Technology

ISTE ’17 Reflections – behind the scenes

I just attended, and presented, at my first International Society for Technology in Education conference, or ISTE for short, in San Antonio.  It was a Texas-sized conference with a ginormous amount of educational technology connections, learning opportunities, and inspiration. Because educators are passionate people, when we all gather in one place to celebrate learning we also inspire others to do more. It was an intensely energizing experience.

Now that it is done, it is time to decompress, unwind, and reflect on all the learning and all I have to share. My ponderings of ISTE begin with the following;

  • Presenting and what I learned about confidence, trial, and error
  • Conferences are a confluence of being hungry, having to pee, and google maps, while pressing through it all to learn
  • Being in tune with the mantra of “My Tribe” and “Teachers are wizards and ISTE is Hogwarts”
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Ready for ISTE!

Sunday Teach Meet

One of the cool things about being part of an educator network is learning about opportunities to both present and learn. One such opportunity was the “Teach Meet” on pre-conference Sunday. It was set up in a relaxed format of 2, 7, and 20-minute teacher-driven presentations on a variety of topics. All were informative, insightful, and relevant. It felt like a teacher learning oasis before the all-encompassing chaotic din of professional learning.

ISTE Teach Meet

I presented my science classes’ work with “Cubes in Space” in a 2-minute spot and it was amazing. I could share what the “Cubes” program is and how my students have a participated this past year. It was an awesome ISTE icebreaker for me.

Later, when I sat in the audience, I picked up some cool tech tips and tools, all low pressure and teacher-tested and applicable to me. I was encouraged to “tell our story” as a school with social media, because if we don’t, who will? I heard about the ed-tech classroom goodness of Flipgrid and Lifeliqe, both of which I have used in my classroom this year, confirming how awesome these tools are with students. In addition, I met some good “table neighbor” teachers from Ohio to California and in our short chats we all shared the same passion and excitement to learn more so as to help our students learn more. I will most definitely consider adding future Teach Meets to any future conference agendas.

Microsoft Partner App Facebook Live

Since my colleague and I were presenting Class Policy, a Microsoft partner application, we were invited to participate in a Facebook Live interview with Anthony Salcito, VP of Worldwide Education at Microsoft. It was fascinating to watch the preparation and planning necessary to highlight a variety of applications including Ohbot, Lego Robotics, Class Policy, and Lifeliqe, among others. Truthfully, it was a bit stressful to be on “live,” especially when the network feed dropped and we needed to record our interview a second time. Overall, it was an honor to be on the Expo floor discussing Class Policy, an absolutely indispensable 1 to 1 device classroom management technology tool.

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Chatting about Class Policy with Anthony Salcito

Microsoft Education Partner App Live

Connected Classroom poster session

In every conference, there are a variety of methods to disseminate information. At ISTE we were fortunate to have a poster session for our “Connected Classroom” presentation on the benefits of being connected with both Microsoft Teams and Class Policy. My colleague, Tamara Traux, and I divided and conquered the two tools, presenting and answering a myriad of questions from grateful teachers and administrators from all over the country. Some needed to know the basics of using OneNote and others needed to pick our brains about how best to maximize Teams to promote class collaboration and conversations. Meanwhile, others wanted to understand how best to manage students being on task with Class Policy and facilitating within a 1 to 1 device environment. It was an intense 2 hours of talking, but I absolutely loved the real-time interactions of sharing classroom technology.

ISTE Resources – Connected Classroom

Hack the Classroom

Microsoft Education hosted an online event to showcase a variety of the latest technology in the classroom where short “ignite” style presentations on topics such as Minecraft Education, Code Builder, and Paint 3D were streamed live. Participating as a live audience was pretty cool. Again, I find the behind the scenes fascinating, but realizing how truly authentic, caring, and empowering these educators are to their students was awe-inspiring. I loved Cathy Cheo-Isaacs’ authentic talk about using Minecraft Education and Code Builder with younger students to help build their understanding of computational thinking. I giggled with her obvious love of Hello Kitty and using the code builder agent to quickly build within a student Minecraft world. I was also inspired by Paul Kercal, the creator and artist behind Paint 3D. To build a tool that allows a student to visualize, think and create in 3 dimensions is mind boggling. He said it well, when he said, “I stepped back and let students be brilliant.” That is the essence of a master teacher, especially one teaching with technology.

Hack the Classroom Live

1 in 3 ISTE session

In this “listen and learn” session, teachers sharing their best technology integration moments in a quick 3 minutes, my colleague, Tamara Truax, was inspired to share her student’s journey project. She promoted the idea that they could and should amplify their family’s migration stories. Tamara shared how teachers can help students amplify their voices through technology. I was proud to be the support system to help amplify this teacher’s voice to encourage other teachers to do the same for their students’ voices.

Connections

 Finally, it was the connections at ISTE that made ISTE so valuable. Conferences are an excellent opportunity to foster a professional network as there so many passionate educators to share ideas and stories with and make those connections. I am fortunate to be part of an awesome educator network in the Microsoft Innovated Educator Experts or #MIEExperts. We use social media to stay connected regularly, but meeting in person and catching up is electrifying. We are extremely passionate about teaching, technology, and advancing student learning and voice and our conversations stem from wanting to hear about new teaching techniques, tools and tips. We are nerds, geeks, and wizards. The keynote by Jennie Magiera, chief innovation officer at Des Plaines Public Schools in Chicago, was spot-on when she said, “teachers are wizards and ISTE is Hogwarts.” A teacher’s PLC, or professional learning network, is their tribe, the people who get “it,” the passionate drive to promote what is best for student learning. They invigorate and energize us. We need them and ISTE is our gathering place. I am so glad I went and I look forward to returning in the future. ISTE was my Hogwarts and though I’m now on summer break, I am also so ready to return to school in the fall.

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Connected Classroom – ISTE 2017

In a few weeks my colleague and I will traveling to San Antonio to present at ISTE.

We’re excited to share how we utilize classroom technology in a 2 hour poster session. We’ll share how OneNote, Microsoft Classroom (now Microsoft Teams for Education), and Class Policy helps to foster student collaboration and conversation.

Connected Classroom: Digital Conversations & Collaboration with Microsoft Classroom & Class Policy

Monday, June 26, 2:00-4:00 pm
HBGCC Tower View Lobby, Table 24

Cheryl McClure and  Tamara Truax
Learn how to utilize Microsoft Classroom and Class Policy to foster online student conversations, OneNote for lesson collaboration and connected assignments in Outlook. Suitable for those already familiar with OneNote but accessible to all as an introduction to the collective collaboration of a central digital space for connected learning.

ISTE sessionConnected Classroom

 

 

Teacher in Space

More specifically, a Teacher Learning about Space Education 

Recently I was invited to a NASA & CASIS presentation about the International Space Station at the Microsoft Campus in Redmond, WA. As a science teacher, the nerd meter was off the charts, “What, me? Take an afternoon to listen about being in space? You bet!”

NASA and the International Space Station (ISS) exhibit have been on a “Destination Station” Northwest roadshow. The purpose of their presentation is to share the wealth of ISS information readily available and how companies and students can take advantage of ISS research opportunities. Small breakout Q&A sessions for the local STEM educator community provide time to talk and share. For me, the afternoon provided a list of NASA/ISS/CASIS connections for my curriculum next year. It was stated that the “possibilities are endless; the rewards could be outstanding,” and I couldn’t agree more.

CASIS, Center for the Advancement of Science in Space, is a non-profit manager of the International Space Station U.S. National Laboratory, and its aim is to create public awareness of National Lab research by making space science more accessible to the world. The US Lab on ISS is currently conducting research and development from big companies to small schools, with their focus ranging from STEM to life science to physical science. The question is, “Why do research on ISS at all?” The answer is supremely simple, the US Lab on ISS is like no other lab on Earth. The vantage, perspective, and conditions are not constrained by gravity. Experiments can be tested in a micro-gravity environment, thereby providing excellent environmental controls or removing the limiting factor of gravity. In the extreme conditions of space, forces and fluids will be less constrained, fluids will take a spherical shape, there is no “up” or “down” and sedimentation and solidification are not determined by gravity. There is much to learn, test, discover, and invent in a home laboratory that is away from home.

Astronaut Mike Barratt spent 6 months on ISS and shared a day in the life of living on the Space Station, traveling in both Shuttle Discovery and Russian Soyuz. It was “Zero to 15,000 mph in 8 minutes 45 seconds for orbital velocity.”

The dominant factor of being on the ISS is weightlessness. Apparently it takes a bit of effort and time to coordinate moving around, from flying “superman style” to using hands to locomote. I was surprised to learn how big the Space Station is, particularly when you shift your thinking from a traditional “square footage” to a 3D or cubic footage view. All available space is utilized and there is no up or down. It is a funny idea (prank) that if a crew member was carefully guided to the middle of a compartment, ensuring they were not in motion and where they could not touch walls, then they would be stuck. In micro-gravity, Newton’s laws of motion (or lack of motion) are in affect.

Since Mike is also a medical doctor, he spoke of anthropometry, recycling urine to water, and various medical tests and blood draws. In space, the neutral body position is not straight and thus requires rethinking work and sleep stations. In space, the internal organs are not affected by gravity and thus their positions are changed. In space, toilets require directed airflow since there is no gravity…let that sink in. In space, bone and muscle mass will decrease unless astronauts exercise daily with countermeasures, since there is no gravity to lift or move your body’s own weight against.

Astronaut Mike Barratt

Astronaut Mike Barratt

As a science teacher, learning more about ISS meant learning there is a wealth of student opportunities for my science classroom. There is so much happening on the station that the challenge is narrowing down which lesson, research, or connection to utilize. To assist with this, I had the pleasure of meeting with Pete Hasbrook from the ISS Program Science Office to discuss NASA and ISS resources available to educators. I am excited to spend time organizing my curriculum to make room for these research opportunities for my students next year.

MS Edu NASA-ISS Pete and Cheryl Chat

ISS Chat with NASA’s Pete Hosbrook

For more information about NASA or ISS or CASIS in Education go to;

 

 

 

 

Living Life on the Beta Edge

This school year has been a preponderance of pilots and beta testing. Don’t get me wrong, I’m a tech geek and I’m very appreciative of my forward-thinking school district. I am also extremely appreciative to have the freedom and flexibility to beta test new technology that may positively affect my students’ engagement in learning. This year, by my own choice or district curriculum options, I have been introducing, testing, or using a multitude of new tech or curriculum.

Curriculum Pilots

As a middle science teacher, I piloted and incorporated the following curriculum:

  • Project Guts – Code.org computer science in science
  • Amplify – middle school science curriculum
  • IQWEST – middle school science curriculum
  • Minecraft Education Edition – fostering student creativity & anything actually
  • PASTL – fostering students to think and process science visually in conversations

Technology Pilots

As a geeky tech teacher, I piloted and incorporated the following new educational technology:

  • Microsoft Classroom (will be changing to Microsoft Teams for Education)
  • OneNote – OneNote app compared to the 2016 OneNote desktop app
  • Lifeliqe – 3D models and augmented reality
  • FlipGrid – amplifying student voice captured within video responses
  • Slack – team group communications
  • Microsoft Paint 3D – making and modeling objects and art in 3D
  • Synergy – student information and gradebook application
  • Whiteboard Preview – whiteboard writing meets digital sharing technology

What did I learn?

What I learned is when educational curriculum and technology is chosen wisely, it can foster student creativity, amplify student voice, and streamline student collaboration. This is important; as our classrooms have changed, the demands and distractions on learning have changed. I believe students want to learn, but just like adults, they want the learning to be authentic and they want to have a voice in their learning.

What’s next?

We will be choosing curriculum companies that have integrated technology that easily navigates concepts, assessments, and simulations. For the traditional textbook based curriculum companies who are just transferring the text to an online format, please don’t bother… it is not worth our time. Piloting new curriculum and/or technology requires “beta” teachers to quickly assess how big the learning curve will be for both teachers and students. The more input the curriculum companies and/or technology companies listen to from teachers, the better. The demands of the classroom require an easy to figure out format for both curriculum and technology applications. Since we’re piloting new curriculum and new technology, we appreciate when our feedback is listened to. We appreciate when we see updates that reflect our feedback. We’re all wanting the same thing, we want an authentic learning platform and we want our voices to be heard in our learning.

*Stay tuned for follow up posts for specific details for piloted curriculum and/or technology

Fostering Project Collaborative Learning

My middle school science classes often just blow me away with their creativity and energy. To capture this, I strive to foster collaborative and creative projects. Specifically, this year, I have been setting up science projects that require students to productively function in teams, more specifically to shine within a team.

Project 1 – Step 1

For the first big group project, I offered students their choice of medium to create a weather “lesson.” Although there was choice in presentation, the group worked in a traditional project team. The students were excited to try out new tech for an audio-visual “Ted-Ed” style weather lesson, but without specific work to coach the soft skills of team collaboration, there were the usual pitfalls of who does what work, how much work, and whether the work was of good quality. The product of the “lessons” was amazing in the style and variety of creativity, but the downside was we didn’t work on improving how the team collaborative functions.

Project 2 – Step 2

The next big group project team experience gave us the reason for the next step in team collaboration a “Team Contract.” Students were to write a proposal for a small cube experiment to travel on a space flight. As students choose their teams, I asked them to review, discuss, and define their requirements to be a successfully functioning team. When we had group class time to work on our “Cubes in Space” projects, students referred to their Team Contract when a team member didn’t meet their work requirements. Students began to hone the essential skills of collaboration and communication that are so vital in our everyday world.

Project 3 – Step 3

Our current project, an Earth Safety Challenge PSA, takes all of the above and moves it beyond team collaboration to group creativity. Students initially completed background research on local earth science events such as earthquakes, volcanoes, and tsunamis. Students were grouped into 3 large “company” teams based on their research area. Their task is to create a company and assign the roles of research scientists, engineers, media specialists, and project managers. Their job is to create a Public Service Announcement (PSA) to inform the public about the science and safety of their assigned earth event. This project is majority student designed and managed. Students are using a variety of skills, research, technology, modeling, communication, collaboration, and creativity. I am so impressed with their level of positive engagement, motivation, and the direction of each company team to produce a creative and effective earth science PSA. Although I can’t wait to the see the final products, I am already extremely proud of the collaborative learning in which these students are engaged.

Lesson Details If you’re interested in the specifics of our Earth Safety Challenge Project, please see my lesson plans here: Earth Safety Challenge Project Lesson Plan

Lesson technology – for this project we utilized the following technology;

Since we are a 1:1 school (students are issued district laptops for the school year), we are comfortable with utilizing technology in our classroom. Class notes, agendas, and group project work is all conducted in OneNote. The final Earth Safety Challenge PSA will be posted in Docs.com for other grade level science classes to review and offer feedback. We also use Class Policy to group team members and monitor technology on task time. Modeling in Minecraft is an awesome way for students to use their analytic thinking in a creative format to make a 3D model – of anything. Making use of student voice was easy with FlipGrid and Forms. FlipGrid offers accessible technology for students to video respond and reply, it is fun and informative. Forms provides an easy means to access or survey online, providing accessible data to share. My students are using a variety of tech tools to make their PSA presentations, including PowerPoint, Office Mix, Sway, and video, to be posted in class collections in Docs.com. If used appropriately, technology can enable and amplify student knowledge and voice on any project. Totally amazing collaboration.

 

NCCE ’17 Review – People Inspiration

Attending and presenting at NCCE this year was a most awesome, information packed, technology infused, and energized event. Over the course of the conference my colleagues quickly shared our thoughts about sessions over Slack, a super easy team building and sharing app. We gained so many ideas for technology, curriculum, learning, networking, and most of important of all, we gained inspiration to continue striving to be awesome educators.

My takeaways for NCCE were mainly threefold, which I will divide into parts over 3 blogs:

  • Part 1 – People who inspire us to do more in the classroom
  • Part 2 – Technology ideas that inspire our curriculum
  • Part 3 – Network of educators who give us confidence to foster higher aspirations for our students

People Inspiration

The NCCE 2017 Keynote speakers were amazingly inspiring, encouraging us to think differently to do more in the classroom.

Jaime Casap, Education Evangelist at Google: ” I believe education disrupts poverty.”

Jamie spoke about the impact of education, stating the impact on students goes on for generations. He reminded us that our national super power was built on the backbone of education. Hearing clearly and concisely “Education is not broken,” was inspiring to hear, especially considering today’s propensity for education bashing by the public.

Jamie also made us think about revising our educational perspective, asking the question, “what is the right path to prepare for a future that doesn’t exist yet?” Today’s generation is not necessarily different, but rather it is how they think about learning that IS different. Simply put, a generation or two ago students waited to be taught. However, today’s generation doesn’t need to wait, they think of learning as a part of their daily routine. Just watch a student pull up a YouTube video to figure out a game or an app. It just may be that we, as educators, need to think about learning differently too.NCCE keynote 1

By now we are all familiar with how rapidly technology changes and updates. There was a time that computers were as large as a classroom and the focus was on teaching basic programming skills. Now we look at data (from much smaller computers) and we need to compare what good learning looks like. Our questions today center around how to implement tech, how embedded tech can help students understand concepts, and how to teach computational thinking and skills to solve problems.

Jamie made us laugh in reflection, reminding us that a few years ago we might have gotten a busy signal when we called someone. If we juxtapose that idea into today’s lingo, we can see how our thinking has changed “I tried to call the internet today and it was busy.” It is important that education is iterative, that we understand what good learning looks like, and we understand how learning will change. So we ask ourselves, do we have the best educational model for our students? If yes, we are on the path to meeting the essential goal of education.

Kevin Carroll, founder of Kevin Carroll Katalyst/LLC, author, speaker, and agent for social change.

Kevin’s keynote focused on story tellers. “Story tellers are powerful, each of us has a narrative.” Kevin illustrated by telling us a powerful story of his youth, family, and life lessons. He shared that he learned that curiosity and play are important in life, finding his sanctuary on the playground with a red ball. He also found sanctuary in the library, which fostered his curiosity for learning. A ball, play, catalyst, connection, and community were the key words of his story.NCCE keynote 2

He spoke of his connections with his community, including his grandparents, highlighting a couple of life gems: First, playing is an important virtue, aptly supported by Plato’s observation that “you can discover more about a person in an hour of play than a year of conversation.” Second, he grew up with, “lots of talkers and doers, which one are you?” An important question from his formative years that shaped his unique way of looking at the world. Listening to Kevin and considering our own connections, community, and pondering our personal catalysts, it was apparent that play and laughter are the change makers for us as educators and for our students.

Play or joyous connections can provide a venue for discussion afterwards, which is when moments with big ideas, innovations, and inspiration can spring forth. Over the course of his story he challenged us to raise our game, to level up. From this conference, or from any life event, we take away new connections, inspire others, and tell the stories. Our ideas and actions matter. Although my actions may seem small, collectively they are great.

In the end, it is always about a DREAM:

D=dedication

R=responsibility

E=education

A=attitude

M=motivation

 

*Stay tuned for Part 2 – Technology and Part 3 – Networking.

NCCE 2017 Keynote Bios http://www.ncce.org/attend/keynote-speakers

New to Ed-Tech? 10 Steps to Begin.

EdublogsClub – short #7 Listicle for the How To #EdTech

This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week.

Are you new to #EdTech? Here are ten steps to incorporate Educational Technology for Learning in your classroom:

  1. Start small – consider one tech idea or app to increase technology and learning your classroom.
  2. Be willing to move out of your Comfort Zone.
  3. Join the #edtech conversation on Twitter* – contribute to tweet-meets and chats.
  4. Be Inspired to list future #edtech ideas – make the list accessible (see #10 on this list).
  5. Join a #edtech Network – join a school PLC or join an online community such as Microsoft Educator Community.
  6. Be Accountable to yourself – schedule weekly checks with colleagues or create a weekly “To Do’s” checklist and then check off that you tried something new.
  7. Just Do It – don’t wait, jump in and try (see #1 and #2 on this list).
  8. Monitor and adjust – you know your students, if students are engaged and learning then keep the #edtech, if not then don’t use it. Model a Growth Mindset to students that it is okay to try something new, learn what you can and move on if it doesn’t work.
  9. Share – be willing to share your new #edtech with your colleagues and students.
  10. Rinse and Repeat – don’t stop with just one idea, grow your inspiration and focus on student learning and technology in the classroom. Return to step #1 on this list.

*New to Twitter?  See Teacher Twitter 101.

Teacher Twitter 101

 

New to Twitter?  Get Tweeting in 5 Steps.

There is a whole side conversation about teaching and learning on Twitter. Many educators use Twitter to chat, share, and reflect about teaching and learning. There are a multitude of conversations happening involving every aspect of the classroom, some inspirational, some thought provoking, some funny, and some even critical. Following educators and using a content area #hashtag is one of the easiest ways to converse in the Twitter universe.

If you’re interested in joining in the conversation, it is not as daunting as it may seem once you know the basics.

Teacher Twitter 101

  1. Sign up and create a Twitter account Sign up for Twitter – you will need to choose a username. Since Twitter allows for multiple accounts, you can create a personal account first and then a professional or classroom account later.
  2. Add a profile and a picture – these can be updated, so don’t stress about this now.
  3. Write your first Tweet – it can be as simple as “Hello, this is my first tweet.”
  4. Follow others – this is where you begin to connect and learn from others. You can begin with a “who to follow” list, follow a colleague or use a #hashtag for a content area of interest such as #edtech
  5. Reply & Retweet – once you have a few people to follow then jump in and begin a conversation.

To learn more, check out these educator guide to Twitter resources:

New To Twitter – Set up Guides

How to Use Twitter for Teaching and Learning

 Tips for Teachers New to Twitter

Twitter Resources

The Teacher’s Guide To Twitter

Twitter #hashtags Infographic

Challenge of Time

EdublogsClub – short #6 Challenge

This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week.

Time.

The challenge of time: Being full-time Tech and full-time Teacher.

I find the lack of time to be challenging. Specifically, the lack of time to do all the things I want and need to do as an educator such as;

  • synthesize science content into small bite size concepts
  • present engaging technology
  • concoct creative lessons
  • provide timely feedback
  • prep lab activities
  • write student growth goals
  • build routines to solidify learning targets
  • lead SEL (social and emotional learning) lessons
  • formulate efficiencies for grade data entry
  • articulate how awesome middle school students can be
  • encourage participation
  • teach digital citizenship
  • communicate how cool crafting minds can be
  • research and review content and concepts

Full-time Tech

I have always truly enjoyed sharing technology in the classroom. If used appropriately technology can enhance and supplement learning, but it takes time to teach how to use technology for both students and teachers. It takes time to learn the technology of an online curriculum. It takes time to teach teachers how to use digital technology devices. It takes time to walk students through accessing technology resources. It all takes time, but it can be well worth the time to do so.

Full-time Teach

I am a full-time middle school science teacher who happens to love technology. Throughout the school year my students gain proficiencies in using a digital notebook called OneNote, creating presentations in Sway, and sharing and posting on Docs.com. They also build their basic coding skills with lessons from Code.org and create programs from Project Guts in Star Logo Nova. They can successfully navigate within a digital environment whether it is in an online science curriculum with graphs and simulations or even just having fun in Minecraft. Teaching technology skills is important; it is critical for students’ future college and career endeavors. Today’s students need to be able to embrace and command their use of (academic) technology. As important as these skills are, they are not primary to my teaching science concepts that are essential to being a science literate life learner. The art of teaching science content lessons in conceptual chunks that are applicable to a student’s daily life takes time to create and foster. Again, the time is so worthwhile.

Question of Time

The challenge is to find enough quality time for both technology and teaching. The challenge is best solved by setting priorities, being organized, delegating when applicable, and occasionally saying “no” when you can’t do more. Of course, even as I write this, I am multi-tasking which means the above solution is easier said than done. I have wondered what if I cut back on the technology? If I did cut back on classroom technology would I simplify my schedule and create more time? Or if I cut back on technology would I narrow the scope of experiences in teaching science? The question of time is answered over time, for me it is striving to find balance between the “shiny new” technology and the status quo of science content.

To be an educator is to always be learning, particularly learning to master challenges. My challenge is to look for solutions to the challenge of time, learning how others master the time challenge. So, I’m curious, what do you do to master the challenge of time?

Free Favorites Web Resources

EdublogsClub – short #5 Web Tools. This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week.

“Free” is a magic word for teachers. If there is a recommended free web resource then it is like gravity, we are drawn to explore. This week’s blog highlights a few of my favorite web tools I use in my science classes.

Web tools for teaching Coding – Code.org has a wealth of resources to learn and teach basic coding skills to students. The tutorials begin with visual block coding games to teaching computational thinking skills. If you are interested in introducing and sparking coding and computational thinking skills, I highly recommend these resources as a starting place.

Scratch is another kid-friendly coding resource site. Originally developed as a project from the MIT Media Lab, it provides a platform for kids to create, code, and share stories, games, and animations in an online community.

Science learning fun – Gravity Toy is a simple adobe flash player program that was created a few years ago. A player can place particle dot masses and explore the effects of gravity and velocity.

Classroom presentation tool – Docs.com is an awesome site where students can explore and upload class projects to share. Although it is available on the web, the caveat is that it is free as part of the Microsoft Office 365 suite supporting uploading Word documents, PowerPoint, Sways, and URLs.

If your school or organization is supported with Office 365, Docs.com is an amazingly easy way to share and collaborate student or teacher project work. In a previous blog I shared an example of sharing my students’ work: Office Blog – Cross-classroom Collaboration

Classroom review fun – Kahoot is simply a fun way to review. It is a boldly colorful and interactive online game. Players answer questions and points are tallied and projected. It is an easy way for staff and students alike to enjoy competitive questions in a round or two of Kahoots.

Content lesson resources – TedEd Lessons are wonderfully told and animated stories of history, science, and other tidbits of information. There is a plethora of lessons from which to choose, introduce, or expand content detail concepts.

Study Jams is a middle level science and math review web resource for students from Scholastic. Easily accessible as an introduction or review to content concepts in a short “cheesy” animated video, vocab, and key concepts.