An Interview With Amanda Fahey

A Little Bit About Amanda

Amanda is a grade three teacher with the Lethbridge School District No. 51. She is on Twitter, @amandafahey13, and Google+. Her Google+ profile says: Never let an opportunity pass you by! And if you follow her on Google+ or read her blog, Mrs. Fahey’s Class, you will see she does not let an opportunity pass her class by. 

I have always been inspired by Amanda's ideas and classroom activities. I think after you read this interview you will be, too!

What technology skills should students have before coming into the grade(s) you teach?
Students should know the basics:

• how to log on
• how to find various programs (Chrome, searching with Google, Word)
• how to copy/paste
• how to save documents to a USB.

Where do you get your educational technology ideas?
I get ideas from Google+, Professional Development Days, colleagues and blogs.

What type of technology do you use in your school?
My school has laptops, desktop computers, iPads, webcams, and Smartboard.

Imagine you only could keep one technology at your school. From the ones you listed about what would be the one you would keep? 
iPads

Based on your response to the question above. Why would you keep that technology?
There are so many useful iPad apps that I enjoy using with my students. Students can still access the internet (Google) from an iPad, as well as use Google Docs, or Microsoft Word to complete class assignments. It also opens opportunities for new apps and ways to complete assignments rather than basic paper and pencil. As well an iPad has a camera, therefore we could complete Hangouts with other students.

What is one piece of technology would you like to try in your classroom that you haven't had an opportunity to yet?
3D printer

What is something new or different you are planning to try this year?
I plan on teaching one-on-one Google Hangouts with our penpal/collaborative blog class. I am also going to attempt a Robotics lab this year. 

How has technology changed the way you teach?
Technology has allowed me to go outside my comfort zone and find new ways to be innovative within the classroom. Instead of all students having the same project, which needs to be completed in the same way, I find technology allows me to give my students more opportunity to be unique and creative and find their strengths to show their learning. As well, technology has allowed me to meet and collaborate with so many other teachers all over the world. Completing mystery hangouts, or collaboration projects with classes in the USA, Brazil or Australia has allowed me to change the ways I teach being a Global Citizen and how to be a "safe" technology user to my students. My focus is to teach my students about a positive digital footprint.

How do you decide what is worthwhile for students to learn through technology, given literacy and skill challenges in division one?
Technology is incredible, but students still need the opportunity to use paper and a pencil. However, I decide what is worthwhile based on my individual students. I assess their needs and go from there. I try to find apps or tasks that can be easily modified to meet my students needs. For example, having a built in voice recorder or a "read to me" feature is always helpful for those struggling readers/writers. 

What apps or technology tools do you use? Are there any that you use for specific projects?

• Google Hangouts - As a class, we complete many mystery location hangouts, mystery number hangouts, as well we meet with our penpal class. This year we are working on a Connected Reader’s Club as well which is absolutely fantastic!
• News-O-Matic - I use this app for our Newspaper day. I also incorporate it into Daily 5 centers for a listen to reading center.
• Popplet - This is a favourite when we are brainstorming, specifically before a writing task.
• Green Screen - I use across all subject areas. I enjoy using Green Screen mostly for social and science as a way for students to show their learning at the end a specific unit. For example, students use it when describing an animal, or a country in social studies. We've also used Green Screen as a way of publishing fractured fairy tales. Students draw the scenes, and as we read the stories, their drawings are the backdrop. Super student friendly.
• Class Dojo - I use it for classroom management.
  
• Google Translate - I use this to support ELL learners.
  
• Google Earth - I use Google Earth when we have mystery location hangouts. This year we’ve used Google Earth quite a bit as an introduction to the Grade 3 Social Studies curriculum which focuses on Peru, Tunisia, India and Ukraine.
• Word Clouds - I use this for writing activities.
• Skitch - This is a great labelling app which is extremely useful, specifically in science, when introducing a new topic. As well I use it in Language Arts for vocab development in word work centers.
• QR Code Reader - I use this app mainly in math for games or problem solving. Students use the QR code to check their work. However, we use QR codes in language arts for tricky words, and to listen to reading.
• KidBlog - We journal using Kidblog rather than a typical journal notebook. Our blog is then linked with our grade 3 classes throughout Canada and the USA, where we discuss various topics, and complete collaboration writing projects.
• Quiver - This is a fantastic app that makes artwork pop like 3D! 

What are your hopes for educational technology in the future in your classroom? Alberta? Canada? Globally?
I would like to see a specific technology curriculum, where skills are broken down into grade specifics. Not all teachers are as comfortable with technology as others, therefore we get students who still are unsure how to log on etc which makes things rather difficult sometimes. But in order for that to work, more professional development would have to be offered. I hope that educational technology becomes the norm within our classrooms, and students become great global technology users where they are aware of how to be safe and effective users.

I also hope for generalized programs where the province or even country can use similar programs, ie. Google Apps for Education, so that students of similar grades can collaborate with other students throughout the country, opening up more opportunities and giving students a wider perspective on the topic, or life in general.

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Check back for the December interview with Marjorie Foth.


Related blog posts:

• Mystery Location Hangouts
• Bringing Canada Into the Classrom with Google Earth and Maps

Bringing Canada Into the Classrom with Google Earth and Maps

I frequently use Google Earth in my social lessons. I wanted to share some simple ways I use Google Earth in my division one class!

You Should Know

As a grade two teacher, I will be giving grade two examples. Grade one teachers might also want to check out Google Earth in Grade 1.

Also, it is useful to know the difference between using Google Earth and Google Maps. Google Maps are more collaborative. Also note maps can be viewed in Google Earth and vice versa.

Take Time To Play Yourself aka Learn the Resource Before Teaching It

The basics of Google Earth and Maps are fairly intuitive, however, like any resource, it is worth familiarizing yourself with the basics before you use it with your class. As I am writing this in March, planning a dream vacation to Mexico sounds like a fun way to spend some time learning about the different features of Google maps.

Google maps is a part of the Google Apps we have for EPSB staff and students. You can access it in the "more" section. However you will need to download Google Earth.

You can change to Street View by dragging the pegman (the yellow man) onto the map. Streets that you can view in this way will show up as blue when you do this.

If nothing else, play around for a bit to get to know how to navigate. Google has Basics and Help with Google Earth and Tutorials. You may want to also reference this Google Earth tip sheet.

Whole Class Use

I have only ever used Google Earth as a whole class device. It's great for things like discussing Chinese New Year and then showing the students China. I also use it when I introduce a new community in social studies. I try to always start in Edmonton and then have the students direct me with NESW or once we start 'moving' on Google Earth, have them describe what direction we are going.

Grade Two Specific Examples

Please note while we love readers from anywhere, our specific audience is EPSB teachers, so the examples will be based on the Alberta curriculum. 

Edmonton

At the beginning of the year I use Google Earth to show students where we are within Edmonton. I zoom out from our school and show them how big Edmonton is. I point out the squiggly line running through our city and ask students what it maybe. Then using Street View, I go to a bridge (or two) and show students the river. I use Google Earth to locate and discuss the other various land and water features of our city.

Then I zoom out from Edmonton to show the students where the city is within Alberta. I continue to zoom out and show them where Edmonton is within Canada. 

Iqaluit

I start with reviewing where we live - Edmonton. I review the size of Edmonton, discussing the grey area is the city (when zoomed out far enough to see this). I usually circle the area I am talking about on the Smartboard. 

Then I ask students to direct me to Iqaluit (north and east). I stay zoomed out to discuss/review where Iqaluit is in relation to Edmonton.  Once zoomed in closer, I point out that it is a much smaller city. Typically, I will then go to street view so students can see the difference in the buildings, roads and landscape. 

When I have zoomed out more, I direct the conversation around the land and water around Iqaluit including: the inlet, the river, the lakes and the coastline. 

Meteghan

As with Iqaluit, I start with review of where we live. I review the size of Edmonton and emphasis how big of a city it is. I review where Edmonton is in context of all of Canada and point out we are landlocked. 

Then I ask students to direct me to Meteghan (east). I stay zoomed out to discuss/review where Meteghan is in relation to Edmonton.  Once zoomed in closer, I point out that it is a village. I draw their attention to the fact that there are really two visible main roads.

Then I take students on a street view 'drive'. I enter street view at the southwest end of the village and drive/click through town. I stop every now and then to look left and right and point out that we can sea the bay on the left. I engage students in a discussion about what else they notice (no fences, houses are spread out, the joining roads are gravel/dirt.)

Saskatoon

As with Iqaluit and Meteghan, I start with a review of our city and province. I tell them we are going to drive to Saskatoon. I ask students help me get started by pointing me in the correct direction (east). Using street view, I drive from our school (which is on the southeastern edge of the city) out of the city. I point out the difference between the urban and rural elements as we leave the city. 

I do not 'drive' all the way to Saskatoon. I do skip ahead on the highway a few times until we are just outside of Saskatoon (Trans Canada Highway) so we can enter the city with street view. I ask students to share what they notice. Without prompting I usually get 'very flat' and 'no trees'. 

Making a Connection to Climate

One thing I like to point out is when the images we are looking at in street view are from. This is usually found at the bottom left corner of the images. Not only do students need to be reminded it is not real time but it can lead to questions like, 'what would it look like in the different seasons?' Or you might have discussions around what might change over time. 

Your Turn

I'd love to hear how others use Google Maps and Google Earth in their classroom! Please share in the comment section.

I Would If I Could But I Don't Have The Time So I Won't

The Question I Can’t Answer

In my role as lead technology teacher, I deal with a lot of potentially frustrating things. I need to keep up on the ever evolving world of technology. I need to find ways to provide useful professional development to a staff of varying technological interests, abilities and divisions. I have to deal with weird computer, netbook and Smartboard problems throughout the school. I have to help facilitate reasonable response times for weird computer, netbooks and Smartboard problems. Most days these are interesting challenges; sometimes they are frustrating. For the most part they are all solvable... eventually. The one thing that has left me stumped is how to respond to a colleague who tells me they would love to use technology in the class but they simply don’t know how to find the time.

The problem is they are correct. Using technology effectively, takes time. It takes time for teachers to learn and plan. It also takes time for the students to learn, which means it takes up precious class time. Any attempt to rush teaching technology or integrating technology leads to frustration and generally leads to people not wanting to try “that again”. I touch on this a bit in my previous blog post Direct Teaching of Technology Skills and Vocabulary.

Snowballs!

What concerns me about not being able to provide a good answer to those who do not feel they have the time to integrate technology is that the problem snowballs for the next year’s teacher. So, if the grade one teacher does not have the students use technology, it means more work for the grade two teacher. So now something that already is potentially time consuming becomes even more so.

The Answer?

I do not have one yet. I have some ideas and some suggestions. I am also hoping to generate some comments as to what the readers of this blog think.

Small Chunks of Time Exist!

Often, when planning to integrate technology, teachers think big. They think about projects or research. I think students need a lot of experience logging onto computers so that skills becomes as automatic as tying shoes become. Providing students with an opportunity to read online during DEAR time (I bet no one calls it USSR any more!) is one way to accomplish this without giving up a lot of time. Yes, the first few times will probably not involve a lot of reading. However, my experience is that reading online is motivating enough for students to give them the incentive to persevere through the initial frustrations of learning how to log in. Believe me I am not dismissing the importance of providing students with independent reading time!

Here are some other small chunks of time I think technology can be snuck in:

• Math facts drills.If your class does math facts drills, try doing these online!
• Math Baseball by Funbrain
• Math Flashcards
• Spelling practice.
  Have your students practice their words once a week using something like SpellingCity.
  Students can type their spelling words in Word and print to take home.
• Using Unitedstreaming videos (EPSB teachers).
  Teach your students how to log into Discovery Education using SchoolZone. Instead of playing a video you want to show them on the Smartboard, have them view it on a laptop!
• Buddies.
  If your class does buddy activities, this is a great time to encourage technology use. They could read online or do math activities online.
• Geography in social studies.
  Have students use Google Earth to explore a topic in social studies. You could have students work in small groups of 2 or 3 using a computer or laptop. Read the great post Google Earth in grade one for more ideas.

Start Small and Start Early

One of my colleagues had a personal realization the other day. It was early May and they were discussing one major computer project they do each year. She looked at me and said, “we really need to start this earlier next year.”

Technology Clubs

One strategy I have used in my school is to run technology clubs to help develop the technological expertise in our student population. This leaves the teacher feeling supported in the classroom when using technology. Each month, two students come from each class to learn how to problem solve different technology problems (laptops, Smartboards, netbooks, etc).

A Critical Outcomes School Scope and Sequence

At my school we have started the process of developing a critical learnings scope and sequence for ICT outcomes. As a part of this process, staff have identified one or two skills they expect or hope that students from the previous grade will have.

A Disclaimer!

The above activities and suggestions are not about how to integrate technology effectively in your classroom. They are suggestions to get started with technology in your classroom and to allow your students to develop some automaticity with basic computer skills which will free up time when you are ready for that integrated technology project!

Google Earth in Grade 1

As part of the grade 1 Social curriculum we learn about our community. We started with our home, our school,  our community and moved out to our city and our province. Google Earth was the tool I chose to help the students understand how they fit at each level of community. Their first experience with Google Earth was viewing it on the SMART Board as I searched for my house and then our school. My students were amazed by the picture of the planet Earth. As we zoomed in they saw North America, Canada, Alberta, Edmonton, our community and then our school. They were so excited! Then the questions started. "Can I look for my house?" "When can I try it?" "Can we go to the lab and go on Google Earth?". I started thinking of ways they could use Google Earth to search for places that were meaningful for them and to their learning.

First they needed the skills to navigate their way around Google Earth such as how to search, zoom in and out and street view. As part of our calendar time we opened up Google Earth and searched for a place the star student was interested in, by this time we were approaching Christmas so the North Pole was a popular choice. We then looked at the symbols and clicked on them to learn what they meant, which was another connection to mapping in Social Studies. We also went into Santa Tracker where one of the activities was connected to Google Maps and the students were engaged in zooming in and out of the different countries and looking at the buildings and people. The last day of school before Christmas in the computer lab my grade 1's were having conversations about how what they saw was different than their own community. Wow!

Once I saw most students were able to navigate around Google Earth independently I placed pins for two communities, Lac Labiche and Beaumont, which are both discussed as part of our Social curriculum. Their task was to look at each community and compare similarities and differences to complete a Venn diagram using pictures or words to demonstrate what they noticed.

This tool was so engaging for all the students I will be trying to integrate it into other units and subjects.