Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Thursday, May 1, 2025

Becoming a Change Agent in Your School

Think Different
- An inspirational Quote by Steve Jobs


Think about a significant change for the better in your life. What or who provoked the change? What was the result of that change? Was it easy? Was it worth it? 

If you often question the status quo, see the need for change. If you rise above your day-to-day responsibilities, if you act, encourage, or inspire people around you to make a change, or if you actively follow someone who advocates a change for the better, you are a change agent. 

As a teacher, you will be a part of a larger institution with a set of rules and customs. Sometimes, you will have to advocate or even fight for change to create the best learning opportunities for your diverse students. Much like in your private life, change at work may come with challenges. The following three videos, along with this week's lecture, will prompt you to think about your future as an educator and change agent:

1. In the thought-provoking TED Talk below, Todd Rose, the author of The End of Average, describes the historical reasons for using average (an average student, an average time for a test, the average age for marriage...) and how it has influenced many decisions we make as educators. He argues that the average is a myth!

Watch this 18-minute TED talk and find a parallel between a cockpit's design and a new learning environment to nurture every individual's potential.  What formula for success could we take from the Air Force? 



2. As a teacher in the information age, you have access to endless information, technology, and tools that can make life better or worse. Your decisions regarding using everything available to you lead to good or bad changes. 
    Watch Alan Atkisson's TEDx Talk (18 minutes) below. He uses some great examples/songs to explain how you can be an effective agent of change. He discusses the importance of different roles that you can play in your organization to advocate for a good idea, whether it is your or your colleagues’ idea, which could lead to a change. He also shares the personalities who try to shut down the change for different reasons. Knowing about these different reactions and personalities, you can choose which one you would like to be, and how to manage working with those different roles and still advocate for change:


3. Finally, listen to this short but mighty inspirational advice of the late Steve Jobs, the co-founder of Apple and Pixar. The quality of this historical recording is not the greatest, but the message is timeless:



In our last lecture of the semester, Becoming Change Agent lecture, Dr. Maryam Rod Szabo asked her Professional Learning Network to share their idea of change agents, the challenges that they have faced as change agents, and the reasons that they hire change agents. Listen to what they had to say (as usual, link in a lecture folder).

Additional Resources (not required)

If you are interested in introverted vs. extroverted dynamics, read  (or audiobook) Susan Cain's book Quiet: The Power of Introverts in a World that Can't Stop Talking.

Thursday, April 17, 2025

Computer Science in a Classroom

This week there is no accompanying lecture or quiz. Instead, we direct you toward this very comprehensive article by Chontelle Bonfiglio titled: 8 Reasons Why Every Child Should Learn to Code 

  • Read the article 
  • Browse the linked resources there.
  • Save, pin, bookmark, or file ideas for your future classroom!

Resource for early childhood:  7 Super Easy Ways to Introduce Coding to Preschoolers: https://teachyourkidscode.com/coding-for-preschoolers/

Resource for middle and high school: AI (Artificial Intelligence) is at the forefront of the news. Lessons about AI can provide a great entry point into computer science for middle and high school students. This article provides Tips and Resources for Introducing Students to Artificial Intelligence.

Why computer science the article CSTA standards will be important to you and your students. 

  • The Iowa Department of Education adopted computer science standards in 2018 and emphasizes complete courses at the high school level. 
  • Iowa Governor Kim Reynolds announced in 2018 an effort to launch innovative computer science projects in elementary schools:  "Teaching computer science and other STEM-related courses is an essential component to any child’s education. That’s why Iowa is preparing our young people for success in cutting-edge careers with programs like this.”
  • In fact, with additional involvement from UNI, Iowa's public education system is taking steps to ensure that teachers at all levels can address computational thinking and thus equip students for success in a world where "65% of jobs of the future do not yet exist." (World Economic Forum, 2016).
Bookmark Iowa Department of Education Computer Science Standards (voluntary standards initially developed by CSTA, the Computer Science Teachers Association).





Hour of Code event at Schindler Ed Center

Thursday, March 27, 2025

Computational Thinking in K-12 Education

"Computational thinking (CT) is a problem-solving process in which people formulate problems or instructions so that a computer [or human] can solve or implement them" (ISTE, CSTA, 2016). 
Computational thinking (CT) is a fundamental part of computer science (CS) but can (and should) be applied across all content areas and everyday life. In fact, it is called by some a New Literacy of the 21st Century.  

In this unit, you will discover how you can use the aspect of computer science and computational thinking to support students' literacy, critical thinking, thinking, creativity, collaboration, and problem-solving.

Introducing computational thinking to a young student may sound intimidating at first. But when you decompose (break down) this problem into the four components, you will find it relatively easy and helpful across the curriculum.  

So let's dive in:

Use this visual to help you think about the four aspects of computational thinking:  Abstraction, Decomposition,  Pattern Recognition, and Algorithms:

Computational Thinking pizza  analogy

  • How can you turn real-life photography into a drawing? The problem may seem daunting, but when you remove the unnecessary details and think about what is the basic, the minimum that makes pizza a pizza (abstraction), you can break your drawing down (decompose) to the basic shapes. Now you can draw it! 
  • How to make pizza? Can you build a simple step-by-step recipe (algorithm) so we can shop for the ingredients? Can you provide the essential steps explaining the preparation process and make it easy for beginner chefs to follow?  
  • What ingredients are on that pizza? I spot olives and pepperoni. If I slice the pizza and give you just two slices, will you be able to tell me what is on the third one? If the answer is yes, you probably recognized a pattern.

With that in mind, watch the following short videos in which Linda Liukas, an author of the children's book series  Hello Ruby explains in student-friendly language what computational thinking is and how you can connect computer science to the real world. 




Computational thinking can be applied to all grade levels.
Watch how this teacher uses humor to introduce students to algorithms (procedures for solving a problem) and debugging (finding and fixing mistakes)


Kids in the video above learned by trial and error and practiced the art of the exact instructions. 


Here are some other ideas:

  • Explore digital story creation with a simple (and free) web-based programming tool called Scratch
  • Create timelines and complete sequencing activities (can be with technology or 'unplugged')
  • In music, reading, or writing - explore pattern recognition with rhythm, structure, and rhyme - try creating new forms
  • In social studies - have students generate step-by-step directions to complement the creation of community maps
  • In art, Student A describes an image or object hidden from Student B, while Student B follows instructions to draw or re-create that object.     
  • Students practice exact instructions and step-by-step algorithms in a classroom while designing instructions for watering the classroom flowers, logging into the classroom computer, and morning (or any) class routine.
This blog post aims to assist you in incorporating computer science and computational thinking in the K-12 classroom. Perhaps you can set up a new Pinterest board and start a collection of resources you can use in your future classroom. Make sure to pin the primary sources, not just this blog. Have fun, and please consider teaming up with a teacher to implement CS-related activities in teaching and learning!


ISTE standards for Educators connection:

  • Standard 2.1 - Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to enhance student learning.
    • 2.1c - Educators stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

  • Standard 2.6 - Facilitator: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
    • Standard 2.6c - Educators create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
 
  • Standard 1.5 - Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
    • 1.5a - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
    • 1.5b - Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
    • 1.5c - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
    • 1.5d - Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

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Want to Learn More? Here are some EXTRA resources you might find interesting:

Free Training Courses for Teachers

Here are a couple more home examples of fun with the Exact Instructions
    Analyze the vocabulary from the  ISTE Computational Thinking Competencies are used to guide educators to integrate computational thinking across disciplines with all students. The goal is to help learners become computational thinkers who can harness the power of computing to innovate and solve problems.


    Watch a brief video introduction to computational thinking as a New Literacy of the 21st century:




    Computational Thinking Skills: Image Source: Osmo: Teaching Computational Thinking to Kids

    Resources curated by Dr. Sarah Bryans-Bongey and Magdalena Galloway.


    Thursday, March 6, 2025

    Information Literacy

    Do you want to know...

    Remember, all I'm offering is the truth... nothing more.

    The Matrix could be an excellent allegory for finding truth in the chaos of disinformation. It could be about breaking an information bubble we may live in and choosing the right path. Unfortunately, we cannot load the skills like Neo could. Fortunately, our information and fake news Matrix is not as grim as the one in the movie...or is it?
    “You take the blue pill, the story ends, you wake up in your bed and believe whatever you want to believe. You take the red pill, you stay in Wonderland, and I show you how deep the rabbit hole goes.”
    I hope you choose the knowledge, aka the red pill. So, here it goes: 

    Information literacy is more than possessing information. Information literacy is the ability "to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information." (ACRL, 2000)

    Developing information literacy skills requires a combination of tools, educational resources, and critical thinking practice.




    What practical steps can you and your students take to critically evaluate information found on the Internet? How can we protect them and ourselves from fake news, scams, and phishing?

    • Read about those Facebook 'Like' Scam Posts - by Better Business Bureau

    • Watch the short video from Commonsensemedia.org about 5 ways to spot fake news. Look around the Common Sense website. Notice organizational tabs for Parents, Educators, and Advocates. Add useful links to your bookmarks or pins collection.

    • Read Stephen Downe's post about Principles for Evaluating Website

    • What is a Filter Bubble? How does it isolate you? - watch this short video (2.37min ) explaining just that!

    • Browse and bookmark (pin?) for later - Fake news and misinformation advice hub from internetmatters.org where you can learn about fake news, how to spot it, and how to empower children to recognize what fake news is and how to stop the spread of it.

    • How to check the credibility of controversial information?
      • Browse and bookmark snopes.com - a reference source for urban legends, folklore, myths, rumors, and misinformation.  

      • Browse AllSides.comBalanced News from the Left, Center, and Right
        Look for resources about media bias, and check the incredibly well-developed 
        resources for schools!

    Learning (and teaching) today is much different than it used to be. So, it is logical to look for new learning theories!

    Connectivism is a relatively new but mighty theoretical framework for understanding learning in a digital age.  
    • It is a theory that argues that learning is not just about memorizing facts but about how you connect those facts together. It's like building a network of information in your mind, where each piece of knowledge is a node, and the connections between them are what help you understand and navigate the world. So, instead of just storing information, you're actively creating a web of understanding. It will be important to keep in mind when building your Personal Learning Network (PLN)
    • Connectivism acknowledges that learning is a social process and individuals bring unique perspectives and experiences to the learning process. Interacting with diverse viewpoints enriches understanding and fosters creativity and innovation.
    Watch this short video explaining the theory of Connectivism (3 min). This will be further discussed in the lecture. 



    What strategies could students adopt to make decisions or solve an information problem?  
    • Analyze the Big6 and Super3  process models of how people should solve information strategies. S per 3 is a simplified model for the youngest students. 
      • Connect it to the ISTE Student Standard #5: Computational Thinker: Students develop and employ strategies for understanding and solving problems that leverage technological methods' power to develop and test solutions.
        • 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
        • 5 c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 
    Consider pinning or bookmarking the resources for future use (build that PLN!


    --
    Additional resources (not required; to use, bookmark, or pin for later):

    Helping students understand the biases in generative AI - materials on this page are intended to help instructors and students analyze and discuss the biases and ethics of generative artificial intelligence.

    Strawberry Problem -  How Overconfidence in AI Responses can perpetuate misinformation and create a feedback loop, and on how GenAI desire to satisfy the user may not be the best thing.

    Chat GPT for media literacy -an interesting article about why using AI could be a great media literacy instruction tool.

    Information Literacy Standards for Student Learning (pdf) provides a conceptual framework and broad guidelines for describing the information-literate student.

    Ground.news: See every side of every news story. Similar to AllSides.com

    Siemens and Downes theory of Connectivism


    Poynter.org - The International Fact-Checking Network is a unit of the Poynter Institute dedicated to bringing together fact-checkers worldwide.

    opensecrets.org - Follows the money. D ta on campaign finance, Super PACs, Industries ect.

    factcheck.org - nonpartisan, nonprofit "consumer advocate" for voters that aims to reduce the level of deception and confusion in U.S. politics. A dress public policy issues at the local, state and federal levels.

    truthorfiction.com - Get the truth about rumors, inspirational stories, virus warnings, hoaxes, scams, humorous tales, pleas for help, urban legends, prayer requests, calls to action, and other forwarded emails.

    hoax-slayer.com - dedicated to" debunking email hoaxes, thwarting Internet scammers, combating spam, and educating web users about email and Internet security issues"

    sourcewatch.org - a collaborative resource for  documented information about the corporations, industries, and people trying to influence public policy and public opinion

    domaintools.com - a collection of domain name ownership records in the world (also look easywhois.com)

    Breaking News Generator 
    Fake News templates
    News Paper clipping generator

    ISTE Standards for Students connection:

    Standard # 3: Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
    • 3a. S udents plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
    • 3b. S udents evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.
    Standard #2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical

    Standards #5: Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
    • 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
    • 5 c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 

    ISTE Standards for Educators connection:

    Standard #2: Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning
    • 2c. Educator model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
    EdTech fastest growing minor - fake yahoo news
    Standard #3: Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world.
    • 3b. E ucators establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
    • 3 c mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
    --
    Activities during the lab (we will work on them together)


    Quote from The Matrix movie: There is a difference between knowing the path and walking the path


    Using Stephen Downe's Principles for Evaluating Websites, lecture, and resources above, analyze the resources below.

    • Can you find an argument to support or discredit the legitimacy of your resource? It is not enough to use "gut feeling" or common knowledge.
    • How can you prove it? 
    • Can you see the purpose of the resource? 
    • Could you use it in your classroom?

    Exhibit A: (elementary):
    http://zapatopi.net/treeoctopus/

    Exhibit B:
    https://mousetrapnews.com/breaking-marvel-theme-park-coming-to-disney-world/

    Exhibit C:
    https://insttech.uni.edu/240-031/images/infliteracy-vaccinate.jpg

    Exhibit D:
    https://insttech.uni.edu/240-031/documents/mail_SlowDance.pdf



    Tuesday, January 21, 2025

    Connecting with the World: Giving Our Students a Voice.


    Your first lecture is a recorded session from our guest speaker, Shannon Miller. She is a UNI graduate teacher-librarian and technology integration specialist at Van Meter Community School District. She is now an international speaker who encourages young people and educators to have a voice while learning, creating, collaborating, and connecting with others globally. She speaks and consults around the country on education, librarianship, technology, social media, and making a difference in education and the lives of others. She is a Future Ready Librarians and Project Connect Spokesperson at Follett Corporation.; Buncee's Teacher Librarian Advisor and Cantata Learning's Teacher Librarian Advocate. 

    She is also the author of the award-winning The Library Voice blog. Browse and bookmark it for a future classroom resource.

    You may follow her on Twitter at https://twitter.com/shannonmmiller

    Before watching the lecture:


    Open and analyze the International Society for Technology in Education (ISTE) standards for teachers and students. ISTE standards provide a framework for learning, teaching, and leading that is amplified by technology.
    • ISTE Standards for Students emphasize the skills and qualities we want for students, enabling them to engage and thrive in a connected, digital world. 
    • ISTE Standards for Educators define the new skills and pedagogical insights educators need to teach, work, and learn in the digital age. 
    Bookmark these standards. We will be coming back to them throughout the course.

    Download and scrutinize the "I am a Digital Age Learner" poster. It breaks down the ISTE standards for students in an easy-to-follow concept map. 

    Ask yourself:
    "Am I a digital-age learner?"  Am I ready to become a digital-age teacher? 

    If possible, print the poster and place it in your workspace. It should guide your future decisions when creating projects for your students.

    While watching the lecture (see Lecture folder in an eLearning) :
    • Try to make a list of the skills and tools mentioned by Shannon. 
    Think:
    • Do you know many skills and tools to give you and your future students a voice? 
    • What did your high, middle, and elementary school teachers do to give you a voice and connect you to the world outside of your classroom? 
    • What can you do to make your future students' learning more meaningful and engaging? 
    • Do you see an echo of ISTE standards in Shannon's teaching? 

    collage from Shannon Miller guest speaking
    Shannon Miller guest speaker