBoard. He told me that I can embed interactive questions to check for understanding, polls, and other items to turn the iPads in the room into a “clicker system.”

I’ll admit, change is not easy. But the moment I logged into Nearpod, it was as if a whole new realm of opportunities presented itself. It was so easy to import my PowerPoint presentations. It also didn’t take me long to get the hang of adding what Nearpod calls “activities.”

The first time I presented this with my 137 students, they clamored for more. “Are we going to use this again?” said one student. “I really liked going over stuff this way!” said another.

Clearly one app or website is not the cure-all for all instructional needs. But Nearpod saved my life, in this case. It came at a time when I needed it most, and I could not have been more grateful for the opportunities it is now creating for me as a teacher. My lessons are interactive, and I can take formative assessments from my students as they are learning. Students are not passive learners, but interacting with the curricula as they learn/review it. What a wonderful thing!

How It Workstumblr_inline_n7oj9rHrLA1syjobe

Nearpod can be used for free. Only the teacher needs a login. Students/participants can go to http://www.nearpod.com and type in the “Join Session” box on the top right to access a presentation. Once the teacher allows a presentation to be “live,” the teacher then controls the flipping of slides across the users’ devices.

The learner/participant doesn’t necessarily need to create a login to participate, although Nearpod has added a note-taking feature for students, so I would assume they would need to log in to do that. I’m also not sure if that is available on the free or paid access to the site. In general, students can access presentations and interact without a login.

(In the sake of full disclosure, I will admit that my adoration for this website has prompted my school to purchase 5 subscriptions to their full-access service. I haven’t tried it yet though – only used the free features. In a future post, I can update my thoughts about what additional features I found in the paid site and find useful.)

Classrooms, Conferences, and PD – Oh My!2. Nearpod (7)

Since discovering and testing this tool out in my own classroom, I’ve also used it at a faculty professional development day and a teaching with technology conference. In the tech conference, I was assigned to a computer lab – so everyone was facing all directions. Using Nearpod, everyone was able to see my presentation clearly without craning their heads to see a screen/SmartBoard. My conference break-out session was over capacity as well, which was a blessing of riches! Since I didn’t have enough computers in the room to correlate with attendees – I simply asked the participants to find Nearpod on their own personal device – so no one was without a screen! It worked fabulously.

Uses

If you think about the bigger implications for a tool like this, it is also quite exciting. Students who struggle to see the board or have visual/auditory impairments will benefit from seeing the screen right in front of them. They will have instant feedback to check their understanding of the material. Real-time feedbacnearpod1gettingstartedk of student learning can be indispensable: not just for students but for teachers.

More Fabulous Service

I reached out to Nearpod on Twitter and received an enthusiastic, personal response. They shared several other Twitter handles with access to other teacher-created materials, lessons, etc. They offered personal service and availed themselves for whenever I need support. Isn’t that wonderful?!

Tell Me What You Think

I have heard rave reviews from not only students but colleagues about how Nearpod can elevate the quality of their instruction. I plan to continue to use Nearpod in my classroom, and look forward to hearing your thoughts on it too! Feel free to check it out and tell me what you think.

Happy Wednesday,

Kirsten