There are two significant take-aways for me.

First - the variety of software packages was illuminating. I tend to be a niche surfer and also get into a rut of not exploring software options enough. Several new programs are going to be liberally sprinkled throughout my curriculum (notably Screencast-o-matic, VoiceThread, and EtherPad).

Second - a sense of hope. It really gets discouraging to have to show the same teachers the exact same things (attachments in an e-mail, setting up Finals in the demographic program, using a laptop with a projector, how to use Google for gosh sake) over and over and over. It is just disheartening to hear that "it ain't broke - why fix it" complaint from teachers about technology use in the classroom invariably by teachers who curriculum/content/delivery is indeed broken. this class was a glimmer of hope - that there are many teachers out there willing to experiment - to try new things - to want to continually evolve and improve.

Using Social Media

This is so "2010".

I have used Social Media for years. My AdvApp class does the SGSC and GSHS websites and does a weekly e-mail newsletter called the E-News. 5 or so years ago, we started posting delay/cancellation notices on the website (as my beloved Superintendent makes that decision around 5:30 a.m., and then calls me, that often got posted significantly before it got on the radio/tv/phone messenger service). Then a brainstorm - we started sending out an e-mail using our E-News distribution lists. Well received.

4 years ago on the alternate weeks when my daughter stayed with my ex, my daughter asked me to start texting her about delays/cancellations. That got the word out even faster (we need not consider her average of 3500 texts a month). Then a dozen or so of her friends asked me to text them as well. Then 20 or so teachers. This was fast. And the textees texted others.

2 years ago we set up a Facebook account that my AdvApps use to post corporation-wide news. I started posting the delays/cancellations on Facebook first. After all, it just takes too long to go online and check e-mail!

This year, we set up a Twitter account that my AdvApps use for just GSHS news and I tweet the delay/cancellation first. Then text. Then Facebook. Then e-mail. Holy cats! Retweets are out there before my smartphone is set down.

Admittedly, because of  all the extra in-house webwork and publishing that the AdvApps do as well as being the Tech Corps Coordinator, SADD sponsor, Bible Study sponsor, Spring Musical Conductor, and myriad other responsibilities, I do have a need to contact students frequently outside of school hours. I do not use Facebook on a personal level, but do use Twitter/texting/e-mail.

From the administrative viewpoint - is there a potential for unhappiness? Can a telephone call be a problem?
Can a letter be a problem? Can a face-to-face conversation be a problem?

Here there be dragons?Social Media works. Very well.

 

New Tool to Use

Having seen the Pearltree diagram created by Nikki Hollis, I can definitely see using that to great advantage in the classroom.
I currently make extensive use of Inspiration, but it is static and text/graphics only. Adding images / videos / links would make for a much more powerful delivery of content.
While already a pretty high end technology user in the classroom, this would add the bonus of the students adding external and current sources to their notes and reference guides and manuals created in class.

I think that the most applicable information is not a software package or the use of technology in my classroom.
I think it is rather an attitude. 

We all have shared stories of colleagues who refuse to learn new techniques. Fortunately, we have more in the camp of sharing.

We all have fellow teachers who refuse to admit that students - all our students - are changing (the core of our students is still there - a willingness to work and learn).  Again, most of us are evolving.

I am fortunate to be in a position of teaching in a computer lab with an administration that provides constant hardware/software updates - that values what I do with my students.

If I had to single out one piece - it would be VoiceThread.

Time for TIM

Self evaluation is not a favored activity. Having said that, I would put myself at the intersection of Authentic and Infusion.

I will use the example of teaching the concept of "Inflation" from my Computer Applications class.

"Find the current rate".
The students get the latest and greatest inflation rate and CPI from the Bureau of Labor Statistics.
"Go shopping".
They go online to find prices of 25 items.
"Organize your data."
They create a spreadsheet in Google Sheets and have to utilize and copy the correct formula.
"Make a visual representation of your numeric data."
They select the appropriate type and element format of  a chart.
"Roleplay the interaction of wages and prices."
They divide into co-dependent groups of producers and consumers.
"Explain Inflation in terms a 2nd grader could understand with text and images."
They take creative pictures of objects of incrementally larger size.
They write an example, usually allowance related, of the upward spiral of prices.
They create a presentation in Google Slides of all of the above.
The class selects their favorite the presentation and presenters and Skype with 2nd graders in our feeder schools.

All the technology uses above are chosen by the students as an effective tool to accomplish the assigned task.

It is after all the class "Computer Applications".
I teach economics concepts in spreadsheets - design and layout in digital photography - marketing and advertising in photo editing - writing for social media for Facebook and Twitter - I can go on and on.

I am not teaching technology use per se - it is a tool to achieve tasks.    

Constant Partial Attention.

I have fallen in love with that term. It so captures the essence of today's high school student.

Smartphones are their watch, calendar, calculator, and of penultimate importance - often their primary social connection.  As if all the drama of high school was not vaunting enough, now the old school face-to-face  or point-to-point communication is replaced with the instant social media delivery to the multitudes. At-risk students fall further behind without the resources to maintain equilibrium in a BYOD world. As digital natives, they are so used to what they consider successful multi-tasking that engagement with traditional content delivery is now a new on-going challenge.

Or is it?

Not so very long ago we teachers bemoaned the "Sesame Street" generation as having uber short attention spans, having to be constantly entertained and being -- look! A bunny!-- too easily distracted.

I am an old guy. 56. My AdvApps (Advanced Applications class) tease me about being a digital immigrant. Yep. I freely choose to go where they live.  I think blended learning will take me personally there.

After piloting it with a select group of students and LOTS of work up front, Gibson Southern is going 1:1 with Chromebooks next year. This is going to remove the barrier of the difference of financial differences with our students - an even playing field. GSHS will be using Schoology. This Learning Management System will remove the barrier for students who struggle to keep up with the pace of a class by giving them access to class content at times outside the traditional school day. At the other end of the spectrum - advanced students will be able to explore an expanded amount of content especially through threaded discussions with classmates and/or instructors.

I cherish my interaction time with students. Nothing can replace the incredible knowledge of a content area, the one-to-one help, the concern for their students, and the practical know-how of a master teacher. E-learning  will enhance it.

"Brick and mortar"?  Time for "Click and mortar".

Here is the first post at this new Blog.

I have used a blog for several years with my classes and with SADD.

Visit that at http://gshsblog.blogspot.com/