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

Halloween: Dance Their Energy Away (With Tips For Using YouTube)

Lots Of Halloween Energy? Try Some Halloween Energizers!

I remember the excitement I felt around Halloween as a kid. As a teacher, I tend to live more vicariously through my students now. As fun as it is to see students excited, it also can be challenging to keep them focussed and motivated. I find movement breaks can help.

In this blog post I will share Halloween movement break videos (see the playlists embedded below), I will walk through how to create and edit YouTube playlists and how to save playlists made by others. At the end I will share how I try to minimize distractions when using YouTube.

Thanks to M.F., S.M., and A.K. for their suggestions!

Halloween Dance Videos

FSL Halloween VIdeos

Halloween Movement Breaks (Younger Students)

YouTube Playlists

Movement breaks are a regular part of my classroom routine. During exciting times of the year, I use them even more. To help me access them quickly, I create YouTube playlists. This is helpful because it helps me organize the videos and then I have them ready to go year after year. I also like making playlists because often the videos are too short for what I want. For example, my Halloween physical education lesson is often done in class as the gym is often closed. If I want to have the dance portion of my lesson to be 20 minutes, I create a playlist that links a number of dances together. I still have the option of pausing or skipping a video.

To create a YouTube playlist you will need a YouTube channel. If you have a Google For Apps for Education (GAFE) account, you will probably already have a YouTube account. You may just need to activate it. When you go to YouTube.com, look in the top right hand corner. You will either see a blue sign in button or your avatar/icon for GAFE (this indicates you are already signed in).

Tip: If you do not have time to create a playlist, you can find the videos you watched most recently by going to "History" on the left side panel.

If  you want to create a playlist, there are different ways you can go about it. One way is to select My Channel or Library on the left. I suggest selecting "Library". Then you will have the option to make a new playlist. The new playlist button will have a plus sign.

You will be prompted to make a title. Also consider if you want your playlist available to others. You will see a globe with the word Public and an arrow. Public means anyone can search for and find your playlist. Unlisted means it is not searchable but anyone with the link to your playlist can use/view it. Private means only you can access/view the playlist. Note the default is Public and you have to select drop down menu to see the options. 

Once you have created your playlist YouTube will take you to the playlist settings page. Here you can edit your playlist. There are many options. Three that are important to know (to start with) are:

1. You can delete you playlist from this page. Select the three dots on the right.
2. You can change your playlist from Public to Unlisted to Private here at anytime.
3. You do not need to know the videos you want to add yet. 

If you do know the video(s) you want to add, select add video button and follow the instructions. If you do not know all the videos you want to add yet, you can leave your playlist settings page (no need to save) and start searching videos. 

When you find a YouTube video you like, you can add it to one or more playlist you already have. If you are like me, and have many playlists, you may want to use the search tool (box with magnifying class under Add to) to find the playlist quickly. You can create a new playlist within this option, as well. The create new playlist option is at the very bottom of the drop down menu.

Does Order Matter?

Depending on what/how you are using your playlist, you may nor may not care the order the videos appear. YouTube will play the videos in the order you have added them to your playlist. If you wish to change the order, you will need to go into your playlist settings. To access the playlist settings, select library (left hand menu). You may see the playlist you have been working on underneath the word library (click on the playlist). If not, click on library. You should see your created playlists on the right-hand side. Select the playlist you want to edit. You can click and drag the videos by selecting and holding the small bar on the left-hand side of each video.

When you click on a video in your playlist, a drop down menu will appear on the right. It will say "more" and an X will be to the right of the menu. The X is how you delete a video from a playlist. The drop down menu gives you the option to move the video to the top or bottom of the playlist, to edit/add notes about the video or set the video as the thumbnail for the entire playlist. 

Tip For Next Year

It is useful to look at your playlist before you used it each year. Over time videos get deleted for a number of reasons. Your five video playlist from 2016 could end up being only two videos in 2017. Remember you can delete videos from your playlist. You can access the edit features when playing your playlist by going to the gear in the top right corner. 

Use Someone Else's Playlist

If you want to use someone else's playlist, you can! You will have no control over the playlist but you also do not have to spend time creating it! To find a playlist, include the word playlist in your search terms. Select view full playlist to check out what videos are included. 

When you select save playlist, it is added to your library.  To accessed any saved playlists, simply select the library option on YouTube's menu. You will see all your saved playlists under the ones you have created.

Free Is Great... But All Those Distractions

Using the extension ImprovedTube helps with some of the distractions that come with using YouTube. As it is an extension, once you install it, it will be available from your Chrome browser (to the right of the omnibox). You will have to select the setting you want to use. Click on the ImproveTube extension icon and you will get a dropdown box. I suggestion looking through all the settings. I use the options under Appearance Settings. I hide the related sidebar and I hide comments. Under Player Appearance I select Start In Large Player for player size.

Sharing Is Caring

This post is by no means exhaustive for how to use YouTube playlists. Please share your YouTube tricks or treats in the comments. Or share your favourite Halloween videos or playlists!

Further Reading/Viewing

• YouTube has a page on getting you started with playlists.
• Rutherford Gets Its Google On: YouTube Playlists - a short video I made to show how to make playlists. 
• GoNoodle Brain Breaks, Many Possiblities - GoNoodle is great for movement breaks!

GoNoodle Brain Breaks, Many Possiblities

Have you ever tried GoNoodle's videos and games to help keep your students moving inside the classroom? These desk-side movement activities geared towards K-5 classrooms are selected and projected by the teacher from the GoNoodle website. Sign up as a teacher at gonoodle.com, fill in some information and then choose your class "Champ". Champs are the primary motivation system in GoNoodle. Every time you play an activity with your students, you help grow your Champ. When you grow a Champ completely, you get to choose a new one to grow. (For more info about Champs click here). There are over 200 GoNoodle videos to choose from. 

Here is how to find the right activity for you:

• Explore: Explore is the default view after clicking the Play button from the champ page, featuring the newest and featured GoNoodle activities. Use this page to see what's new, what's coming soon, and to find activities you may not have played before.
• Channels: GoNoodle is like a music collection – think of channels as artists! If you know you want to dance with Zumba Kids, you can go straight to the Zumba Kids channel.
• Categories: Think of Categories as genres. To see all the dancing videos, for example, head to the “Guided Dancing” category. A variety of genres makes it easy to find the right video for your classroom’s energy level.
• Search: Searching GoNoodle is super easy. Simply type in keywords to see all the videos that match. Try “mindfulness,” “Pop See Ko,” or even “2 minutes” for videos around a certain length. Perhaps a 10+ minute video for that indoor recess?

Quick Subject Transitions 


In the Explore view search for videos and activities by duration. Grab a 1 minute clip and wiggle your way into the next subject area. I thoroughly enjoy Awesome Sauce's "Dance like this Dude". Silly dance moves everyone can get into to get the blood flowing for the next part of the day. 








Here are some highly recommended options for your next GoNoodle Adventure:
(You'll need to already have signed up to view these channels and categories)

1. Testing: Calming category.  Ease anxiety with several calming, stress-reducing activities.
2. Indoor Recess: Mega-mixes. Longer GoNoodle videos for the times you’re stuck inside.
3. Mindfulness: Think About It. A series of positive, one-minute reflections, perfect for morning meeting.
4. Great for the active: Koo Koo Kanga Roo. Awesome beats, hilarious dance moves.
5. Special needs favorite: Mr. Catman. Emphasis on coordination and concentration.
6. Sluggish afternoons: Zumba Kids. Dance your way back to life!
7. Bouncing-off-the-walls energy: Free movement category. A group of videos that let students get the wiggles out.
8. Older grades: Fresh Start Fitness.  Seriously intense workouts!
9. Younger Grades: Maximo. Simple stretching moves, led by a silly monkey.
10. Celebration: Guided Dancing category. Pick a dance-along, and go to town

Read more about the features and specifics or GoNoodle here. How are you GoNoodling in your class?

An Interview With Marge Kobewka

An EdTech Perspective From An Online Teacher

This month we are featuring Marge Kobewka, an EPSB teacher and Div1 Edtech blogger. Marge currently is an online teacher and therefore offers a very unique perspective on technology in education.

You can find Marge as @MaggieKobewka on Twitter and on Google+. I have been fortunate to have many in-person conversations with Marge and always leave inspired. I was thrilled when she agreed to be interviewed and once again inspire me. 

Check out some of Marge's blog posts: 

• Reflections and Learning from 'Movies and Math'
• Global Read Aloud - Finding the Right Tool to Connect
• Jump In and See What Happens!

The Interview

What grade(s) do you teach?

I teach grade three students online and a group of grade 4, 5, 6 students, who meet with me once a week at Argyll Centre for a writer's workshop and computer science - coding with Scratch.  

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

I would like students to have a growing understanding of digital citizenship. For example  understanding how to use their passwords and keep them safe, an awareness of their developing digital footprint, and some experience evaluating a website by asking, "Will this website answer my question?" This year I used a series of lessons from Common Sense Media, that addressed these issues and more. 

Where do you get your educational technology ideas?

I get ideas from Twitter, professional reading, colleagues and blogs. This spring I read a fabulous book, Invent to Learn by Sylvia Libow Martinez and Gary Stager. On Twitter I follow as many teachers as I can. 

If you are looking for inspiration for using technology in the classroom attend blendED2016, Alberta's Blended and Online Symposium, October 23-25, 2016.  I am on the organizing committee and I know you will come away with lots of ideas to apply to your own classroom practice. 

What type of technology do you use in your school? 

We use laptops, iPads, Moodle, Blackboard Collaborate, and Google Applications.

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

For now, it would be Moodle and Blackboard Collaborate however I would never want to be limited or tied to one kind of technology.  

Based on your response to the question above. Why would you keep that technology?

Currently Moodle and Blackboard Collaborate are primary ways I keep connected to my online students and their parents. The work I have done as an online teacher involves thinking about best practices for learning, (especially for young learners), and then re-envisioning those practices in an online environment. It is a challenge that I love. Especially since young learners need to move, create, act, and play as part of learning. It is definitely a collaborative effort and that is why my 'classroom' includes the parents who work closely with their children. 

Have you ever attended an online webinar? Now imagine doing that with 6, 7 or 8 year olds. My division one colleagues and I have online classes with our students, usually these are an hour long. We have developed a variety of ways to have our lessons be interactive, engaging and collaborative. 

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

Last year I worked with grade 4, 5 and 6 students to learn Scratch Coding. We used Google's CSFirst to help us learn (I am including myself in that one). This year I am building on that to include Makey Makey and a Hummingbird Robotics Kit. I am not ready yet to move these tools to division one but I am thinking about meaningful applications.

What is something new or different you are planning to try next year? 

One evening after school, (5:00 pm) I got a notice that one of my grade three students wanted to have a video call with me. I accepted and there he was, at home sitting on his bed with his computer and math book. He was puzzled about some math questions. We discussed the math problems and he went off to do his work. It was a delightful exchange, after all, there is everything to like about an earnest eight year old who uses technology to connect and learn. Based on this experience I am considering having a small group of students (four or five) meet weekly to participate in 'Google Hangouts Book Club' and 'Google Hangouts Math Talks'. I am thinking it will be important to have a small group and to alternate the groups from week to week so that in the course of the month all of my students will participate in both the Book Club and the Math Talks. This will be different than the Blackboard Collaborate sessions we have as a whole class.

How has technology changed the way you teach?

Ha! My very position as an online teacher is determined by technology. I hope that you can see that one of the joys of my work is the opportunity I have to problem solve and create something new. In my case the 'new thing' is an online learning environment for division one students. I sometimes wonder why was it slow to dawn on me that the joy of creating and sharing that I love about my work, is exactly what students need to do too. This insight changed the way I view technology. How can technology enable kids to problem solve, create, share, collaborate - all the very things that make learning engaging. 

I recognize that technology can give students the opportunity to become creators and problem solvers, but I don't think that all online learning is presented in that way. Even in my own practice I see giant leaps forward over the time I have worked to develop an online learning program. It is always about learning to use the particular technology and then applying what we know about learning so that the technology becomes invisible. 

I think the real question should be not what technology do I want to have in my classroom, instead the question is how do I deepen the learning? Make it meaningful? Enable kids to think more deeply and become creators? Then I can look at the tech I have available and use the resource that will enable that kind of learning. For example this year instead of Math Journals I had my students create Math Videos. All of my students had tablets at home and so using Apps such as: Show Me, ScreenChomp, and Explain Everything, my students explained their math thinking to me and to each other. As we progressed through the year I realized that not only did I have new insights into my students understanding of math concepts, my students had to think more deeply to explain their thinking in new ways. And to my delight I was also obtaining a library of 'learning objects' to use in my online course. What could be more meaningful to students then seeing another student explain a math concept and then discussing it together?

How do you decide what is worthwhile for students to learn through technology?

My students are at a distance - they are students who live in various communities in Edmonton and across Alberta. I am fortunate to work with families who are highly committed to working with their children to learn at home. This presents both opportunities and challenges. My goal is always to develop meaningful interaction and to learn from each other. 

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

• Kidblog - to share learning, 
• Variety of Apps - Show Me, ScreenChomp (editor's note: support for ScreenChomp ends August 2016), Explain Everything
• Also math apps - Geoboard, Number Pieces, Number Frames
• Padlet 
• LearnAlberta - Online Reference Centre
• Google Applications (Google Apps for Education)

What are your hopes for educational technology in the future in your classroom? Alberta? Canada? Globally?

Seriously, you have to know that I am excited about the changes and challenges before us in education. Once, I was told that designing lessons was an iterative process and I had to start with the end in mind. I think that is still true but I would add this: The process of learning is iterative and the end is something I may not even imagine yet.

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I would like to thank Marge for taking time to do this interview during the summer.

Check back each month for new interviews with Kelly Maxwell, David Salmon, Shannon Pasma, Alyssa Prouty, Colleen Roux, Jared Galbraith, Alicia Kuzio, Laura Buchanan and Amanda Fahey!

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related blog posts: 

• Hour Of Code in Division One, 2015
• Preparing For Division 2
• Unleash Your Students' Knowledge With ScreenChomp!
• An Interview With Nick Reilly

Mystery Location Hangouts

We're Going To Start A Little Off Topic

The reason I blog is two fold. Yes, it is to share what I have done with others to show how technology can be effectively used with younger students. However, I blog mostly for myself. When I blog, I reflect on the activity and research the topic in more depth which helps me think about what my next steps are. As such this, as with many other blog posts, is a mix of what I have done and what I have learned and what I might do next.
   

What Is A Mystery Location Hangout (or Mystery Skype)?

Typically, Mystery Location Hangout (aka Mystery Hangout or Mystery Skype) is a game played by two classrooms in different* cities that connect to each other using Google Hangouts or Skype. The objective of the hangout is to correctly guess the city each classroom is located in by asking each other questions using a webcam.

*It does not have to be two different cities. My Edmonton (Alberta, Canada) class did their second Mystery Hangout with a class that is a part of the "Greater Edmonton Area" (Sherwood Park). This was great as we were studying Alberta geography at the time. 

How Do You "Play"?

Students use their geography skills to guess the location of the other class. However, there is some preparation required with younger students and I would also recommend preparation with older students for their first few Mystery Hangouts. Prior to the Hangout, I have my students prepare the clues we are going to share. I then try to order the clues to keep the game going as long as possible, if time allows, I included students in this planning (for example should we tell them we are next to Saskatchewan as a first clue?).

Prior to the Hangout, I assign a pair of students to welcome the other class. Everyone else is paired up and each pair is given a numbered clue to read. Before their first Mystery Hangout I also have my students practice with the webcam on (and display it on the Smartboard). Then each pair goes up to the webcam and practices reading their clue (or greeting/ending). I typically do not do this extra practice for subsequent Mystery Location Hangouts.

During the actual Hangout, my class and the other class alternate reading the clues to each other. My students use a combination of simple atlases and Google Maps (on Chromebooks) to try to locate where the other class is. 

I typically give a tutorial to the students that help on the Chromebooks to help them use Google Maps prior to the Hangout.

Once both classes have located where the other class is from, a pair of students closes the Hangout with a good-bye and appreciation.

I am intrigued by the idea of having students be assigned (or selecting) various roles, as described by Pernille Ripp. I am not sure what that would look like in the younger grades yet. 

Cybrary Man has a list of some unique questions older students might want to ask if you are doing a Mystery Location Hangout with a class in your own country. For example:

• How would you describe the weather now?
• Do you experience any extreme weather? If so, what kind?
• Do you live in an urban, suburban or rural area?
• What time is it where you are right now?

After our first Mystery Hangout this year, I added a follow up lesson. We reviewed our clues and the clues the other class gave. Then we revised our clues based on our experience to help us on our next Hangout.

Why Do A Mystery Hangout? Let's Look At The Social Studies Curriculum

As I am a grade two teacher, I am going to pull from the grade two Alberta curriculum. However, if we start with the front matter, this applies to kindergarten to grade twelve. The front matter reminds us to "infuse technology". Other aspects of the curriculum doing a Mystery Location Hangout will help address are:

• demonstrate a global consciousness with respect to humanity and world issues 
• apply historical and geographic skills to bring meaning to issues and events     
• use and manage information and communication technologies critically
• communicate ideas and information in an informed, organized and persuasive manner

Looking more specifically at the grade two curriculum, Mystery Hangouts offer students the opportunity to use their geographic thinking by using simple maps to locate communities studied in the world. It also makes using an atlas have a purpose! When you have students using Google Maps to figure out where the other class is, they are sharing information collected from electronic sources to add to a group task.

How To Find Classes To Connect With?

Without a doubt, finding classes to connect with is the hardest part of doing a Mystery Location Call. If you are flexible about who you connect with (and where they are from) and when you can connect, you will have no problems! Twitter is a good way to locate teachers to connect with. You could use the hashtags:

• #eduhangout
• #mysteryskype
• #mysteryhangout
• #MysteryLocationCall 
• #GHOLocationCall

In my opinion, the best way to find classes to do Mystery Location Hangouts with is by joining some G+ Communities.   

• Connected Classrooms
• The Global Sister School Project
• Mystery Hangout For Schools
• Mystery Hangouts for Foreign Language Teachers
• Mystery Location Calls
• G+eduhangout Community

There are many spreadsheets out there that you can add your name to as a teacher/classroom available to do Mystery Location Calls. I find these resources hit and miss and more time intensive than say Twitter or Google+. However they do occasionally work. Just this week I got an email asking to do a Hangout.

Often the classes I do Mystery Location Hangouts with are with teachers that I have made a connection with through another project such as Dot Day or the Global Read Aloud. The more you are involved in global projects and the more you develop a digital PLN, you will find it easier to find classrooms to connect with. In these cases, often a Mystery Location Hangout is the introductory activity to a larger collaboration project.

Four Important Tips

Tip One: Place your webcam carefully. Try not to have that Canadian flag or other identifying items visible to the other class. 

Tip Two: Try to do a test call prior to (ideally the morning of) the actual Hangout. That way you can try to work out any technical problems ahead of time. 

Tip Three: Have a back up plan if technology problems do occur. What will students do while you (or the other class) problem solve? 

Tip Four: Related to tip three, give yourself MORE than enough time to do the Hangout in case of technical problems. If you think it is going to take 30 minutes, give yourself at least 45 minutes instead of trying to squeeze it into a 30 minute block. 
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Stay tuned for a sister post to this one: Mystery Number Hangouts.