Instructional Technologist

I will be leaving the classroom next school year and will be changing jobs. I will be an instructional technologist. You may ask, "What's an instructional technologist?". Well, even I'm not sure exactly what I'll be doing. Since this is a brand new position, I will be learning as I go. But, the main thing that I'll be doing is working with teachers on how to add technology to their lessons to help with student performance in the classroom. I'm very excited about this new chapter in my life. My blog will be changing a little. I'll still be posting things about education, but the focus will be more about technology in the classroom. My first big teacher workshop will be training teachers on Google Apps for Education. It is amazing all of the things that Google can do for teachers! If you aren't familiar with it, then "google" it.

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SAMR and Google ~ A Beautiful Combination

I've been really investigating the SAMR model lately. If you aren't familiar with the SAMR for integrating technology into the classroom, that's ok. I first learned about it last year at a conference. I went to a breakout session and came out more confused than when I went in. So, I took it upon myself to learn about it through researching it online. The SAMR model is this: Substitution, Augmentation, Modification, and Redefinition The more I investigated, the more I realized that our district needs to really look at where we are on this model. Yes, we are a Google for Education district! Yes, all students and teachers have access to Google Drive! But, NO, we are not redefining education with technology. One day I was inspired by a fellow Google for Education trainer to really look at how we can use Google Drive to redefine our lessons. So, I created the graphic below with ideas on how to use Google Drive and other Google products through the SAMR model.

Contraction Mania!

This week our first grade team analyzed some Fountas and Pinnell level G books to figure out what needed to be taught in reading to help our students get to that level. We realized that many of the books contained contractions and words with inflected endings. Our first plan of action was to immerse students in a word study of contractions. So, this week I introduced the word "contractions" to my class. I first wrote the word on a piece of chart paper and had them turn and talk and try to tell their partners what the word was. It was funny listening to them talk to each other. After about a minute I had them turn back and tell me what they discussed. I called on one child who then said, "We decided that we don't know what a contraction is." Then, the rest of the class agreed with him. I just had to chuckle at that. It was so cute! Then, I introduced contractions to the kids slowly using paint sample cards that I had made in advance. ~ I got the idea

Micro:bits for 7th graders

We were very fortunate to have received micro:bits from the Economic Development Council of St. Charles County for our 7th grade Project Lead the Way course (Design and Modeling). Our students shined in their coding of the micro:bit and tried to create a game or device that would be good for a student with cerebral palsy (which is what they have been learning about in their PLTW course). Students made light boxes, rock paper scissors bracelets, music devices, reaction time devices, and more! If you haven't heard of micro:bits, let me tell you a "bit" about them. They are small programmable devices that have an LED screen with buttons on one side that can be programmed. Other small devices can be attached via alligator clips and programmed as well. For more information about micro:bits go to their website: https://support.microbit.org/support/solutions/articles/19000013983-what-is-a-micro-bit- Using the programs already on the micro:bit website or coding from sc

The Purple Parade

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