<![CDATA[Education is a social process. Education is growth. Education is not a preparation for life; education is life itself. John Dewey

<![CDATA[Education is a social process. Education is growth. Education is not a preparation for life; education is life itself. John Dewey - Blog]]>Thu, 03 Jul 2025 17:29:42 -0400Weebly<![CDATA[Tech Tip Tuesday: Banning Technology is Not the Answer]]>Mon, 08 Jan 2018 05:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-banning-technology-is-not-the-answer

Many of us sometimes feel too connected to and distracted by our devices. This is evident in our classrooms as well. Many educators have started to notice, and feel frustrated by, student distraction in the classroom when it comes to devices. Laptops have become ubiquitous in the classroom and have become a focal point for faculty frustration.

However, banning laptops and other devices is certainly not the answer. We allow our students to use clickers, cell phones, and other devices for limited purposes in the classroom, such as polling, but we do not necessarily guide our students in how to best leverage these tools at their fingertips. In fact, many educators point to studies on the value of taking paper notes. The argument in the studies is that learning improves when we force our students to write out their notes. This practice requires them to think more deeply about their learning and commit more content to memory.

That is a valid objection, as is the argument about how distracting devices in the classroom can be to learning. We have all witnessed students with open laptops with multiple browser windows open that often do not have to do with the class content at hand. While I am not concerned about students who prefer to distract themselves from their learning (after all, they are causing themselves a disservice), I am concerned with the distraction to other students who want to pay attention.

This frustration with devices has led many faculty to ban technology from the classroom. The argument is the ban will take away all student distractions.

The first issue with such a ban is one of accommodation. We have students who require devices for accommodation purposes, and by issuing a general ban on technology, this can call a much-needed accommodation to everyone's attention. This can make students uncomfortable and may cause them to stop using their own accommodation.

Instead, we should embrace technology and teach our students how to leverage technology successfully in the classroom. We need to ban the classroom technology ban. We should use technology as an opportunity to engage our students in different ways of learning. We should use technology to expose our students to new information and ideas. We should use technology to help our students learn to collaborate synchronously and asynchronously. Leveraging technology can help teach our students much-needed skills they will use beyond our classrooms.

So what we need to do is set ground rules for using technology in our classrooms. Discuss this openly with students. Create a class contract that includes the appropriate use of educational technology in class. Be purposeful in how you teach with technology. Be purposeful in how you ask your students to use technology.

Don't ban technology in your classroom. Embrace the opportunity to use technology effectively and support better teaching and learning every day.

]]><![CDATA[Tech Tip Tuesday: Digital Leviathan - How I Learned to Stop Worrying and Organize My Google Drive]]>Mon, 08 May 2017 04:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-digital-leviathan-how-i-learned-to-stop-worrying-and-organize-my-google-driveI tend to be OCD-level organized when it comes to work and school (not so much in my personal life, but that is a whole other issue for another day). However, I found my Google Drive was never quite up to speed. When Google started letting users share larger files by simply attaching them, I embraced that system change wholeheartedly. I was regularly sharing documents, images, etc. with colleagues and just throwing it all in to my Google Drive, until I realized one day how messy and not user-friendly it had become. So I finally sat myself down and organized the darn thing. Ta-da!!

Then I started to wonder what the best way would be to use a well-organized Google Drive in the classroom, and I found this wonderful blog post that I felt really understood the need to hold the chaos at bay with a little Google Drive organization. The post explains how to organize using Google Drive, how to give students assignments and have them share assignments with you, among other great tidbits of help. Check it out!

]]><![CDATA[Tech Tip Tuesday: Using Backchannels in the Classroom]]>Tue, 18 Apr 2017 04:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-using-backchannels-in-the-classroomWhat is a backchannel?
A backchannel is a digital conversation running concurrently with a class activity. It creates an outlet for students to engage in class discussions in a variety of ways. A backchannel does not replace classroom discussions but enhances them for all students.

Why use a backchannel?
You can use a backchannel to capture your students' curiosity. Use a backchannel to ask your students what they are curious about, what makes them skeptical, or if they have a burning question about the content. You could even use the information your students provide to help guide personalized projects based on students' interests, resulting in authentic learning opportunities

Use a backchannel to connect the conversation. Students become more engaged when they have to monitor the backchannel while in class. You can keep it running at all times, or you could consider pausing in class to check in with the backchannel as a group. Encourage students to answer other students' questions; once they are teaching something, you know they know the concept!

Use a backchannel to create ubiquitous opportunities. When students are asked to communicate over multiple modalities, they are able to develop their thoughts over time and engage in authentic learning. Learning is then no longer tied to a desk in a brick and mortar classroom; students can learn and contribute at any time.

What tools can I use to start a backchannel?
There are so many tools out there that you can use to create your own backchannel. I'm only going to highlight a few below and link you to them directly. These are tools I've used to create a backchannel in my classes, plus they are free!

*click on the images below to visit the websites directly

Below is also a great infographic from the Langwitches Blog explaining backchannels in even more detail as well as some helpful websites for your own reference.

So, how do you use backchannels in your classroom? Please leave a comment below!

Resources:
10 Ways to Use Backchannels in Your Classroom
The Backchannel: Giving Every Student a Voice
Five Platforms for a Classroom Backchannel Chat

]]><![CDATA[Tech Tip Tuesday: Revisiting 17 Challenges for Teachers in 2017]]>Tue, 04 Apr 2017 04:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-revisiting-17-challenges-for-teachers-in-2017We are a few months into 2017. How are you doing with the 17 Challenges? I previously shared the list from Shake Up Learning with you all and highlighted Google Expeditions. There are some other great challenges on the list still left to try! Don't squander your 2017! Check out the full list and descriptions in the document below (feel free to download it to your own computer for future reference):

17 Challenges for 2017
File Size:	546 kb
File Type:	pdf

Download File

]]><![CDATA[Tech Tip Tuesday: Ed Tech Tips For Every Teacher]]>Mon, 03 Apr 2017 04:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-ed-tech-tips-for-every-teacherWhether you are a new teacher in the classroom or a veteran teacher with a lot of knowledge and experience, everyone has their own level of expertise when it comes to using educational technology in the classroom. There is a misconception that newer teachers must have better understanding of technology because they have used it most of their lives. They are often referred to as "digital natives." That perception is not always accurate. In fact, my experience working with teachers shows that while new teachers may have used technology most of their lives, they do not necessarily know how to leverage that tech use in the classroom. Using educational technology is a whole different practice when it comes to the classroom and working with students. Here are a few tips for all teachers when using educational technology:

Always have a Plan B (or C, or D...) - As we all know, technology does not always work as planned. When technology fails us, it can be incredibly frustrating especially when you are standing in front of a room full of students. Be sure to have a back-up plan that considers both digital and non-digital technologies to support your lesson plan.
Don't pick a tool and force it to work in a lesson - Educational technology is wonderful when it supports a lesson in meaningful ways and benefits student learning. However, using technology just for the sake of using technology never works well. Technology should never be a fancy add-on to a lesson; it should be a part of learning that provides students with meaningful, authentic, and engaging learning experiences. If educational technology can help you accomplish something great with your students, then go for it! If you can engage your students better with non-digital technology, that is fine as well. It all comes down to your objectives. Using technology without a specific purpose can lead to lower engagement and lackluster learning. So always consider your content, pedagogy, and technology together (TPACK!!).
Check yourself - Always make sure your technology works before trying to use it in the classroom. Check your links and videos to be sure your school does not block the sites you want to use. Each school district and institution has its own policy and filtering system in place. It is good practice to make sure everything works so your students can access the learning materials. Additionally, you should check your hyperlinks within your course before the start of each week since we all know sometimes things on the Internet don't always stay available.
Beg, borrow, and steal...don't reinvent the wheel - Before you spend hours and hours designing your lessons, see what is already available out there from other teachers. Most teachers post their lessons online for others to view and even use under certain Creative Commons sharing licenses. You should also check with others in your building to see if you can share materials or design something together.
Create a personal learning network (PLN) with social media - Social media is a great resource to reach out to other educators in order to share resources, tips, and tools. Twitter is a great place to start. You can search hashtags such as #educator or #teacher, and be sure to check out the #edtechchat that happens every week!
Give students options - Students should have a say in their learning, and educators can give it to them. Use educational technology to give your students a voice. For instance, instead of requiring a paper, give them an option to create a multimedia product presenting their learning. Students will love the opportunity to choose how they present their learning rather than simply being told what to do.

]]><![CDATA[Ways to Engage Students Inside and Outside the Classroom]]>Tue, 28 Mar 2017 04:00:00 GMThttp://www.eduhuh.com/blog/ways-to-engage-students-inside-and-outside-the-classroom

It is important for educators to support students in taking ownership of their own learning. When students are empowered in their learning, they are more engaged. It helps when we design learning activities that are original, relevant, and creative. Here are three recommendations to help engage your students: make learning authentic, make learning connect to students' environments and communities, and breathe life into learning.

Time to Get Real
Role playing with your students can be a great way to get them to use their critical thinking skills and start to problem solve. You can be the one acting out scenarios, or you could invite your colleagues to "visit" your class in character for your students to interact with them. You could even take it a step further and have your students fill roles and act out cases. Students should be responsible for assessing the situation, determining possible solutions, and creating a way to address the situation.

Time to Connect
It is important to help students connect to their own environments and communities. Sometimes lectures cannot engage students in making these connections. Instead, consider taking a field trip! Look in your community for shows, plays, and exhibits that can reinforce your content. Visit as a class or encourage your students to go on their own time and then connect and reflect on the visits during class. Can't organize a field trip? Go on a virtual field trip! You can organize virtual field trips yourself, or you can see if others have created ones you can access.

Time to Breathe
Students remember stories. When explaining concepts, especially difficult ones, tell them a story from your own life or practice. Ask them to share stories they find connect to certain concepts. Breathe life into your lessons. They are more likely to remember the stories than their notes.

Consider how you are engaging your students both in and out of the classroom. These three recommendations are only a few of the variety of ways you can support your students' ownership of their own learning. Do you have ways that you engage your students that you have found successful? Please share them below in the comments!

]]><![CDATA[Classroom Jedi Mind Tricks]]>Mon, 06 Mar 2017 05:00:00 GMThttp://www.eduhuh.com/blog/classroom-jedi-mind-tricks

I've been thinking a lot lately about ways we give our students freedom and autonomy in the classroom while also making sure they learn the skills and content we need them to learn to be successful in our classes. Sometimes it takes some classroom Jedi mind tricks to accomplish our goals.

I have a few Jedi mind tricks I use with my students. One of my favorites is assigning mandatory time with me for any incomplete assignments. Not only do I already hold office hours or have planning time set aside (so, in the end, I'm not losing my own time), but this gives students time and space to come get help. It also helps me build relationships with students who may be struggling in my classes.

Another example I use is allowing mastery on assignments. I'll allow students to do an assignment as many times as they want until they achieve their desired grade. For some that might be an A, for others a B, and so on. I do give time limits on this process, however, because I do not want students trying to rewrite or redo assignments at the eleventh hour at the end of the semester. That would overwhelm me. But, ultimately, I want my students to master the content, and giving them as many times as they need to show their learning on an assignment benefits them. There are a number of ways for implementing mastery learning, and this is just one example. You can read more about mastery learning and its origins as well as tips for mastery learning.

What kind of Jedi mind tricks do you use with your students? I love this Vitae forum thread with a lot of instructors sharing their tips. Feel free to share yours in the comments below!

]]><![CDATA[Tech Tip Tuesday: Knight Lab Creations]]>Tue, 28 Feb 2017 05:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-knight-lab-creationsThe Knight Lab at Northwestern University is a community of students and educators who work with designers and developers to provide a variety of tools in order to pursue ideas in an open and collaborative way. The Lab is best known for a suite of innovative experiments that are open-sourced and adaptable. Learn more about The Knight Lab here and keep up with their projects via their blog.

The Lab develops a variety of experiments and projects to support meaning making and storytelling. Their best experiment, TimelineJS, has been used by over 250,000 media makers worldwide. Check out their entire suite of projects that includes links, tutorials, and other ideas for your classroom.

How do you plan to dive into The Lab's resources? Leave a comment below!

]]><![CDATA[Tech Tip Tuesday: Revisiting the SAMR Model]]>Tue, 21 Feb 2017 05:00:00 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-revisiting-the-samr-modelThis week's Tech Tip Tuesday is coming back around to the concept of SAMR. You'll recall we had a discussion about SAMR a few weeks ago. You can revisit that discussion here, and you can review the levels with the image below.

While SAMR is a great model to explore the integration of educational technology in the classroom, there are still some issues that we should consider. For instance, the model tends to privilege the two levels of redefinition and modification. This privilege can have the unintended consequence of marginalizing good, quality teaching that does not employ digital technology. There are still great lessons that use non-digital (re: paper and pen!) technology. Also, by placing substitution at the bottom of the model, it can negatively impact teachers who are otherwise willing to try new technologies in their classroom. By creating this hierachy, it can feel like a long way to climb up the ladder in order to "effectively" integrate technology. It is also important to point out that SAMR tends to focus on the task instead of the people in the classroom. It seems to still rely heavily on a teacher-focused classroom instead of a student-focused one. So what if we focused on the people instead of solely on the task at hand? Kathy Schrock expanded on a model created by Jen Roberts in order to explore the combination of Bloom's, SAMR, and the integration of technology. You can see the image below.

As you can see by including Bloom's, the instructor can focus on higher-order cognitive skills. By then building on SAMR but focusing more on people over tasks, the instructor can move away from a teacher-centered classroom and more to a student-centered, tech-integrated classroom. This shift allows for more choice and more student autonomy while addressing students' needs and interests and focusing on authentic learning.

Want to learn more? Check out How to Integrate Google Apps with the SAMR Model

]]><![CDATA[Tech Tip Tuesday: Screencastomatic]]>Tue, 14 Feb 2017 18:23:04 GMThttp://www.eduhuh.com/blog/tech-tip-tuesday-screencastomaticIn my current professional role, I make A LOT of videos. Probably about one video a day for the last six months. I have a number of tools that I use to make these videos, but sometimes I just want a quick video that covers specific content in a quick and easy way. In comes Screencastomatic to save the day!

Screencastomatic allows you to capture video on your computer screen, with your webcam, or a combo of those two. It is easy to use...just follow this tutorial!

If you want to think through your resources and find different tutorials to help walk you through how to use Screencastomatic, Joel Speranza created a great flow chart for you to follow:

How are you using Screencastomatic in your classroom? Please leave a comment below.

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