Saturday, March 28, 2015

So I Joined Twitter. Now What?

A Division One Perspective on Twitter

I have had an education-focussed twitter account since October 2009. Colleagues who decide to create an account often say to me "So I joined Twitter, now what?" This questions is often paired with "how do you find the time to keep up with everything?" and "who do I follow". These are all good questions but none of them have a cut and dry answer, hence the long blog post.

This is a general post about why educators should be on Twitter and how to get started. However, it will have an EPSB and a division one slant.

Why Join?

In my opinion, often the best part of professional development days are the conversations I have with colleagues and friends. To me, Twitter provides that experience all year. As Max Cooke says in his article Twitter and the Canadian Educator: At their best, EduTweeters are adeptly leveraging Twitter to brand themselves, to reinvent teacher PD, and perhaps to accelerate the transformation of our Canadian education systems.

As well, I find being on Twitter helps me better see what is happening in the world in relation to education, not just my division, city, province or country. It provides me a window into the classroom of others. As George Couros re-iterates in a recent blog post: Isolation is now a choice educators make. Like many other primary teachers, I have not had a grade level colleague (in the same program) in the last three positions. However, I choose not to work alone.

As someone who uses Google Apps for Education with my students, as well as Kidblog, I sometimes have a need for people to comment on my students' work. With my Twitter (and G+) networks, I have a larger audience to do so.

Who To Follow?

So now I've convinced you to join Twitter, you need to find people to follow. Personally, I think variety helps make Twitter effective. If you only follow like-minded people, you risk creating an echo chamber. A variety of educators from across divisions, provinces and countries is going to provide you with a richer Twitter experience. Consider following some people who do not have the same educational philosophy as you.

However that does not answer the question of how to get started. The best way to get started is to look at who people you know are following. For instance, we could look at who David Salmon follows by going to his profile. At the top you will see how many tweets he has done, how many people he is following, how many people are following him, how many tweets he has favourited and how many lists he has created. Here is what I look for when I decide if I want to follow someone:
  • A profile picture. Do they have the default egg as a profile picture or do they have a custom picture? If they do not have a profile picture, they are likely not an active user or it could be a spam account.
  • An interesting bio. What they say about themselves? Select people who have write ups that interest you. I tend to avoid following people who are vague or have no bio, unless I already know them. 
  • Their recent tweets. Click on their handle/name. When was their last tweet? If it was over three months ago, they are likely not active Twitter users. Do their recent tweets look like ones you would like to read in the future?
If you want the relationship to be reciprocal, consider making sure the above three tips apply to you! Lurking on Twitter is valuable, but being an active participant is even more so, and to do that you need followers as well as people to follow.

Here's the full list of who I am following. Another good resource for Alberta educators is @shawnram's AB Educator list.

What To Follow?

Some people do not focus on following people. Rather they follow lists and/or hashtags or participate in Twitter chats. 


You can make your own lists or you can subscribe to other people's lists. When you follow a list, you see the most recent tweets from the users in that list. The blog post Teacher's Visual Guide To Creating Twitter Lists has step by step instructions on how to create a list. 

Here is a new list I have created for this blog post and hope to add to: Div1 Edtech. These are educators who work (or have worked) in K-3 classrooms. You can subscribe to lists that others have created. For example you may want to subscribe to the ATA's ABTeachers list or Rick Stiles-Oldring's EPSB list.


The pound sign, #, is a hashtag. In social media # with the words that follow are used in a few different ways. Primarily they are used to label the contents of a tweet (a Twitter message). They can also be used as a creative way to deliver a thought or add meaning to a tweet in a concise and dynamic way. When you follow a hashtag you can see the tweets from all the people who use it. If the idea of Twitter as a conversation interests you, then you may be more interested in following hashtags than people.

I typically I follow the hashtag of my district, #EPSB. Then I follow other hashtags based on my interests and activities at the time. For instance, during our local Teachers' Convention, I follow #GETCA as well.  That way I can have some backchannel chats about the sessions I am in or convention in general. You can use a Twitter client, such at TweetDeck to see many hashtags at once in real time. You can choose what you want each column to display. In the image below I was at an EdTech Google Summit (they use the hashtag #gafesummit). So I had TweetDeck set up to show:

  • my Twitter feed, the most recent tweets of the people I follow
  • my notifications, interactions on Twitter
  • two hashtags, as Max Cooke states, hashtags serve as hubs for scheduled or ongoing exchanges among peers

You can find a large number of hashtags for educators in the blog post The Complete Guide To Twitter Hashtags For Education.

Twitter Chats (Chats Using Hashtags)

Twitter chats are a great way to connect with other educators and to keep up on current education trends. What are they? A Twitter chat is a scheduled event... on Twitter. Typically they happen at the same time each week. They are usually moderated by one or two people who set the topic, set the questions and keep the conversation focussed. These moderators will keep the conversation moving by asking a new question every seven minutes or so. They also use a specific hashtag filter the conversation. The moderators will ask a question using the Q1 format (Q2, Q3 and so on) in conjunction with the hashtag for the chat. The participants will answer questions with A1 format (A2, A3 and so on), also with the hashtag for the chat.

I've been enjoying #abedchat on Wednesdays!

How To Keep Up? Think Of It As A Staff Room, A Global Staff Room!

Often new users find Twitter overwhelming. Initially people feel they need to "keep up" with Twitter. To me Twitter is like a staff room. When I'm in the staff room I am a part of the conversation(s) that happen there. When I am not in the staffroom, I do not stress out about what conversations I am missing. As well, I can go in and out of those conversations as time and interest allows. Twitter is no different for me. When I have time, I enter my global Twitter staffroom and engage in both lighthearted and deep conversations. I rifle through the articles left out for me to look at and read more about the things that interest me and disregard those things that do not. The difference with Twitter and my real staffroom is that if I did want to go back and find out what a Twitter conversation was about, I can do so at any time, from anywhere.

Your Turn! 

Please share in the comments your favourite people to follow, your must have hashtags and your tips for Twitter!

Monday, March 16, 2015

Concrete Graphs, Photos and A Blog Post

Concrete Graphs

In grade two, in Alberta, students need to "construct and interpret concrete graphs to solve problems." I typically have had students do this outcome as a centre. Students create a concrete graph and then ask others at the centre questions about their graph. I typically do this centre with students twice. What I have had difficulty with this outcome is having time to properly assess it. So I decided to look at how technology could support assessment of this outcome.


My first idea was to have students take photos of their graphs. This would allow me to capture their graphs quickly and assess them later. That way I could still move around the centre to assist students with their graphs or assist students in asking questions about their graphs. 

However, that did not address or capture the second part of the outcome: interpret concrete graphs to solve problems. 

A Blog Post

So, I decided that students could write a blog post (we already had a class blog) about their graphs and ask people questions. The second step of the activity would be for students then to answer their peers' questions. 


Step One: Construct Graphs and Take Photos

I still had this as a centre (there were two other centres and students were at each centre for about 18 minutes). As well, I still had students do a concrete graph centre twice. The first time was just practice. The second day was when I had students take their photos. This meant that I only had eight students needing to take photos at a time. This is a manageable number! I have access to tablets in my school. So I took four tablets for this activity. On the back of each tablet I taped on some paper. As students took their photos, they wrote their names on the paper on the back of the tablets they used and how many photos they took. This helped me keep track of which photo went with which student. 

Step Two: Uploading Photos

I uploaded all the photos from each tablet to a file on my computer I called "graphs" and I named each photo the name of the student. I then uploaded them all to the media library on Kidblog. This takes a little bit of time, but not a lot.

Step Three: Students Blog

Once the photos were in the media library, students could blog. I demonstrated to students how to access the media library. Then all students had to do was look for their name! Once they inserted their photo, they had to write a minimum of two questions about it. 

Step Four: Approve and Edit Posts

Before students could comment on each others' posts, I went through and approved each blog post. Some needed some editing before they could be published. I simply logged into Kidblog and had students do edits with me instead of having them log in, find their unapproved comment, edit, press update, etc. 

Step Five: Commenting

When all the blog posts were published, they were ready for the final step... commenting. I paired students up. Each student had to comment on their partner's blog post.  Students who finished early could comment on other graphs.

Step Six: Approve and Edit Comments

Just like step four, I went through and approved each comment. Some needed some editing before they could be published. And just like step four, I did that by logging onto Kidblog myself and had students work with me one-on-one in a quick conference to make necessary changes.

Step Seven: Assessment

With my rubric in front of me, I logged onto Kidblog and assessed both parts of the outcome that started this adventure: construct and interpret concrete graphs to solve problems. 

Problems Along They Way

The biggest problem that I ran into was during the photo stage. Students sometimes bumped their graphs and so their objects moved and no longer lined up on the graph paper properly. Some students did not do quality work and I did not notice until the photo was taken. So many students had to fix or redo their work and retake the photos. If I were to do this again, I would address this issue with students prior to starting the project and be more diligent in checking the graphs before students took the photographs. 

I had actually hoped to also get other people to interact with each student's blog post but I couldn't find any takers. 

Glare was also a problem as their graphs were on laminated paper. We ended up turning off some of the lights to help mitigate this problem. 


I liked this assignment. It definitely required more work from me than my previous centre activity. However I think it increased the amount students were engaged in thinking about what the graphs show and not just constructing them. I would definitely do something similar again. The photos did use up about 40% of my storage space on Kidblog (free account). 

I would like to have the activity have more real life relevance (a real problem for them to solve) or purpose but I have not come up with what they could do a concrete graph for to address that. . . yet.