Managing Devices

I'm using a lot of devices in the classroom and I've developed a few tips and tricks for managing them.  Probably the biggest thing that I've discovered is that students really do want to be able to use these devices for learning.  They're genuinely interested in showing you, the teacher, that they can indeed be "trusted" with this device.

It certainly makes it easier, but there are still some management (or, more aptly, digital citizenship) techniques I employ.

To begin, we talk about appropriate use - what does it mean to use this device appropriately?  I point out that appropriate use depends on the situation; using a phone with friends is more appropriate than using it when a teacher or fellow student is talking.

We also discuss why they might use it - I think we give students too much credit for knowing how to integrate these into the classroom.

It's usually a good conversation that takes about 20 minutes.

After that, I try and build in places for students to use devices - I'll say "take a picture of 2 right angled triangles" or "record a video of the lab".  This models some good use of the devices.  Throughout I ensure that the students are indeed using them for the correct task.

Inevitably, someone doesn't use it appropriately.  If it's a first or second time, we'll have a chat - what they were doing, when they should have been doing that, etc.  Nothing is set in stone - yes, you can text your mother if it's really important - I use my phone in staff meetings to send important messages as well.  No, you can't play dots in class instead of working, you don't get that privilege yet.

After a couple warnings, they'll lose the device for the day - this is simply because I'm pretty confident they wont NEED these devices later.  When everyone else is using them as well, I'll have to figure something else out!

In terms of laptops, my general rule of thumb is that if more than one student is interested in a screen, I should probably pop over and see what's up.  It's general, and stereotypical, but 9 times out of 10 I have to redirect something.

Another good tip is to remember what they're supposed to be doing with a device.  If everyone is supposed to be writing a paragraph to respond to a science journal prompt, the use of a mouse should be few and far between - anything more than a few clicks and we may have an issue.

Finally, we all need a mental health break.  Depending on the student, I'll give them 5 minutes of Facebook time, or Dots, or whatever - I myself lose my head after about 3 report cards and need to take a brain break!

I'm pleased with the results - students are learning how to use the devices appropriately, which should hopefully carry over into other classrooms and their everyday lives.

Photo Credit: DanielZanetti (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0-2.5-2.0-1.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

The Challenge With Group Work

Ahhh group work - the bane of my existence, yet I can't seem to stop using it.

I see the advantages of group work as follows:

1.  Tasks can be larger.  Students are able to be given something that would be challenging for them to complete on their own but very possible with help.

2.  Tasks can be more complex.  Students are able to collaborate and share ideas, thus allowing a stronger student to "carry" a weaker one (more on that in a sec...)

3.  It models what we all do.  It's rare that I work on a project on my own anymore.  I think it's rare that anyone really works on a project on their own - the world is too complex to have to focus entirely on your own work.

The issue arises in that all students are expected to demonstrate everything, which in a science class, means they have only a short period of time on a specific topic.  I only spend so long the human body and I need to ensure that everyone has a deep understanding of all the various pieces.

Thus, group work becomes challenging because attempting to structure it so that everyone understands everything is completely contrary to why we get into a group in the first place!

As an engineer, I know the value of group work.  What schools don't consider, however, is that that in the "real world" (used loosely) groups are formed of DIFFERENT types of people who bring DIFFERENT skills to the table.  So, while I may be the computer and technology expert, I have no earthly idea how to make the final product look decent in a display, hence my excellent artistic colleague.

Furthermore, it's expected that some people will do more than others in their assigned area, or even in general.  There is always a point person and they will very much be doing more than the others in terms of actual work or organization.  In a classroom setting, that causes....problems.  Students expect that every group member will contribute the same amount, and furthermore, that they can completely abdicate responsibility for their group members work.

It therefore makes it not only challenging to complete group work, but to assess it.  How do I honestly say that one person understood less simply because their group member didn't complete the work to a high standard?  But if that's the case, I didn't make an authentic group project!

While I use group work because I think it's important that students work together to solve a problem, I still question how to make it "fair" for all (or teach them what fair really means), assess the various learning outcomes, and keep everyone sane!


Photo Credit to Budzlife - http://www.flickr.com/photos/budslife/1771179517/lightbox/

1:1 Physics - The Power of Google

The 1:1 experiment is testing my abilities to come up with good, useful questions.  It's also allowing me to make some fantastic connections to everything...

The students have gotten into the habit of using the computers to answer the "quick" questions I'd usually throw out - "Who can remember the acceleration due to gravity" or "Do the conversion between kilometers and decameters".  The danger of course is that these are things they will have to know on a test, so while the computers have certainly made the class go faster, I have warned them about the possibilities of them not actually learning this material.

The larger picture, as I keep coming back to, is - do I care that they "learn" the conversion?  Yes, if you read back in posts, I really do care - I think that knowledge is important and memorizing, working with and regurgitating information has it's place in education.  Thus, while the computers have helped, we'll see what ends up happening.

On another Google note - I'm loving the ability to have them turn in their assignments without email.  Having it just appear in my Google Drive is excellent and really saves me having to wade through masses of email.