I never knew that coding could be so easy.

I had the pleasure of attending a Coding Academy given by RePublics CS using the free web based software Scratch created by MIT. RePublics created lesson plans for teachers to implement a skills based and best practice pedagogy. The training itself was an amazing two day training where were leaned both the scratch and RePublics CS platforms. For the rest of this post I would like to focus on the Scratch platform.

Scratch is a free web based coding platform that was created by MIT and designed for students age 8-16 but can definitely be used for ages outside that range. I have very little experience with coding before I attended this professional development. When day two of this two day training had concluded, I was so much more confident and at ease about the entire process of coding. Here is a snap shot of an artifact that I created.




I will leave you with this thought, coding is something that you can do, and scratch makes it easy!

Doctorate in Educational Technology- My Journey Pt. 1

EdD, Educational Technology

If someone were to ask me if I were interested in earning my doctorate a little more than a year ago, I would have responded in a resounding no. I already had preconceived notions about graduate work let alone advanced graduate work. My masters was a program that was fairly rigorous, so I made the assumption that a doctorate would be just as rigorous if not more. So, what was the reason that led me to climb up the mountain?

My hope is that once I am finished with this process I will be a competitive applicant for a leadership position in my district or that I find opportunities to teach in higher education. I am hoping for these doors to open much later in my career because there is still room to grow in my current position as a digital learning coach. Recently, I was able to earn the Google for Education Trainer Certification. This process involves first earning level one and two, passing a total of three exams and an extensive application process that includes a video demonstrating how you innovatively use an app to transform learning. Now that this process is complete, I feel a deep sense of accomplishment, and confidence that I have demonstrated mastery of the skills necessary to be sanctioned by Google to conduct training in my district and in others as well.

Infographic: eLearning

I choose to pursue a doctorate in educational technology because I am passionate about good teaching. I have dedicated my life for the past 15 years to be the best I can be for my students and now for the teachers I work with. Being an effective teacher in today's classroom also means being an  effective facilitator with the ability to leverage, and seamlessly integrate educational technology. When I bought my own iPad and brought it to my class for my kids and I to use, the engagement level was off the charts! At that moment, I knew that I wanted to harness the power of technology to create an environment that tapped the innovation and creativity of my students s they could demonstrate their mastery and express their thinking in a variety of ways. I will eventually seek to lead decision makers and stakeholders to continue to garner more technology for our students and support teachers in every way possible to integrate it effectively into the curriculum throughout all content areas and grade levels.

Graphic Representation of my Professional Learning Network

The program that I decided to enroll in is an educational doctorate which is designed for those that wish to continue to be a practitioner rather than a researcher. This program in educational technology will prepare graduates to lead, research, and to design systems of integration, implementation, and program evaluation within a program, organization, district, or institution.

I began the climb up my mountain in May of 2016. I am currently one year into the journey and I have four courses to go before I can begin research. I anticipate that research should take another year  or so and then I can graduate in the spring of 2019 if everything goes well. The following are the notable and tentative decisions I have made so far in anticipation of the research I will do.

Topic: The pivotal moment of inspiration for teachers to fully integrate educational technology.

Research method: Qualitative field research using interview.

Conceptual framework: Constructivism

Here is an example of a multimedia project that I created in one of my classes. It culumnated from all the modules in the couse put together. It took a lot of time and effort, but I am very proud of it.

You have a 3D printer, now what?

Administrators, teachers, and students alike are eager to provide 21st century learning tools onto the campus and in classrooms. If you are thinking about purchasing or already have a 3D printer the million dollar question is, "what do I do with it" other than the obvious. What are the educational benefits that can be gained from having this relatively expensive piece of hardware.

I am remined of a Wendy's commercial from my childhood that asked, "where's the beef?!!" In this instance, lets ask, "where's the pedagogy?" I was very happy to meet up with my amazing teammate who informed me that she found a free web based software called Tinkercad that can be used to produce the 3D file type (Stl) needed to print a object. Tinkercad is an easy to use web based software that with a little teacher support even a kindergartener could use successfully.

With the use of basic shapes a student can create anything. Here are a few that can be used:

        

Using a combination of these shapes student can create 3D objects and save them as Stl files to print on a 3D printer.

I hope you have the chance to create your own object and print it!

#Innovator's Mindset MOOC- Oct.8- Oct. 15

In part III, Chapter 3 of George Couros's book, "The Innovator's Mindset, we are challenged to empower our students by learning who they are and what they are passionate about, and then generating learning experiences that allow for them to integrate their interests and passions into creating something that can demonstrate learning. If we as teachers want to truly empower our students we need to teach to our student's strengths. "To create a culture where innovation flourishes, we have to realize that, in many cases, we already have everything we need, we just need to tap into those resources" (Couros, 2015). I can not recall the countless times my students have taught me something. In those instances, both my student and I are so proud, I in them, and them in their own mastery and insight! Providing the context and opportunity to engage a student's passion will yield deep critical thinking and masterful creations far beyond a multiple choice assessment.

I was intrigued by the study that was conducted by Tom Rath. He found that 40% of employees would be actively disengaged if their boss ignored them, 22% if the boss focused on the weaknesses, and an astounding 1% actively disengaged if the boss focused on the strengths alone. Can you imagine how this might translate into 99% active engagement just by a teacher focusing on the strengths of students! Couros makes an insightful point in asking why we would take an elective away from a student (presuming that the student might be really good or truly enjoy that elective) to practise more of what they need help in? This leads to an inadvertent punishment and will most likely result in increased frustration and hostility in the weak subject.

I enjoyed the quote that Couros included from Joesph Joubert, "To teach is to learn twice". It reminded me of an equally powerful quote by Jennifer Hogan to the left. If we forget what it was like when we were students then we are not going to truly connect with ours. we must continue to learn and to expand what we can offer to our students. If we become static or complacent then we are actively holding our student's back. Think about that for a moment because it has serious implications. Choosing to continue without growing or expanding your knowledge will cause your student's to be held back. It makes me think of a great rock protruding in the middle of a rushing stream. The water rushes past and for the swimmer who gets to close to the rock will be trapped by the currents that are forced continually inward. It is not without great force that the swimmer escapes, having to expend tremendous energy that could have been spent swimming further onward.

References:

Couros, G. (2015). The innovator’s mindset: Empower learning, unleash talent, and lead a culture of creativity. United States: Dave Burgess Consulting.

#Innovator's Mindset MOOC- Sept. 24- Oct. 1

In Chapter 1, innovation is defined as a way of thinking that creates something new and better. What are some examples that you consider innovative?  How is it new and better than what previously existed?


If asked the question, what characteristics does a classroom have that maximize student potential to grow and succeed, what would you say? Would student innovation have a place in your response? Every teacher has the power to create ideal learning conditions for all students to be innovative. This requires some innovation on behalf of the teacher as well. When we learn the needs of our students and provide an atmosphere of innovation and exploration their needs are met. Innovation can transform and improve the way that we meet student's needs.

George Couros wrote in his book, "The Innovator's Mindset", that innovation is not a thing but a way of thinking. When I consider what it means to be innovative I think about this quote by Jason Silva, "Ideas are powerful because they allow us to see the world as it could be, rather than what it is. Innovation can be as simple as thinking and implementing a small adjustment. Couros also writes in his book that, "Innovation can come from invention or iteration (a change of something that already exists)." One of the best examples I can think of where only a small change was made that created a powerful impact is when we give choice to students. When we allow them the freedom to choose, that is an innovative approach. A slight shift in an approach to teaching like giving our students the chance to be self directed and choose a path of learning that they want walk. The shift in thinking is this: the teacher is not the focus, the student and their learning is.

Another very simple example of innovative thinking is the philosophy, "quality over quantity". I pose this question: if a student can accurately demonstrate acceptable mastery of a skill in a few good examples, why then would we need them to do so in multiple redundant questions in one instance? If you wanted to incorporate student choice, then you could allow them to propose how they demonstrate their own understanding.

Review the “Critical Questions for Educators” in Chapter 2.  Why are these important to understand those we serve in education?  What other questions would you ask? How do you embody the characteristics of an Innovator’s Mindset?

Each of the "Critical Questions for Educators", in chapter 2 use the idea of an innovative shift in the way educators approach teaching and adjust the focus so that it is squarely on the student. The questions force us to view our classroom and teaching style from the perspective of our students. The questions also elicit reflection on our relationship with our students and if we are meeting their needs as individuals. Do we really know what they need to be successful, and how are we determining our own effectiveness?

One of the most powerful examples of innovation that I used in my classroom for my students was to give them a chance to answer the following prompt with or without their names:

"Mr. Rodriguez, I need for you to know________ so that I can learn."

I was moved to tears by some of the comments I read. I was also surprised that most wanted me to know who was writing. I believe that the idea of innovation can be a simple as letting your students know that they are more important than what we have to teach that day.

#Innovator's Mindset MOOC- September 17-24

Why is “innovation” so crucial in education? What impact do you see it having on our students and ourselves long term?

John Dewey, arguably one of the first major American Innovators of education, galvanized the phrase and perspective that. "Education is life itself." As we begin this collaborative MOOC focused on "The Innovator's Mindset" I would like to propose that education is life and in so doing, extend that innovation in eduction is crucial to enduring in our lives and in our world! In order to survive within a world of global competiton in every aspect of life, innovation has always been the key element by which our species has flourished.

An administrator prompted his faculty to reflect in a meeting one day, "Remember, you choose to be here, you choose this profession." As educators, we must rememebr what drew us to this profession to begin with, and what keeps us going each day! Being involved in a forrum like this is a great opportunity to remind ourselves why we entered education in the first place. At the very heart of every great teacher there is a student yearning to learn and to be the best they can be; seeking to continue on a path of growth. Understanding how to embrase a mindset of innovation will enable us to ascend into higher levels of achievement which equates to student engagement and success. George reminds us that the best lessons are those which we model. Actions speak louder than words, and believe me our students listen with their eyes so much more than with their ears.

How can we expect our students to take a chance if we never do? How can we expect our students to embrase an innovators mindset if they do not know what it is. We will send a message to our student that learning from faiure is essential to learning in general. Seth Godin inspires us to accept failure as part of the learning process and to eliminate the negaitve connoation associated with a necessary step; for we only truly fail if we stop trying.