My NETA 2015 Takeaways

A mind once stretched by a new idea, never regains its original dimensions- Oliver Wendell Holmes 

On April 23rd and April 24th I had the opportunity to attend the Nebraska Educational Technology Association Conference at the Century Link in Omaha Nebraska. I have attended several NETA conferences the past few years and I have always enjoyed this conference. I am sort of a Tech Geek and love using Technology for personal uses as well as with my student's in my classroom. My brain always hurts at the end of the conference because I always get information overload. There are so many tools and websites that come out it is very hard to keep track of them all. Below are some of the websites and tools I would like to explore more and find ways to incorporate these into my teachings and lessons.

New Websites and Tools Worth Trying:

Website/Tool: Stormboard (https://stormboard.com/)

What Is It: A Collaboration Space. Similar to Padlet
Lesson Idea: Might be a way for students to share insights when examining Primary and Secondary Documents.

Stormboard Explained in 60 Seconds

Website/Tool: Plickers (https://www.plickers.com/)

What Is It: Way to collect student formative data without students having to need a digital device. Students just need printed cards. Teacher needs the app on their Phone/iPad and snaps picture of class to see who gets it and who is struggling.
Lesson Idea: Another great tool to provide formative assessment when asking Hinge Questions to the class.

Website/Tool: QR Treasurehunt Generator http://www.classtools.net/QR/

What Is It: Web Tool that allows you to create QR codes to link to content to help create a Treasure hunt.
Lesson Idea: Might be a great way to use iPads and create an Underground Railroad Treasure Hunt for students to complete around the school like they were actually on the Underground Railroad. Each station would have a QR Code and information for students to learn about theUnderground Railroad. 

Website/Tool: Curriculet (https://www.curriculet.com/)

What Is It: Free web tool that allows you to take reading content and imbed annotations, videos, questions, etc..
Lesson Idea: Might be a way to help tier reading texts for students, help students analyze primary and secondary source documents.

Website/Tool: Recordit (http://recordit.co/)

What Is It: Allows you to record your screen (no audio) and share the link to others (Saves the ScreenCast on their server. Also allows you to turn this into an Animated Gif.
Lesson Idea: Might be a way to quickly record "How To Steps" for students on how to use a particular piece of software or website.

Website/Tool: ScreencastOmatic (http://www.screencast-o-matic.com/)

What Is It: Screen Capturing Tool to record your screen and share with others. Version 2.0 is coming soon such as narration and editing tools)
Lesson Idea: Might be another way to share "How To Steps" with students, modeling Close-Reading Strategies/Primary Source Analysis, or creating Flipped or Blended Videos for students.

Website/Tool: Google Maps (https://www.google.com/maps)

What Is It: Create personalized Google Maps.
Lesson Idea: Eric Langhorst has his students create a Google Map as a unit by unit reflection.  Each Layer is a Unit (Layer 1 Personal Interests, Layer 2: Current Events, Layer 3 American Revolution, Layer 3 Constitution, etc...) This might be a great way to help students connect their learning to geographical locations throughout the year and help students reflect what they have learned in each unit.

Website/Tool: Google Earth Tour Builder (https://tourbuilder.withgoogle.com/)

What Is It: Allows you to create Virtual Tours inside of Google Earth.
Lesson Idea: Next year when students are learning about Lewis & Clark, this might be a possible option for students to create a virtual tour of the expedition to highlight key aspects of this historical event.

Website/Tool: Google Cardboard (https://www.google.com/get/cardboard/index.html) & Photosphere IOS App (https://itunes.apple.com/us/app/photo-sphere-camera/id904418768?mt=8) 

What Is It: Using 360 Degree Images and this Stereoscope type device, you feel like you are in a virtual world.

Lesson Idea: This would be great as a way to get students into virtual places we study. If I could get 360 Panoramic Images of historical locations students could visit these places as part of our study. I played with one during the Makerspace Playground and it was very cool!  Although some of the Apps (Using the Google Cardboard VR headset with an iPhone) that go with Google Cardboard  might not have direct educational value, they were fun to play with.

Website/Tool: Fantasy Geopolitics (http://www.fantasygeopolitics.com/)

What Is It: Website where teachers can create teams where they draft "countries" and earn points based upon how these countries appear in News Stories. This "current events" meets "Fantasy Sports."
Lesson Idea: Shared this with our Current Event's Teacher. Might be a fun tool to get students engaged into news and current events in different ways.  This "gamification" approach might be a great way in other ways. I wonder if something similar could be done with news stories involving Constitutional Amendments, Historical Events, etc... that get mentioned in the news where students could "Draft" these topics and see how history is still making an impact today.

Website/Tool: ChatterPix IOS App (http://goo.gl/Bv8yfi)

What Is It: IOS Photo App that turns any image into a talking piece.
Lesson Idea: This might be fun to take pictures of Historical Figures and have students use Chatterpix to give biographical information about this person or an important event they are associated with. I could also "spice up" my presentations by creating these "Talking Heads" to share key information to my students in a fun way. 

Website/Tool: Quizizz (http://quizizz.com/)

What Is It: Assessment Tool that allows students to test what they know, and allows the teacher to monitor student progress.
Lesson Idea: Students often get Kahoot & Socrative Fatigue as more teachers use those tools. Quizizz might be a great alternative for both students and teachers to assess student's understanding. 

My Tweets from Throughout the Conference

Historical Timelines using Google Maps

Timelines and a History Classroom go hand and hand. Having students understanding Chronological Thinking and to be able to see the relationship between cause and effect are important skills in any history classroom.

The past two years I have added a little bit of twist to the traditional timeline by having students create timelines using Google Maps. Not only do students have to place events in order, but they also have to think about relevance of location of those events.

At the conclusion of our study of the events leading up the US Civil War, students create a timeline Google Map of the following events:

• Missouri Compromise   
• Kansas-Nebraska Act  
• Compromise of 1850   
• Election of Lincoln   
• Uncle Tom’s Cabin   
• Secession of South Carolina 
• John Brown’s raid on Harper’s Ferry   
• Invention of the cotton gin   
• Attack on Fort Sumter  
• Dred Scott Supreme Court decision  

Students have to place the events in the correct historical sequence in which they occurred. 

Students than have to think about a possible location to place that event on their Google Map that is logical for the event. Some of these events happened at an actual location, some happened in a general area, others it can be left up to interpretation where the event location makes the most sense to the student. 

Finally students have to identify five events that they think are the most important to understanding what caused the US Civil War. Students have to write a short caption for those events where they describe the event in their own words as well as a brief explanation on the significance of the event as a causation factor of the US Civil War. 

YouTube directions for students to set-up their Timeline Map:

Overall, I really enjoy the project. Students are stretched a little bit on their thinking and it gives me a chance to see which events students found the most significance from our study of this time period in US History.

I would love in the future to have students create their maps in Google Maps, but create a Narrated Google Tour in Google Earth as an extension to their final project.

Looking for other Timeline Generator Websites, check these website tools out:

• Timetoast
• MyHistro
• Timeglider

What are some ways you use Google Maps in your classroom? Do you have any great ways that incorporate timelines into your classroom? I would love to hear about it in the comments section below.

Where In Time Is Little Abe? Fostering Historical Thinking with Images

Last year I created a fun contest for students to practice some of their historical analysis skills.

When I was at Ford's Theatre in Washington D.C., I found a Abraham Lincoln Doll that I bought to use as my classroom mascot. Each week I created an image where I superimposed the doll's picture over a historical image. I typically looked for images that dealt with a topic we were studying that week, or an image of an important event that happened that week in history.

Famous Westward
 Expansion Landmark

Each Monday I would share with students the image, as well as "Tweet" out the photo on my class Twitter page @litte_abe_213  Since Twitter was "Blocked" on my school's filter, I also placed these images on my Blackboard Course website so students could access the image from their school computer. I looked for images found in the Public Domain as much as I could, or use pictures I've taken at several historic locations to keep copyright in mind.

Google Submission Form

Students had from Monday to Thursday evening each week to investigate a possible time and place for Little Abe's location. When student's thought they had an answer, I had students complete a GoogleDoc form I created for them to answer the weekly challenge.

It was important for students to not only get the correct answer, but to also provide evidence from the image they used to help them identify Little Abe's location that week.

Each Friday in class I would announce the weekly winners and have candy prizes.




I had anywhere from several students to 40 students participate in the contest each week. To keep my expenses down, I usually limited my contest to six winners each week (one for each class period). To help me randomly pick winners I used this handy random name picker from ClassTools.net

I had a lot of fun with this contest last year and I am looking forward to expanding on this concept for the coming school year. Students had fun each week doing this contest, and it really didn't take much time out of my daily class routines.

Students Are Coming To Class With Laptops....So Now What?

Here are some helpful suggestions as teachers to consider that I put together from various resources back in 2008 when my school first handed out laptops to our 8th grade students. What was true on that first day of laptop deployment is as true several years latter. 

I have also included some of the Technology Public Service Announcement Videos I created to help reinforce expectations for students and two of my favorite Infographics on Technology in the classroom. They are short and great to help lead discussions with students.  

Lesson Development

 Have a well clear behavioral objective for how you will use laptops in your classroom. It is important to have a clear objective in mind on how this tool will help enhance the instruction and learning of your content. Realize that some of our students will have the internet at home, and other students will not. Plan for these differences in our students and have them in mind with how you will incorporate laptops into your curriculum. If you need help in developing lesson ideas that integrate technology, please contact a member of the Technology Team.

Victory Is Different

 Students will come into your classroom with different levels of understanding and competencies in computer use. Use differentiation by providing for some choice in projects and use. Know that “Victory” for each student is going to be different. Some students will amaze you with their ability, and other students will have small achievements in technology uses throughout the course of a year. Technology projects should have a grade based on the content, not just on the pizzazz of it.  

Start Small, And Then Grow

 Start small, and then grow in how you use laptops. Think about the following: How much time in class will I dedicate to using computers? How will I know if students are demonstrating that they have earned the right to use the laptops in the classroom? How will I know when we (both students and teacher) are ready to try something new? 

Roll With The Punches

 It is very important to always have a “Plan B” so if the network goes down, or if some students do not have a laptop that day, you have options available for your students. Always create back-up copies, or have other ideas in mind to safeguard you from potential problems.

Down Time

 Do you know what students will do when they finish early? Some students will finish early, and others will barely get started. Have a plan ready to go with students on what you want them to do if they finish early. If you don’t, students will find something, and it might not be what you want them to get into. Find enrichment websites, projects, or pre-teach expectations on what you expect students to do when they finish early.  

Utilize Student Leaders

 It can be a daunting task to get around to all students who experience problems while working with computers. Create a culture of collaboration in your classroom and use those student leaders who know what to do, to help out those students who are struggling.

You Are In Charge 

Just because students have laptops, it doesn’t mean that you have lost control of how you run your room. Remember, you are still in charge. It is important to pre-teach laptop expectations and to clearly go over laptop procedures with your students. Stress to students that the laptops are a “learning tool,” not a toy to play with. 

Lids Down and Put-Away

 Pre-teach to students your expectations on when computers need to be out and when computers need to be put away. This fits nicely into our BoysTown Social Skills of “Being Prepared for Class” and “Following Instructions.” You might want to let students know on the board if they will need their laptops for that day, and if not they need to keep their laptops in their bags under the desk. If you are giving instruction, you will want students to keep their lids completely down, otherwise you will find yourself talking only to yourself. 

Move With A Purpose

Use proximity with students to help keep tabs on what students are doing on their laptops. Don’t sit back at your desk, but move around looking for the tell-tale signs that students are off task: kids are fixated on the screen for long periods of times, students typing faster than normal, students head remain in a downward position longer than normal, or students seem to be all looking at one student’s computer screen.

Class Arrangement

 Have a plan on how you want to arrange your desks, chairs so that you can better monitor students when they are on the laptops. For direct instruction, rows work best so you can see what is on the screen. If students are in groups, use the “Move with a Purpose” mentioned above so you can adequately check on all of your student’s screens throughout the lesson.

Consistency

 Be consistent with the 1-1 Classroom Management Guidelines your school has established. If they haven't, think about creating one as a department or team of teachers. Together as a team, you can make this a very successful model. 

Technology Public Service Announcements

Basic Computer Expectations

Carrying Your Laptop and Protecting From Spills

Charging Your Laptop Each Night

Backing Up Is Smart To Do

Safely Secure Your Laptop

Be Academically Honest

Be Careful What You Post Online

Be Internet Smart

Beware Of The Cold

Remembering Local History: Oak Oregon Trail Days and the Raids of 1864

On Saturday July 26th, I went back home to my parents farm for a family reunion and special celebration for my Grandma turning 95 years old this year. It just so happens that happening at the same time Oak, Nebraska was having its Oregon Trail Days Celebration. Oak is a very small township comprising of 66 people, at least according to the 2010 US Census.

Oregon Trail Marker near
where I grew up and
the Kiowa Station Emery Station

Oak's Oregon Trail Days is a celebration for the town, but also a way to remember the significance the Oregon Trail and westward expansion had on the growth and development of Nuckolls County, Nebraska. The citizens of Oak also commemorate a series of attacks by Native Americans that took place on August 7, 1864 that killed many of these settlers and drove many more of them back east. The Nebraska Historical Society has a short blurb on their website about these raids: 1864 Indian Raids 

1967 Reenactment at
Kiowa Station

The interesting aspect of this celebration is the tradition of putting together these reenactment raids that have been taking place since 1967. In 1967 my father and uncle participated in one of these reenactments playing the role of Native Americans attacking a stage coach near the Kiowa Station. Many families have been responsible for organizing and staging these reenactments passing these historical skits down to each new generation.

Reenactment of raid near The Little Blue Station

Reenactments are not without controversy because the question about presenting these historical events fairly and accurately is essential. I remember back in the 1990's when they were holding these events a tribe in Oklahoma was very concerned and came to protest about how their own ancestry was being portrayed. Most left feeling that they had been portrayed fairly, and I believe organizers try to fairly present the events. At the first stop of the tour the narrator spoke about why the the Sioux, Cheyenne and Arapaho quite brilliantly orchestrated their attacks that began on August 7th. As Americans pushed west, Native American's pushed back violently to protect their homes and way of life that was under attack by these settlers encroachment.  It is important to be inclusive in these stories and provide context to the perspective of the participants of these events. 

Family Homestead in 1903 and Now

Connecting historical events to your own personal history is something I aim for and like to share with my students in a hope that they too connect history to their family history.  When the U.S. Calvary came back and put down the raids that drove many of these tribes onto reservations, my Great Great Grandfather (a veteran of the Civil War) was able to make it to Nebraska to settle into this area of Nebraska where my family has lived for over one hundred years. 






If you are interested in learning more about these raids that took place in 1864, here are some resources that were published with interviews and testimonials from those settlers that experienced these raids.

Nebraska History and Record of Pioneer Days Google Book

Publications of the Nebraska State Historical Society Google Book

A Frontier Life by Charles Wesley Wells

The Invasion of America Map: A map that looks at how westward expansion impacted the Native Americans on the Great Plains.

Indians of North America: Selected Resources from the Library of Congress

We Shall Remain: PBS Documentary for American Experience.

Video of Reenactment July 26, 2014 of the Abduction of Laura Roper,  Mrs. Eubanks, and Mrs. Eubanks two children

Video of Reenactment July 26, 2014 of the Massacre at the Oak Grove Ranch

World War I at 100 Years

Saturday June 28th, will mark the 100th Anniversary of the Assassination of the Archduke Franz Ferdinand that helped trigger World War I.

In my 8th Grade US History course I usually spend only a couple of weeks on World War I and use it as an introduction into World War II. Below are some of my favorite resources I've used with students or resources I've recently learned about as we approach this historical event anniversary. I hope these help your students learn more about this conflict that will help set up so much of what will dominate 20th Century History.

MANIA- Militarism, Alliances, Nationalism, Imperialism, and Assassinations.

Interactive Article The Tragedy of Sarajevo via The Times UK gives a lot of great information about what happened on June 28th, 1914

Archdukes, Cynicism, and World War I Crash Course World History #36 gives great general information on this conflict.

The Start of World War I..,As Told With Legos also does a good job of giving general information behind World War I. And who doesn't like Legos? 

BBC World War I website has really put together a lot of great resources on World War I. 

Check out their  Live News of June 28th, 1914 as they retell the Assassination of the Archduke in real time. I hope that this is saved so students can go back and look at some of these resources next spring in my class. You can also follow this event on Twitter @bbcww1 . Make sure you also check out their website BBC World War I  for lots of useful information on World War I. 

I modified this article What if World War One Was A Bar Fight and turned it into What if WWI Was a Fight in the Cafeteria. This led to some great dialog in class about the role of Alliances in World War I.

The NY Times has also put together a really nice interactive page 100 Year Legacy of World War I that is definitely worth checking out. I like some of the front page headlines from their Archives marking some of the key events of WWI.

Soldiers and Trenches

I talked about my own Great Uncle who fought and died in France during World War I in my previous Blog Post A Personal Touch...Soldiers and WWI where I shared some of these resources to help students learn what being a soldier was like in WWI.

For teachers in Nebraska, I would encourage you to look at Nebraskan's in World War I for resources to help you find the names of Nebraskan citizens who fought in World War I.

TrenchWarfare Simulation Game is a fun way to introduce some of the new and old weapons that were used in this conflict.

Over The Top - An Interactive Adventure is from a Canadian website that is set up like the old Chose Your Own Adventure Books. Site provides a lot of good background information for what soldiers dealt with during World War I.

Virtual Tours from BBC are a great way for students to get a 360 degree view of the Trenches. Before doing any type Trench Simulation with students this is a good way for them to get a feel what the Trenches looked like:

• Trench: 
• Dug-Out: 
• Dog Fight: 

Coward from Stephen Murphy is a 28 minute movie on Vimeo that examines the impact Shell Shock had on soldiers. It is a little too much for my Middle School Students, but if you teach a High School World History course it might be something to look at with students.

Use this World War I Interactive Map to look at some of the major battles of the war.

Use the World War I Propaganda Posters from UNC to look at how Propaganda was used in the US during World War I.

If you are looking for a variety of Primary Source Documents, check out the World War I Document Archive from BYU.

Docs Teach also has a great Primary Source Lesson on the The Zimmerman Telegram.

Use this Pull Back Map of Europe 1914-2014 to show some of the geopolitical consequences from World War II.

What are some of your favorite resources on teaching about World War I? I would love to hear about them in the comments section below. 

Do Laptops Have A Place In Note Taking?

Last week Scientific American came out with an article titled Learning Secret: Don't Take Notes with a Laptop; my interest was definitely peeked. If you have not yet read the article, I definitely would take the time to read it. Although the audience is college students and professors, I think it does have implications for those of us in K-12 that use technology in our classrooms.

Digital Note Template from my
Westward Expansion Unit

For the past six years I have had the privilege of being able to work in an environment where all my students have a school issued laptop.  I have allowed students a choice of taking their notes on their computer using a Digital Note Guide or on a paper one. The article made me question what I do in my classroom with my students in allowing them to take notes on their computer.  Usually the majority of my students decide to take their notes on their computer.








Here is how I frame the choice to students:

Digital Notes Advantages:

1. Digital Notes being on your computer will always be with you. No forgetting them in your locker.
2. Digital Notes incorporate color images, maps, links to additional resources that can help extend learning.
3. Digital Notes makes it easier to use a "Color Code" system to highlight critical information.

Digital Notes Disadvantages:

1. If you are not a very effective at typing; can provide challenges.
2. Computers can be an easy distraction, so if you are easily distracted by your computer this might not be the best option for you.
3. Your Computer crashes and doesn't save your notes, you might have to go to my Blackboard Site to re-type the notes after class.  

I also make sure that when my students take notes they put their notes into a full screen mode, which is easier when using the Apple Program Pages. I also typically teach from the back of the room and roam around so I can see student computer screens. This is definitely added by my wireless remote I use that gives me the flexibility to be away from my computer in the front of the room. I know that there are times that not all of my students are "On Task" but I don't believe it is any worse than with paper notes. Students who are repeatedly distracted with their computer I usually have them close their screens and give them a paper copy of the note guide to use for the rest of the unit.

With the Scientific American Article and the article from EducationNews "With Handwriting on decline, Will Student Learning Suffer?" has given me pause to think if I should continue with allowing students to take notes with their laptops. Do Laptops have a place in note taking?

I can not argue with the research or their findings. I have heard similar concerns  made previously at workshops and other conferences. I guess it goes with that old adage "If you want to remember something write it down." I have also had in-depth conversations with colleagues on this topic, many allowing students to take notes on their computer in very limited circumstances. I understand the reluctance for teachers to allow students to use their laptop in note taking. Many reasons are justifiable such as in math classroom or science classroom where paper and pencil still beats computer based note taking system. The Scientific American article definitely gives credence to not have students take notes on their computer.

Despite these concerns I am not ready to give up on computers as a note taking platform. But, I also know that if I want student's to learn that I can't assume they will master my content by just passively taking notes in my class...with or without a computer. Maybe that is a more important point that I didn't see mentioned in either articles. Learning is not a spectator sport but requires student interaction and reflection of the learning process. Do we as teachers effectively prepare students on the learning process and how technology can help or hinder it?

Personally, most notes I take anymore I do by using the service Everynote because no matter where I'm at I can access these notes with my iPhone, iPad, or laptop computer. Having access to my notes when I need them I think is an advantage of computerized note taking. I think the same is true for my students. Like it or not, for many of my students they are very engrossed into anything digital. They have their computers with them most of the time and having the notes in a place that is easy to access I feel is still advantageous over the traditional notebook approach to note taking. There is little chance of "forgetting their notes in their locker" because their laptop is their constant companion.

In Marzano Classroom Instruction that Works there are four take aways to note taking

1. Verbatim note taking is least effective way to take notes.
2. Notes should be considered a work in progress
3. Notes should be used as study guide for test.
4. The more notes are taken the better.

I think at the end of the day, if students are just taking notes verbatim to what is on my presentation than very learning is going on no matter how they take notes. The key is to have student's summarize what they learn and here is where I think laptops can help strengthen student learning. Modeling summarization of notes is something I try and do with my students.  From the reading of the article I think this is something I need to make sure I keep emphasizing and showing them ways to effectively take notes. 

Student reflective learning must be a part of the process, regardless of how students take notes. In my class I try and set up reflection routines throughout my lesson. I use Anticipatory Sets at the beginning of each class period to review critical information from the previous day's lesson to help "Pull Forward" that information to build on for that day's lesson. Students write their responses to my set questions on an online journal on my Blackboard site. Students share with a table partner their summaries as well as participate in a large class discussion.  By having students keep their journal online, they are able to go back and re-read their reflections. I can also access student reflections as well if I have concerns on where a student is currently standing in regards to their understanding of a particular topic. Student summarization  is a big part of how I structure my class. I try and have students constantly reflect on their learning, sharing with other students, and sharing with me what they are learning.

I do constant Formative Checks of understanding at the end of class by using tools such as Socrative. Here I can get immediate feedback from students on how they are doing, but I also think it provides students another opportunity to process and reflect on their own learning of the topic we are studying in class.

Using other tools such as Padlet students can share their own short reflections to me, but also to other students as well in a digital environment that they can check back with latter. I have also found success with websites like CoveritLive or Todaysmeet, and Google Docs to give my multiple ways to engage with my students that I couldn't get in a non-computer environment.

Cornell Notes Template
in Pages

I have used Cornell Note Taking Strategies as a model for students on note taking, even creating a Template in Apple's Pages Program that student's can download to use as their note guide. I don't have students do this every time we take notes, but when I feel it can be a beneficial strategy for students to use.

If you are not familiar with the Cornell Note Taking Strategy, below is a great instructional video.

Causes of the Industrial Revolution
Graphic Organizer
in Keynote

I have also used graphic organizers like this ones to help students summarize their understandings in both text and image form. These are in effect digital notes where students are manipulating information in a visual way.

The article titled Learning Secret: Don't Take Notes with a Laptop has definitely given me pause on students taking their notes on their laptops. Despite these concerns I still think that some of the benefits out way some of the potential costs. I am not ready to give up teaching students positive ways to take notes using technology. I also believe that there are times when paper and pencil notes might be more of an effective strategy to use. It just means that as a teacher I need to think through what approach is the best and also giving students the opportunity to also take ownership in their own learning.

As long as I continue to provide students multiple opportunities to process and reflect on their learning I think any negative aspects of the laptops will be outweighed by the positive interaction with them. As the article states "When it comes to taking notes, students need fewer gigs, more brain power." My own adage with technology integration has always been "It's not about the technology, it's about the student learning."  I think I might share this article with my students at the beginning of the year and have them think about the role of note taking in their own learning process.

Do you have students use laptops to take notes or do you prefer paper notes? I would love to hear about other teacher's strategies on effective note taking strategies. With or without technology.