Connecting and Creating in a 1:1 Classroom

Editor's Notes

• #3: Would you be surprised if I told you that I wasn’t initially too excited when I was asked to try 1:1 computing in my science class? Until this year I had used 6-15 computers in class depending on the availability of our 8th grade lap top cart. The kids used the computers in groups or in pairs so there was a social or collaborative aspect to using the computers that fit with the atmosphere of our class. The prospect of 1:1 netbooks made me think of students with blank stares hidden behind the computer screens. I’ve since changed my mind. I thought about what was worrying me and made the decision that if I was to go 1:1 I would try to only use the netbooks for creative or collaborative purposes.
• #4: But I didn’t start from scratch like many teachers are asked to do in our district. For example, a few years ago our district rolled out 1:1 netbooks in the 9th grade and I’m sure there were many teachers who just weren’t sure what they would do with new technology. I want to start then with a little bit about how I was using technology before getting the netbooks and then how the netbooks have changed what I do in the classroom. I’ll share how focusing on two themes of connecting and creating can guide a teachers lesson plans and some things to consider when you are managing a 1:1 classroom.
• #5: Martha Beck described a phenomenon that I know well when she wrote this in an article for O magazine. She says that if we are willing to go out and shake the trees, then we will reap the fruit of our labors, but the fruit that falls almost never comes from the tree we are shaking! This has been my experience with implementing new technology in my classroom.
• #6: I may start out with a specific goal, for example using clickers in the classroom to make it easier to give formative assessments, but I end up learning that the real value of the technology is something completely different than what I expected. In this case, my aha moment was realizing how skilled my students were at hiding their misunderstanding or confusion! It all came out in the clicker assessments. The students in the room that need our help are not always the ones with confusion on their faces!
• #7: Here are some more examples. I started using power point to motivate my students to take notes. But power point taught me unless note taking is student driven it isn’t a very motivating activity for anyone, including me!
• #8: I began using Hyperstudio because a colleague told me how much fun it was for students and that it was easy to grade the projects (as opposed to posters.) Hyperstudio taught me that I had underestimated some of my low writers. They were able to express their scientific insights and understanding very well when using the tools that Hyperstudio offered, like drawing tools, action buttons and a non-linear format.
• #9: I began using movie maker and voice thread because they were fun for students and I wanted to hook some students who weren’t “into science”. But what kept me using this technology was the realization that my students were planning what to say, practicing saying their lines several times, and editing their work before they recorded it with the microphone. The repetition and editing was helping them learn some difficult concepts.
• #10: I actually found a box of Pasco sensors on my desk one day with a note from another teacher, if you can’t use these, just throw them away. He didn’t want them taking up space in the store room I guess. So, I slowly learned how to use the temperature sensor and the pressure sensor but the magic came when students were interpreting graphs. This isn’t an easy skill for middle schoolers but they had no trouble since they had watch the data being graphed as they collected it. It made such a big difference.
• #11: Using Wikispaces, however, completely changed the way I teach now. It was through wikispaces that I learned the importance of relinquishing control to the students whenever possible. Here’s how it happened.
• #13: So, I already had some ideas about using technology but I still had some hesitation about the net books. Former students had reported that when they were given netbooks in 9th grade their teachers only used them for writing papers and viewing web pages. I actually suggested that our new cart of netbooks should be shared between two or three teachers where students could work in groups using a 1:4 scenario. But my principal really wanted to see what 1:1 would look like at the middle school. Ok. I’ll try it but I probably won’t like it!I reflected on what I liked about using the old laptops and decided that the in the best lessons the students were either sharing and connecting with each other or they were creating something original. Sometimes there were doing both. The goal would be to use the new netbooks to try to accomplish these two things.
• #14: I am always influenced by professional development and books and so I wanted to share how Bill Strickland inspired me last year at PETE &C. After hearing him speak I bought his book and have kept some of his ideas in mind this year. He talks about how our dreams lead us to success and how the best dreams involve building, creating, and having quality experiences. In my mind I want to provide students with the opportunity to pursue dreams. Our students practice dreaming in school every time they have their own idea and are allowed to pursue it.
• #15: He talked about schools as nurturing environments where children are exposed to empowering creative experiences. That is what I want for my students.
• #16: But when I thought of netbooks I still envisioned the blank stares of students zoned out infront of the screens. Kind of like this. Here my students are reading from websites about energy. I was immediately discouraged .
• #17: The key, according to Dr. Willis, is to give students expectations of a pleasurable experience before a lesson, what will they be creating or what problem will they be solving after doing their research, for example.
• #22: Wiki can be used like a scrapbook or a portfolio or a journal – an outlet for student creativity and ideas and a way to showcase student work. I began by putting students into random groups. Students don’t automatically feel safe in social situations so I do a few ice breaker activities in the group – a common interest scavenger hunt and a team scrap book contest/activity. Usually, after our Likes/Dislikes Scavenger hunt and the scrapbook activity, the groups gel somewhat and enjoy working together.
• #25: Wiki can be used like a scrapbook or a portfolio or a journal – an outlet for student creativity and ideas. I began by putting students into random groups. Students don’t automatically feel safe in social situations so I do a few ice breaker activities in the group – a common interest scavenger hunt and a team scrap book contest/activity.
• #31: http://www.diigo.com/education
• #36: Using Print screen or jing.com anything on the computer screen becomes a picture you can use on a wiki or a presentation.
• #40: Using Print screen or jing.com anything on the computer screen becomes a picture you can use on a wiki or a presentation.