Podcast appearances and mentions of liz kolb

This conversation explores new findings on the critical thinking divide fueled by Gen AI, What does this mean for teaching and learning? This deeply informed group discusses their experiences with Gen AI in the classroom, the pivotal role of foundational knowledge, and the need for a deeper understanding among students and educators alike. The conversation explores how AI in education is shifting the balance between control and creativity, driving some to new cognitive heights and others to new lows. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The Impact of Generative AI on Critical Thinking | The AI Critical Thinking Divide | SAMR | The SETI Framework | TPACK | Triple-E | The GenAI-U Framework | AI Cafe BRN-X: Gen AI Podcast Lab Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship and Innovation at the Mary Lou Fulton Teachers College at Arizona State University. He has an undergraduate degree in Electrical Engineering, two Master's degrees in Visual Communication and Mass Communications, and a Ph.D. in Educational psychology. He co-developed the TPACK framework, described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. She was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University and teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the creator of the GenAI-U technology integration framework. Dr. Liz Kolb is a clinical professor at the University of Michigan and the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She created the Triple E Framework for effective teaching with digital technologies and blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at various K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education and has guided multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in educational technology.

We invited the creators of the five prominent models for teaching with technology to help us compare and contrast their features in the context of generative AI. Join us for a side-by-side exploration of SAMR, TPACK, and the Triple E technology integration frameworks and emerging frameworks, SETI and GenAI-U. In Part Two, we get a better understanding of where each model is best suited to bring generate AI into your class, course, or school district. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity. He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy. He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

We invited the creators of the five prominent models for teaching with technology to help us compare and contrast their features in the context of generative AI. Join us for a side-by-side exploration of SAMR, TPACK, and the Triple E technology integration frameworks and emerging frameworks, SETI and GenAI-U. In Part Two, we get a better understanding of where each model is best suited to bring generate AI into your class, course, or school district. Follow on Twitter:  @CFKurban @sparvell  @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework  | The SETI Framework|  SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity.  He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy.  He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding  Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

For the first time, the creators of the SAMR, TPACK, and the Triple E technology integration frameworks met to discuss their widely adopted models and how they fit in the age of generative AI. They are joined by the creators of two emerging frameworks, SETI and GenAI-U. In this series, we explore all five models, their differences, and where each best fits. Part one unpacks what these frameworks enable educators and school leaders to do. Together, the panel reveals why small and big thinking is required to teach effectively with Gen AI. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is the Associate Dean of Scholarship & Innovation at the Mary Lou Fulton Teachers College at Arizona State Univer ity. He has an undergraduate degree in Electrical Engineering, two Masters in Visual Communication and Mass Communications, and a Ph.D. in Educational Psycho gy. He co-developed the TPACK framework, which is described as “the most significant advancement in technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches in the Faculty of Education. She holds a BSc in Geology, an MSc in TESOL, an MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project and the GenAI-U technology integration framework creator. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Ca ada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions and health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, guiding multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel ill. Dr. Crompton is recognized for her outstanding contributions and is on Stanford's esteemed list of the world's Top 2% of Scientists. She is the creator of the SETI framework. She frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

For the first time, the creators of the SAMR, TPACK, and the Triple E technology integration frameworks met to discuss their widely adopted models and how they fit in the age of generative AI. They are joined by the creators of two emerging frameworks, SETI and Gen AI-U. In this series, we explore all five models, their differences, and where each best fits. Part one unpacks what these frameworks enable educators and school leaders to do. Together, the panel reveals why small and big thinking is required to teach effectively with Gen AI. Follow on Twitter: @CFKurban @sparvell @hcrompton @lkolb @punyamishra @jonHarper70bd @MicrosoftEDU @bamradionetwork Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education Dr. Punya Mishra (punyamishra.com) is Associate Dean of Scholarship & Innovation in the Mary Lou Fulton Teachers College at Arizona State Universit. He has an undergraduate degree in Electrical Engineering; two Masters degrees, in Visual Communication and Mass Communications; and a Ph.D. in Educational Psychology. He co-developed the TPACK framework, described as being “the most significant advancement in the area of technology integration in the past 25 years.” Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches on the Faculty of Education. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project, and is the creator of the GenAI-U technology integration framework. Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com. Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions, health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which guides the work of multiple projects worldwide. Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford's esteemed list of the Top 2% of Scientists in the World. She is the creator of the SETI framework and frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

Reimagine Schools Podcast (RSP) Episode 1112 Dr. Liz Kolb, Professor of Educational Technology at the University of Michigan, ISTE author and creator of the Triple E Framework. Follow Liz Kolb on X Triple E Framework Meet Dr. Greg Goins Dr. Greg Goins is a veteran school administrator, teacher, author, speaker, and podcaster with more than 25 years of experience leading transformative change within education. Dr. Goins served 15 years as a school district superintendent in Illinois and has more than 10 years of experience teaching in higher education as a professor in Educational Leadership. He is also an Educational Consultant (G2 Ed Solutions) and is proud to serve as an Ambassador for ⁠⁠⁠⁠The Modern Classroom Project⁠⁠⁠⁠ and ⁠⁠⁠⁠bravEd⁠⁠⁠⁠ which helps school districts redefine success through Benefits-Based Accountability. ⁠⁠⁠⁠Official Website⁠⁠⁠⁠ ⁠⁠⁠⁠Follow Dr. Greg Goins on X⁠⁠⁠⁠ Podcast Partners ⁠⁠⁠⁠⁠RocketPD⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠The Modern Classrooms Project⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠bravEd⁠⁠⁠⁠⁠ ⁠⁠⁠⁠⁠Education Podcast Network ⁠ --- Support this podcast: https://podcasters.spotify.com/pod/show/greg-goins/support

Properly evaluating education technology comes down to pedagogy and instructional design, asserts Dr. Liz Kolb, creator of the Triple E Framework. What is the Triple E Framework and how is it being used (and misused) in education today? How are people using it to evaluate the use of educational technology and how should it impact the evaluation of teachers? Get an overview of the framework everyone is discussing and understand how it impacts learning in your classroom on today's show. Show Notes https://www.coolcatteacher.com/e794 Sponsor: TARA TARA sponsored today's show. TARA stands for the Teacher Assistant for Resources & Administration which keeps tools, resources, lessons, IEP's, and meetings tracked in one place. It also includes vetted resources that you can download and use in your classroom immediately. As I reviewed this product, I've seen special education teachers and organizations raving about how TARA has helped them organize IEP progress, meetings, and result tracking. TARA is free for up to five people to work together as a team or just for you to use in your classroom to organize your lesson plans. Go to coolcatteacher.com/tara to sign up for your free account. Thank you TARA for sponsoring this show! Dr. Liz Kolb - Bio As Submitted Liz is a clinical associate professor of education technologies at The University of Michigan in Ann Arbor, MI. She teaches courses in educational technology for the undergraduate elementary, undergraduate secondary, and Masters and Certification programs.  She authored Toys to Tools: Connecting Student Cell Phones to Education, Cell Phones in the Classroom: A Practical Guide for the K-12 Educators, Help Your Child Learn With Their Cell Phone and Web 2.0, Learning First, Technology Second, and Learning First, Technology Second:  In Practice.  Website http://tripleeframework.com  Twitter @lkolb Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising."

As we prepare to open the doors and turn on the lights in our classrooms, we check in with Liz Kolb for an update on the education technology landscape and to remind us to keep learning first and use technology purposefully. Follow on Twitter: @ISTE @mrhooker @lkolb @jonHarper70bd @bamradionetwork @shellthief @hyphenatic @ISTEMLN #istelive @ISTEEdLeaders #ISTE20 #ISTEturns40 #edchat #edtech #edtechchat Liz Kolb is a clinical assistant professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com.

Kristin Fontichiaro of the U-M School of Information and Liz Kolb of the U-M School of Education join Michigan Minds to talk about the upcoming U-M Digital Wellness Youth and Parent Symposium and explain the importance of digital wellness, especially for middle-school aged children and their parents and caregivers. See acast.com/privacy for privacy and opt-out information.

Episode 128 Hello and Welcome to another potentially useful episode of the TCAPSLoop Podcast! I’m not entirely sure if I’m legally allowed to introduce the co-hosts without first asking their consent so you'll have to listen for that reveal.     TCAPSLoops Moment of Zen A little consideration, A little thought for others, makes all the difference. - A.A. Milne Turns out Social Media isn’t all bad. I was browsing through teacher twitter a few weeks ago and came across a great tool shared by our #edtech hero, Liz Kolb concerning student privacy and immediately thought this would be a great pod topic. Not surprisingly Danelle and Stephie saw it too and had started scripting out a one act play based on the chart. Sadly, Stephie and Danelle were not quite prepared to share the trailer for the their new production but they do share thoughts on student privacy and copyright in the classroom.    Potentially Useful Links: Digital Legal Responsibilities for Teachers chart by Liz Kolb   Ethics in a Digital World by Kristen Mattson   Creative Commons Licenses   Tech Tool of the Week:  Sources for Icons Use with attribution - https://www.flaticon.com/ Freely use (but cannot sell)  - https://fonts.google.com/icons      Thanks for listening and inspiring!  

Episode 121Hello and Welcome to another potentially useful episode of the TCAPSLoop Podcast with the "D" in D2L, Danelle Brostrom!  Moment of Zen“We keep moving forward, opening new doors, and doing new things, because we’re curious and curiosity keeps leading us down new paths.” –Walt Disney Potentially Useful InfoFind the latest Brightspace D2L tips and tricks on the TCAPS EdTech Help Site. Tech Tool of the Week: MACUL is doing a teaser book study with Liz Kolb’s new book: Learning First, Technology Second in Practice: New Strategies, Research, and Tools for Student Success.  After signup, they will send you chapter 5 to read (which showcases 12 authentic lessons designed by K-12 teachers that meet all three elements of the Triple E Framework, with suggestions on how to improve lessons with technology).  There is also a virtual chat this Saturday to talk about it.  SCECH are available! Thanks for listening and inspiring!

In this episode, we talk to Dr. Liz Kolb, author of Learning First, Technology Second: In Practice. We discuss how the pandemic has changed education and how it will affect education moving forward. Enjoy! Sponsor link: Wipebook.com/teacherstalkingtech Send us a message! teacherstalkingtech@gmail.com Rate and Review please :)

In this episode Mike and Glen discuss the implications of teachers being declared essential workers, why learning management systems should be designed more like videogames and our guest this week is educator and author Josh Stock.Guest: Liz KolbLiz Kolb is a clinical associate professor of education technologies at The University of Michigan. She teaches courses in education technology for the undergraduate elementary, undergraduate secondary, and Masters and Certification programs. She’s the author of a number of books on the use of technology in the classroom including “Learning First, Technology Second in Practice: New Strategies, Research and Tools for Student Success.Liz on Twitter: https://twitter.com/lkolbLiz's Website: https://www.tripleeframework.com/Notes:#ChatOnEducation is now LIVE on https://twitch.tv/insideparticipate every FRIDAY at 8pm ET. Join us!OnEducation is now on YouTube! Subscribe to the channel and listen to prior episodes as they are released!: https://www.youtube.com/channel/UCu2fkhy9cnZZbggW8_K3FgQMike on Twitch: https://www.twitch.tv/misterwashburnGlen on Twitch: https://www.twitch.tv/irvspanishParticipate on Twitch: https://twitch.tv/insideparticipateMike launched his Minecraft server! Complete this form for an allowlist request https://bit.ly/mwservereducatorHelp us get LMM on the podcast: https://twitter.com/misterwashburn/status/1302380526326738946?s=2010 days of morning meetings to start the school year written by the responsive classroom: https://www.responsiveclassroom.org/educator-resources/covid-19-resources/Ideas for Ts trying to teach face-to-face AND broadcast to kids at home at the same time: https://twitter.com/cultofpedagogy/status/1302399694841282560?s=20These students figured out their tests were graded by AI — and the easy way to cheat: https://www.theverge.com/2020/9/2/21419012/edgenuity-online-class-ai-grading-keyword-mashing-students-school-cheating-algorithm-glitchEducators Turn to Bitmoji to Build Community and Engagement (I guess): https://www.edutopia.org/article/educators-turn-bitmoji-build-community-and-engagementToday's podcast is brought to you by:Participate: The presenting sponsor of OnEducation is Participate. As long-time proponents of social learning and cross-cultural community-building, Participate invites you to explore virtual exchange and student leadership as Qatar Foundation International works to build meaningful connections to the Arab World. To become a member of QFI’s robust community of educators, visit participate.com/oneducation.

In this episode, Eric interviews Dr. Liz Kolb, professor at the University of Michigan about her new book, Learning First, Technology Second in Practice. They also discuss distance learning strategies and tips. Enjoy! Also, please remember to rate and review TTT! Thank you.

Teaching & Learning In The New Era: Dr. Liz Kolb discusses her book Learning First, Technology Second and importance of focusing on student engagement while teaching with technology.

The COVID-19 pandemic has closed schools for the remainder of the year, requiring educators and students to adjust the ways they are teaching, learning, and engaging. In this episode of Michigan Minds, Liz Kolb, clinical associate professor of education technologies and teacher education at the School of Education, explains how schools are scrambling to train teachers and make remote learning an equitable approach for all students. See acast.com/privacy for privacy and opt-out information.

Penny, Emily, and Jason discuss chapters 3-4 of Learning First, Technology Second by Liz Kolb. In these chapters, we learn about the Triple-E framework and what it practically looks like in the classroom. We also learn about engagement and how it looks in the classroom.

It's early November here in Northern Michigan but it already feels like mid December, possibly February, and we're trying to avoid early onset cabin fever, so we look to Danelle and Stephie to provide some much needed "Ed-Tech Inspiration," to get through the bleak early winter.Show Transcript:Danelle Brostrom 0:00 Obviously it's smarter than I am.Larry Burden 0:08 Where's this come fromDanelle Brostrom 0:08 because you have to edit out all the stupid things that we say,Stephie Luyt 0:11 Now the pressures on.Larry Burden 0:13 gotta delete thatStephie Luyt 0:14 You're like Botox.Larry Burden 0:21 It's Episode 96 of the EdTech Loop podcast. My name is Larry Burden and she drank a bit too much of the apocalyptic Kool Aid after binging 16 straight hours of Black Mirror its Danelle Brostrom. And here to reel our Ed tech hero back from the dark side, it's Stephie Luyt. To coax Danelle back from the edge, this week's moment of zen trends hopeful.Moment of Zen 0:44 I hope that in this year to come you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world, you're doing things you've never done before. And more importantly, you're doing something.Larry Burden 1:06 After checking the unseasonably cold hourly forecast our decision was made to stay in, and partake in this week's meat of the show: Ed Tech Inspiration. It's Northern Michigan here, it's early November, it already feels like mid December, possibly February, and we're trying to not get into that early kind of hunker down mood. So we needed to find a little inspiration today. It was a great idea that Danelle had yesterday, as far as coming up with a topic for this podcast. So we all have lists, let's just jump right into this.Danelle Brostrom 1:43 I can start. My first favorite thing that I love right now, Common Sense Media had an amazing blog post on ISTE. It was written by Liz Cline who's their VP of Education Programs, and her idea is to, "Pause for People." We talk a lot about digital lives and how to find balance with your media and real life, and I think this idea of pausing for people is beautiful, and it's simple, and it's a great thing to keep in mind. So when you're in real life and someone is talking to you, pause what you're doing and privilege that human standing in front of you over what's on your screen.And she says this, "I'm no tech hater. I strongly believe that technology does help connect us with people in meaningful ways, and it should be used for powerful learning in the classroom. But even with all that potential the face to face interactions that you could be having. You should be having, starting now."I love that idea of pausing for people, and I'm really trying to do that when I'm in meetings when I'm, when somebody comes in and interupts me at my desk either turning around for my screen or closing my screen and just pausing for people. It's a great thing to talk about with kids in the classroom to.Stephie Luyt 2:45 That's a beautiful way to say that whole idea of a balance between how we use tech and how we, how we function IRL. It's a really good way to think about it. There's nothing more valuable than pausing for someone, and having that conversation.Larry Burden 3:02 I love that you're making an active step to do that. Sometimes we want to do that but we still have our device up, or we have our device open and it's amazing how our eyes just naturally fall back down into it. David Noller, the TechNollerGist, mentioned that when he's using devices in his class they're open, as soon as they're not being used, he tells them, close the device, close the lid. It's easy to get distracted by the device. So we need to be probably very, very deliberate in what we do to make sure that we are pausing for people.Danelle Brostrom 3:36 And tell people around you that this is something that you're trying to do too because I want you to check me on it. If we're in a meeting together and you see me not pausing, remind me of that. My kids have been checking me on it. My four year old will say, and I've got her saying this, I told her what to say so it's really funny when she says it, but she'll say, "daddy, what's more important right now me or your phone?" and he's like, okay, that is a kick in the teeth, I'm putting this phone down. You are more important to me always. But I think that's a good, you know, pausing for people, we need to make sure we're doing that.Stephie Luyt 4:05 I also feel like in meetings and in just events in general I feel like people are trying to be more mindful about that. I feel like there was a time where it was, hey great look at how busy you are, I'm going to check these four different things, and I'm going to have this open, and I'm going to be looking at this device, and, and that was almost a good thing. But I feel like that pendulum has swung a little bit and we're seeing more, I'm seeing more active examples in adults of trying to model that balance because we can't multitask in the way that we think we can. I 100% can't, and I think the research proves most people can't.Larry Burden 4:39 I can almost guarantee you guys do it when you go into a meeting. I take a look at the table and see how many people have their phone on the table. And over the past year I've noticed, less.Stephie Luyt 4:51 I agree.Larry Burden 4:52 Whereas so that trend that you're talking about, I think is taking hold. I think people are recognizing that the multitasking skill, isn't really a skill.Danelle Brostrom 5:01 I agree, it makes my heart happy.Stephie Luyt 5:03 My first favorite thing is, is pretty nerdy, but I've been doing a lot of looking into evidence based practice in libraries which comes out of the healthcare fieldLarry Burden 5:13 I'm not going next.Danelle Brostrom 5:14 I like this one already.Stephie Luyt 5:15 The part I wanted to highlight is you can collect subjective data, as well as objective data. And the piece in subjective data that is meaningful to me is really that idea of a narrative and the storytelling. It's falls under the "anec-data." So anecdotal data. And it's telling the story about the connections. It can be about anything, but the something I'm thinking about is the number of our schools are focused heavily on relationship building and connections. And they are always doing that but for some it's like the top focus this year. And just trying to quantify for lack of a better word, how some of those connections get made with individual students or staff members in the library, and how valuable that is for way down the road, even. I just read a report last night, it was from NPR, and it was some research that had been done that, if a student even has one positive connection with an adult, it can help buffer them against, really some of the things that come up on like the ACES Survey, our those childhood trauma experiences. And like, those meaningful connections, and even what seems like a small interaction reaps benefits down the road. And so my point here is just saying that having anec-data to show those connections, it's very valuable. Like, that is time well spent. And it's kind of the same idea that Danelle is talking about in terms of making connections. Like, those, those connections are meaningful, and they can be very powerful for our kiddos. So, anec-data is my one of my favorite things.Larry Burden 6:53 At the start of last year, our opening PD for the school year. We focused on something called the ISSN, the Intense Student Support Network. And I don't know if this happened over at Central High School, but I know at West Senior High, all the people that attended that PD wrote down something that they were going to do for students, be mindful of doing for students that year. And we ended up having, documenting the full list of things. And as far as something that would create a positive environment and would be what, what, what's the term again?Stephie Luyt 7:25 anec-dataLarry Burden 7:26 Anec-data, that was, you know, I look at it because it was a spreadsheet of anec-data, and it was, it was very inspiring. We actually made a video out of it with the running, the running comments. "I want to make a kid, one students smile today," I'm going to say hi to a student everyday," "I'm going to try to imagine, trying to focus on their needs over mine." And we just it was all, just so many great comments from our educators, and it was nice that they had a moment to reflect. Because sometimes it's hard to reflect on that anec-data and recognize how important it is because you're wrapped up in so many other things. It's nice that, that became a focus.Danelle Brostrom 8:03 Everything we should be doing. Kids, if they don't have that they can't learn. And that, those are the kinds of things we, we need to be doing every day.Larry Burden 8:10 I'm not nearly as cool as that.Danelle Brostrom 8:12 What'cha got Larry.Larry Burden 8:14 The thing that I'm inspired about or that's inspiring me is the continued focus on STEAM and STEAM education. I love the A. I so love of the A. You know, we're all familiar with, with STEM, science, technology, engineering, and math. Throw the arts in there. Some of the comments that I ran across were, "It removes limitations and replaces them with wonder, critique, inquiry and innovation." The four C's, the 21st century skills, are all based, kind of in that artistic mindset, the creative mindset, collaboration creativity, critical thinking, and communication. Art is the tool to get those things done. So it's kind of like that connective tissue. It's like if STEM is the muscles and the, the skeletal structure. The A is the tendon, it's the ligament. It's all connecting it together, and I think that that's always been kind of a separate thing. You know, we always look at it any of our schools, especially high schools, the Arts Wing, it's kind of over there, it's those kids, you know, the artsy kids. And later on in life, when we're in business, or in any other field, we always go for it we really wish we had that creative person to kind of, not only bring some visual flair, but the viewpoint, the value of the viewpoint of, of a Creative, to look at a problem, and do that problem solving, from an outside perspective, I think is really what the A, brings to STEM is that, that creative problem solving.Stephie Luyt 9:46 The jobs, and the challenges, and the fields that aren't even created yet, like, the creative problem solvers of the world are going to be able to make the future happen. That is so, such a valuable perspective.Larry Burden 9:59 Next,Danelle Brostrom 9:59 Next, the next thing that I am super inspired by are the Michigan Social Studies Standards.Stephie Luyt 10:05 Interesting.Danelle Brostrom 10:06 I know, right. You would never thought that one would have been on my list. No, they just were approved in January 2019 and it was after.Larry Burden 10:13 You just had a meeting on this.Danelle Brostrom 10:13 I did that's why it's kind of in my, in the forefront of my brain right now. They were approved after this big five year discussion and it became political as these things often do, but the final draft is the part that I love. It has this heavy focus on inquiry, and the entire first few pages of the Standards introduction talks all about how social studies should be taught. And how different it is from how we used to teach it. So it's heavy into inquiry and that should be the primary form of instruction for social studies. And that students and then they put, and teachers, kind of in parentheses, like as a second thought, like, oh yeah teachers should help too. But mostly the students should be crafting these investigative questions that matter. That teachers should provide and help students develop tangible opportunities to take informed action. And I just love this focus on inquiry. If we do true inquiry, then I think we can come, we can knock out like 95% of those ISTE Standards that we work so hard on.Stephie Luyt 11:07 And ASL.Danelle Brostrom 11:08 Right? It's, it's beautiful. I think Trevor Mackenzie's work on incredible become important as we unpack with the shift and kind of how, how this changes our teaching. He wrote a series of books, one is called, "Dive Into Inquiry," that I'm in the middle of right now. But he has another book called, "Inquiry Mindset," that's more K-7 focused. This one is more K-12 focused. But even just looking at his companion website, there are a ton of resources that, how to take students from, here's what inquiry is, which is wouldn't be very structured into this like free inquiry work students are actually solving problems that they care about. And I just, I love that scaffolding, and there's, there's even a section that I was thinking about he calls, "Teacher Librarians Your Inquiry Superhero." That they're the ones who are really helping you understand and empower within this learning idea. It's just, it's beautiful. I'm excited to see how inquiry into the social studies standards really changes the way we teach and how it starts to excite kids. This is a topic I'm passionate about, social studies instruction, and I'm excited to see how we can make kids passionate about this too.Stephie Luyt 12:15 And let them follow what they're curious about reminds me a little bit of Genius Hour. It's that same following the, the area that you're passionate about, and, and seeing kids in that world, it's pretty empowering.Larry Burden 12:29 The fact that this is actually in the standard is great. I think we have educators that do this, that focus on this. Our superintendent was just in, was mentioning in a board meeting recently that he was in a classroom where he was observing a teacher do exactly this. I think she's been doing it for years. The fact that it's a standard shows was me, or tells me that we're recognizing that we are we are no longer the gatekeepers of knowledge, and that our job really is to spark curiosity and inquiry. And the fact that it's a fundamental shift now it's not just something we're talking about it's actually embedded in the standards. We're not talking about content. We're talking about,Danelle Brostrom 13:13 ProcessLarry Burden 13:14 Process. That is a foundational shift in how we're educating and how we're expected to be educating.Danelle Brostrom 13:21 It's amazing to see that in our standard.Larry Burden 13:23 Two years ago we were frustrated that we had been talking about this. And it wasn't happening fast enough, and now...Danelle Brostrom 13:30 It's there, and I would definitely encourage people to go to Trevor Mackenzie's website because there are a lot of resources on how to start inquiry. One of the things that he shares, and it's kind of fantastic. He took the UN Sustainable Development Goals and made this, I guess it's a slideshow, and each of the squares are interactive. So you click on the one that talks about poverty, or you click on the one that talks about access to clean water, and it shows you this little kid friendly video that would be a great starter for inquiry into that topic. Response, it's real world, it's inquiry, it's going to be great for kids and teachers.Stephie Luyt 14:06 My next thing is everything over at TADL. I spent yesterday there. Thanks to TADL for hosting our PD. We had our K-12 library staff there for the morning and they were gracious enough to provide the meeting space. And just being reminded again, I spend a lot of time at TADL, but we have such a gem there of resources, as well as a community space. And the number of innovative programs and opportunities to our, for our community. Every time I'm there there's something else that I think, oh my gosh they're doing this. You know you can borrow a theremin, if you want to do that.Larry Burden 14:44 Because why wouldn't you.Stephie Luyt 14:44 It's not everyday, right? Besides the theremin lots of other gear for any kind of audio visual project that you might have. You know, it's just a beautiful community space, and I actually looped back over to the library at the end of the day, my son had robotics, so I started the day there early and then was there at the end of the day and saw some of the same teens that had been there all day, taking part in all of what's there for teens, you know. And I thought what a great space, you know, being there, so much yesterday, just saw kind of the, the evolution of the day. And like, how people are using this. It's just, it's just awesome, and I just wanted to thank them for the experience being there, but also just say that's one of my favorite things currently.Danelle Brostrom 15:25 I would agree with you totally. Yesterday I was there as well picking up some MELCAT resources that I had ordered online and shipped right to my local library. And I walked in andLarry Burden 15:35 Shout out to MELCAT.Danelle Brostrom 15:36 I know, right? My kid was there and she was looking for some things. And that, that idea of connections with people, they are just so wonderful about talking to a child at their level, finding out what they're interested in, helping them find books. We're first taken the the card catalogs, they can look it up. And then helping them find that book on the shelf. And then, offering this additional series that they might be interested in. Like, they know their stuff, and they know how to get kids excited by reading.Stephie Luyt 16:02 Absolutely. They're a great partner. One thing that I noticed yesterday that then looped around today, I, there's a sign in the, in the teen section and it lists all the dewey numbers for topics that you might not want to ask about. So, just think of a topic that as a kiddo you might be nervous to ask about, you know? And then as I was driving here today there was a story on the news about a person who was, you know what, growing up had some, some things that they were figuring out and spending a lot of time in the library and trying to learn about some of these issues but not wanting to ask questions, and so kind of fumbling their way through how to find the right materials. And I thought what a great thing that they're posting some information like, you might not want to ask but here's some places to start your inquiry.Larry Burden 16:48 Is ours a diamond in the rough?Danelle Brostrom 16:50 We are really fortunate for all we have in our library for the size of our community. We have just a really innovative, forward thinking staff over there. I mean, there are a lot of fantastic libraries, but I think we're just, we're extra fortunate and what we have in the size of our town.Larry Burden 17:08 I was going to kind of jump off my STEAM conversation and actually go into one of the ISTE Standards. I really liked the Design Thinking Standard. So, students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Kind of piggybacking off of what I was saying before. It's somewhat similar, but again it's taking a lot, maybe oftentimes several problems and looking at them as a whole, and then getting our students to, instead of focusing on the small point also look at the bigger picture and teaching some of those design skills and recognizing the usefulness of those design skills and design thinking is, is very important. You know, Stephie, you had commented on maybe not liking the word standard. But really, maybe instead of standard, maybe a different word would be design. Because really that's what it is. They're taking the social studies curriculum, or the social studies standards and they're actually looking at social studies design, and how best can we create a system that will educate our students in the social studies field, most efficiently and most productively. It's a standard, yes, but really it's a design, and I think that's really something that is exciting that you see that pop up, obviously in the ISTE standards as something that's really important. Moving it along.Danelle Brostrom 18:34 I only have one more thing and it's eSports. Wow, last week's pod was amazing. Um, I'm reading, "The New Childhood, Raising Kids to Thrive in a Connected World," by Jordan Shapiro. I don't agree with everything in the book but he does lay out a lot of things that kids can learn through gaming. It's super interesting, reminds me a lot of the Jane McGonigal book, the "Reality is Broken." She talked about why gaming makes us better. And I think I really got that sense last week talking to the guys. That the things that they're doing with eSports, and the MiHSEF is so much more than just having kids on video games. It's all of these essential skills that they're learning through video gaming, and it was so cool. So that's another thing that I love.Larry Burden 19:16 One of the neat things about eSports is the fact that you can get all these kids together in a community. It's an online community, but it's a constructive, controlled online community. One of the things that a lot of parents, including myself, would have wished for, for my kids is neighborhood time. Where they can go outside, and explore, and play and find their friends and do whatever. It's this, "come back at five," that doesn't exist. It just does not exist because oftentimes schedules. They're here, they're there, a lot of our houses are far enough apart where the distance isn't really workable. Online is actually a place where that can happen, where you can get groups of kids together in a constructive, fun place. When we were out playing in the yard, in somebody's yard, it's not like we were being constructive. I mean we were because we're learning so many of those skills that would be learned through eSports. Similar, similar topics, similar skill sets, similar mindset. It's just the playing field has changed from the yard, which we can't, we can't seem to recreate anymore, to an online yard, which is available.Danelle Brostrom 20:33 Did you read the Jordan Shapiro book?Larry Burden 20:35 I did not.Danelle Brostrom 20:35 That is exactly what he talks about. He goes through things like, that kids would have normally learned in the sandbox, and this is what they learned in the online sandbox, and it's the same thing. It's just in this online community versus this face to face community. And yes, you need balance, but they're also learning these things online. You need to read it, it's exactly what you're talking about.Larry Burden 20:52 We've talked about this before, we're not leaving our students, or our kids at the playground and walking away. The eSports environment, creates a controlled environment. So suddenly that sandbox is being monitored. Instead of, we're just throwing them out there and, you know, who knows what's happening. There's adult moderation in that environment, which I think is really important.Stephie Luyt 21:16 And adult modeling even like, yeah,Larry Burden 21:19 We hope.Stephie Luyt 21:19 Yeah. My next one is specific to this time of year but the, the Youth Media Awards. So the Children's Literature Awards will be announced in January, and so this time of year is such fun because there's such a buzz about what books might it be, and lists coming out, and people making predictions. And what happens for me as the immense addition to my reading list that I got this time of year, because it's like, oh, this one, this one, this one, this one, oh yes okay. So I just love the, the discussions happening around books and the, the buzz around books, and the excitement, and the discussions that are happening. And I'm headed to a conference next week and they'll be that times 1000 so this is it fun time.Danelle Brostrom 22:03 So the stack next to your bed of the books you need to read...Stephie Luyt 22:06 unsafe.Larry Burden 22:08 I trying to think of your Twitter stack. Because I know, you know, after we had we mentioned Colby Sharp on a few pods and that obviously triggered an algorithm on Twitter at some point in time because we @ him a few times. And suddenly, I'm pretty up on all the new books and things that are coming out because that is my Twitter feed and I'm thinking, what is yours like? Is it just, just book, after book, after book?Larry Burden 22:28 You've got to read this, you've got to read this, You've got to...Stephie Luyt 22:28 Pretty muchStephie Luyt 22:32 It's nerve wracking.Larry Burden 22:32 I was just going to say, it's got to be overwhelming. I'm stressed just looking your mine andStephie Luyt 22:35 This is a fun time. Yeah.Larry Burden 22:36 For sure.Larry Burden 22:37 Stephie, do you have anything else?Danelle Brostrom 22:37 I'm out.Stephie Luyt 22:38 When you mentioned Colby Sharp, the one book that he, one of the books he talked aboutLarry Burden 22:43 This year's Liz Kolb it would seem.Danelle Brostrom 22:45 Colby SharpStephie Luyt 22:46 He mentioned that he was reading "Atomic Habits." And then it popped up for a couple people, and so I just started it. So I can't say much about it but I am really encouraged by, it's an interesting look at sort of those small things, those small changes that you make. Nothing, in terms of a huge new philosophy, but I think it, it's really interesting, and if it gives me insight into how Colby Sharp reads 1000 books a year and then that can even translate for me to read a quarter of that number that would be a huge win for this book to help me do that. So get through that big list.Larry Burden 23:25 I guess for there. TechTool of the Week.Techtool of the Week 23:31 I want to share the, "Use Tech for Good," site. It's ustech4good.com, and they challenge youth and adults to find and create the good online. Replacing the fear with positive deliberate and constructive ways youth and adults can work together with technology. It is beautiful, and inspirational, and there's a ton of positive examples of youth in tech, and it's definitely my tech tool of the week.Larry Burden 23:55 This is good stuff. Tutorials and Updates. TechNollerGist shockingly has a new tutorial, "Intro to Google Drive." I think there's a cottage industry on Google tutorials. Because Google updates and changes so many things so often, for the good 90% of the time. So, if you think you know Google Drive you probably don't, watch the tutorial, "Intro to Google Drive," by the TechNollerGist. Hey, I would ask for our listeners, leave a rating on iTunes and include your favorite trends in education in, in the review so it's a great way for us, A. to get reviews, so please leave a review, but also a great way to communicate with us on what you think is really cool in education right now. So leave a review and a trend. In closing, follow us on Facebook and Twitter @tcapsloop,Danelle Brostrom 24:44 @brostromda,Stephie Luyt 24:46 @StephiLuytLarry Burden 24:47 And get all the books. Subscribe to the podcast on podbean, iTunes, Stitcher and tune-in, downcast overcast, the Google Play Store, Spotify and wherever else you get your ear candy. Leave review, we love the feedback. Thanks for listening, and inspiring.Danelle Brostrom 25:04 Jeez Larry, I wasn't gonna Black Mirror it.

Liz Kolb, the originator of the Triple E Framework, visited us over the summer delivering this year's WiredTC keynote. The TechNollerGist gives his own practical take on the "Framework" and how best to apply it to your technology use in the classroom.  Show Transcript:Larry Burden 0:00 What is this app with the little things poking out of it?Larry Burden 0:05 Like, uh-oh, uh-oh something has gone amiss.Larry Burden 0:15 All right, here we go. It's Episode 12 of the TechNollerGist podcast. The number is still correct. I know you debate. I'm Larry Burden, and he's been actively developing a framework to avoid frameworks. It's the TechNollerGist, David Noller.David Noller 0:28 That's not inaccurate right there.Larry Burden 0:30 You are the agent of chaos.David Noller 0:33 I am an agent of chaos. That's great.Larry Burden 0:34 Today's topic, should he, should he choose to accept it? practical Ed Tech, with the Triple E Framework?David Noller 0:40 Yeah.Larry Burden 0:41 So Liz Kolb, the originator of the Triple E Framework visited us over the summer. Did a little WiredTC keynote, which I thought was fabulous. We kind of discussed it a little bit in an earlier EdTech Loop podcast regarding the fact that she just got right into it, and went into the research it was your professional, I'm a professional, let's talk about professional stuff.David Noller 1:04 Right, right.Larry Burden 1:05 Um, but for those of us that did not attend the keynote, what is the Triple E Framework?David Noller 1:12 So, I like to slow roll it in terms of just providing, like just the, the bare bones of the framework, right? Because I think in many ways, the framework reflects what has been good teaching all along. But highlights in a way that's, that's certainly useful for our teachers to know, and is great as a way to reflect on our practice. So the three big things of the framework are that we use, whatever resources we're using, whether it's a technology piece, a website, a tool, whatever it happens to be to engage, enhance, and extend learning. Those terms are pretty self explanatory. In terms of extending, we want to build a bridge to real world experience with the kids with the things we're doing with them. And if we can use a technology tool to do that, then we've met our duty to extend. We want to enhance the kids experience by helping them build to a more sophisticated understanding. And we do that through scaffolding. And that's where I keep coming back and saying, and that's always been good teaching. We've always tried to scaffold from simple to complex. But with some of the available tools we have, we can go higher than we could without those tools. When we're talking about paper and pencil, you can only go so far. If you can run a simulation, online, using these tools, we're taking this scaffold and we're building and higher.Larry Burden 2:43 I hadn't thought about this before. But not only are you creating, and I think we lose this sometimes when we talk about using technology, you're creating scaffolding that goes higher, you're also creating scaffolding underneath. Because there's foundational skills that you need to have developed in yourself and in the students to get to the stuff up high.David Noller 3:09 Sure. Sometimes we throw kids into the practice of the high stuff. And they learn those foundational things as they go. So the next time they encounter that tool, it's easier for them to use. There's no way around, you're going to have to use, you know, this library media research tool, the first time once. Once you've used it the first time once, then it's no longer the first time and you build those foundation, as you go through that process. When we do our senior research project in the spring. By the time they're seniors, they've used that library tool so many times that it's, I have to spend less time building the basement, and we can spend more time being intentional about our information gathering.Larry Burden 3:50 Do you find that there are students, or how much time do you spend making sure the foundation is set before you go on into the lesson?David Noller 4:00 I'm able to do it in a way that, I walk with them for the first few steps. I don't, I don't demo and then have them get in. We all get in together. We've already at that point thought about something that we're interested in finding more about. So we've already kind of set something that we're going to look for. So when we get into the tool, all we got to do now is figure out how to look for it. So while I'm putting in my search term they're putting in there's. I'm demonstrating it through the projector that's at the front of my room, but they're doing it for themselves. So when I asked them within this research tool to, to view the wheel of topics, and to be able to show how they can drill down to sub-topics and how they can use that to then get to specific resources. They're doing it with me. And not only are they learning the process, as they do it with me, they're being exposed to resources that they may very well use when it comes time to actually dig into the sources. They have the opportunity to both use the tool and discover meaningful content through the building of the foundation.Larry Burden 5:02 According to the Triple E Framework, this would be a usable tech tool.David Noller 5:06 Yeah.Larry Burden 5:07 When do you use it? When, when are you being mindful of, does this fit into, does this tool that I'm using fit into the Triple E Framework.David Noller 5:16 So, in terms of something new, that I'm, I'm trying for the first time, I'm going to be thinking about whether or not, is this something that engages students in a way that I can control time on task to make sure that they're engaged in the process the whole time. I've talked before about how one of the drawbacks of technology that happens is when a teacher says okay, I need you to do this. And then there's like half an hour. Too much time to get distracted, right? I'm gonna give you 30 minutes to do X, well, they're going to do X maybe, but they're also going to do Y, Z, Alpha, Beta, you know, etc. So I bear those kinds of lessons in mind about being intentional with time on task. And that's part of engagement.Larry Burden 5:58 That would be one of the E's.David Noller 6:00 About making sure that what I'm doing is part of a scaffolded process. And then the third thing, and this is the thing I've been thinking about most, is the extension part, I'm teaching creative writing. The first thing we did in the first week, well, the first thing, one of the things we did in our first week was establish a online portfolio that's they're going to be able to share with an authentic audience. Whether it's their parents or the whole world, orLarry Burden 6:23 You were talking about the last year.David Noller 6:24 I'm still working about that, right. But that's extending learning. Where the only way they're going to have that authentic audience is by using the technology tool that's available through this website creator. We're using Google Sites. And that's what we mean when we're talking about examining the, the technology tools that we use according to this framework. If the assignment extends, regardless of the technology tool, that's not what the frameworks really for. The framework is for looking, is this technology tool, useful as something that will extend the students learning? Then with extension, you know, we're talking about bridging to real world, we're talking about building critical skills that are real world skills. And when you have to put your work out there in front of an authentic audience who has the ability to comment and you have to manage that sort of feedback, personally, those are those soft skills about taking criticism and taking comment and being willing to share your work with others, because I mean, when we're in the world of work, or when the world of academia, someone's always looking over our shoulder. And so this is giving them a sort of...Larry Burden 7:31 Sharing doesn't mean scaring.David Noller 7:33 No, it doesn't always mean caring, either. But it does, it does mean that you have to have a kind of fortitude to, to manage whatever response you get.Larry Burden 7:45 That's how you use it. When a teacher is considering it, when should they be looking at, in their lesson planning?David Noller 7:54 Yeah,Larry Burden 7:54 You know, what, at what point in time should they be like, is this, or is this not something that I should be incorporating into?David Noller 8:01 I'd say it's step one. If you have a thought, hey, I'd like to use this website, this online tool, this simulation, whatever it happens to be, before you get into all the planning, and all the creation of assets that you're going to need to teach it, go through the framework? Does it, is it going to engage my students in a way that is going to keep their attention and time on task consistently? If "Yes," keep going? Is it going to enhance the students learning? Are they going to learn something more by, by doing it? One of the things that, that we've seen as a kind of negative example of that, are these academic games, these learning games, where after the kid does five or ten repetitions of learning, then they get to play a game as a reward. Sounds great. Except what we find is that those learners who are not the "Go-Get-Em," type will often just click through the answers, so they can play the game. So the game becomes an actual distraction from learning instead of being a motivation to learn. Because most of those, you don't have to get it right to get to the game, you just have to answer it.Larry Burden 9:12 Only, even if you do, even if you do have to get it right, you basically just created a multiple choice, you know, press and guess type of situation,David Noller 9:21 Right.Larry Burden 9:22 That's not really extending. Though the game is exciting, and interesting. The actual learning hasn't changed at all.David Noller 9:30 And if it's going to be a game, the the learning should come from the content of the game. Rather than, I answered five questions, now I get to play Space Invaders.Larry Burden 9:38 Yeah, we're big fans of gamifying here.David Noller 9:40 Oh, yeah,Larry Burden 9:41 We are big fans, huge fans.David Noller 9:43 I'm not a fan of traditional learning rewarded with games.Larry Burden 9:47 They don't have context.David Noller 9:48 I am a big fan of learning through games. And then the, the extension part. Is it giving you something to do that is taking the students beyond what they do in a traditional day? Is it taking them outside of the building? Is it taking them to real world, even soft skills of managing impulsivity or working with a team? Those kinds of things. So for me, it's from the beginning. If I'm gonna engage in this technology tool, It has to be intentional. And how do you make it intentional, you can follow this framework.Larry Burden 10:18 You're saying that, maybe not flipping through Twitter and going, ooh, Flippity! Though we like Flippity. Flippity is really cool. I don't really know it. I'm just going to throw it in there and...David Noller 10:29 Yeah,Larry Burden 10:30 see how it works?David Noller 10:31 Yeah, that's, that's been a challenge for us lately, is that there are so many great shiny baubles out there to play with on the internet, and sometimes we want to say, I gotta put this in front of my kids, they'll love it. But, you know, we've got the committee to review those things so we can make sure that we're protecting the kids privacy and their data and all that thing. So, part of being intentional about the, the Triple E Framework, we have to have as a corollary, also being intentional about data and privacy.Larry Burden 10:57 Absolutely. Well, and also you might...David Noller 11:00 Shout out Danelle.Larry Burden 11:01 Thank you for going through all those, all that fine print in terms of agreements, it's, it's wow. Is there anything else on the Triple E?David Noller 11:08 We can dig into all kinds of things. We can give examples. I will give you this as an example. And this will be my like, application outside of what I usually do. Kate Hansen teaches Spanish. And If you are I grew up in the decades before, a long time ago. I learned Spanish from worksheets and from repeat after me, and that's how we did it way back then, memorizing vocabulary. Ms. Hansen has been able to do engagement, enhancement, and extension, through things as simple as creating a running journal that the kids keep, where every time they write, they have to write 10% more than they did last time. So, it's a Google Doc, they do a word count to see what they did last time, and then with the new vocabulary and the new ways of speaking that they've been learning through comprehensive input method, they try to write a little more. And so, because they have that resource always available to them, they're always able to see what they've done. There's never a question of what did I do last time. In terms of like reflective learning, they're able to reflect every time they, they produce, they can reflect on what they did last time. She also has a as an extension piece. We have an exchange with a school in Leon, where the kids are pen pals, and even video pals with those students. And they send videos back and forth, they send notes back and forth, they talk about themselves. That's the kind of thing that it's not necessarily high tech. It's just a pen pal. But we're doing it through the internet, we're using the video capabilities across the internet. But it connects the students in a real meaningful, authentic way with a whole new audience. Native speakers of the language they're learning, and connects them in a way that, that builds those kind of soft skills of relationships and things too. SoLarry Burden 12:59 Enhancement, engagement,David Noller 13:01 ExtensionLarry Burden 13:02 Extension, bam, bam, bam,David Noller 13:03 She has accidentally become an expert in the Triple E Framework. But that's kind of what I mean about good teaching. She's taken the tools that were available, and before we even started talking about Triple E, would be somebody that we could hold up as an example of someone who fully engages in the principles of the Triple E framework, because she's a good teacher.Larry Burden 13:27 A good teacher will trip and fall into the Triple E Framework.David Noller 13:31 Yeah, I think so. With a little help from your friends, Maybe a shove. A gentle push.Larry Burden 13:38 If nothing else, Danelle to read those terms and policies.David Noller 13:39 That's right.Larry Burden 13:41 Before you use the tool.David Noller 13:42 The Triple E Framework, it's like if you're trying to decide what to use, If you've got a pancake use a spatula.Larry Burden 13:51 Thank you Uncle Buck.David Noller 13:51 You know, right. Don't use the snow shovel unless you're making a four foot wide pancake. If the tools right for the job, it's right for the job, Look at the Triple E Framework. Make sure it's doing the things we need it to do. But don't jump into using a technology tool just because it's technology. It has to fit that framework in order to make meaning with the student learning.Larry Burden 14:13 Love it. Absolutely love it. I don't know, it's early in the year. I don't know if you've got it yet. It's our favorite segment, "This Pods Getting Gamey."Larry Burden 14:19 Are you gamifying anything this year?David Noller 14:24 I did a thing.Larry Burden 14:27 You've done a lot of things, Most of them aren't appropriate for the podcast.David Noller 14:31 Wow! All right.Larry Burden 14:33 Tread lightly sir, tread lightly.David Noller 14:35 So, Sociology, you know, I did the monopoly thing I've done in the past. It's been successful to a degree here and there. It's been great. It's been okay. I wanted to do something simpler. And so I created a simple simulation where based on student choice, they had a list of half a dozen characteristics they could acquire. If they acquired two from that list they couldn't get any the other ones. I could see this being used, by the way, like a science class where you're designing a new species. What kind of, out of this six, what do you get? You get two. Okay, well, now you can't pick those. Once they pick those two characteristics for their society, whether it was advanced horse riding, or development of agriculture, or development of a market, that opened up another group of things that they could choose from in the next round. And they had to talk about, within the context of Structural Functionalism, this theory we're dealing with, what would help to create stability, and solidarity in their, in their society. Which roles had to be filled. In which direction were they going to go? One group went full warfare. They went, we want to develop weapons, we want to learn offensive strategy. They didn't take any food development. They didn't take any government. They didn't take any trading along the way. They could have specialized in inter-village trade, they didn't. All they did was war. The time it took to write this out was about 15 minutes, maybe. As I figured out the branches of these different skills and what they could open up, right. 15, 10, 15 minutes, super quick. And then the time came, and I turned to the group, the military group, I said, Who do you want to attack? Well, who's got the most money? They do. And how do I know that? Because I decided. They had a market, they had built a barn and a silo for storage. They developed their agriculture, they had a fence, okay, they are. We attack them. Well, they didn't know, the attacking group didn't know, that thee, that this rich group also invested in defensive warfare. And so there were losses on each side, but they were not conquered. And then immediately, one of my students says, "How about the rest of us form an alliance against them." And all of those principles that we'd been talking about in Structural Functionalism, about the roles that we take on in society, in order to create stability and protection. In order to have solidarity, so we have community within. All that stuff played out in the classroom, to the point where one group was literally shunned. And they were personally offended. Not just in the context of the game, but they're mad at their classmates for leaving them out, right? But, that was kind of the goal of the whole thing. So...Larry Burden 17:28 If you're not gonna play nice,David Noller 17:29 If you're not gonna play nice, you know, they're gonna kick sand or whatever, I don't know, what is it, they take their ball and go home. So, it was super simple, took me about 10 minutes to plan, maybe 15 max, and super effective. And it was paper and pencil, had nothing to do with technology, except for the fact that I typed out the rules on a Google Doc. But it was, it was a great way to engage kids in decision making, that demonstrated this theoretical framework, where at the end, they could all kind of give a A-Ha, I get it now.Larry Burden 18:03 More frameworks from you. This is getting weird.Larry Burden 18:06 But it's chaos, because you know, I had the rules, but I had to storytell the whole thing as we went. So...Larry Burden 18:11 Okay, well let it pass.David Noller 18:12 There's till some chaos.Larry Burden 18:14 Tutorials and updates. I just wanted to point out that we had a, Meet the Tech Director pod, on Tuesday. Dropped yesterday I do believe. It's a very good pod. He had things to say.David Noller 18:23 I will listen to those things.Larry Burden 18:25 They were good. They were good things. We actually are going to, actually be putting a piece of that, a snippet of that on YouTube. The TCAPSLoop YouTube channel is active.David Noller 18:34 All right.Larry Burden 18:34 Now speaking of active YouTube channels,David Noller 18:36 Yes,Larry Burden 18:37 The TechNollerGist has always got something going on, on YouTube. Have you dropped anything new?David Noller 18:41 There have been a couple recently. We're working on a project of, sort of like, TCAPS Tech 101, getting started kind of skills and things. So I've just put up a couple about, like real mundane stuff, like how to change your printer, how to access the TCAPS App Store for programs that are already installed on your device that you might need. Danielle just is working on one I think I linked it on on my page, because apparently I still things, but, on sort of the philosophy of technology integration in TCAPS. And then I also posted one about, where to find help in TCAPS when you have technology questions. There's our help desk extension 3-3325, there is on Google Drive, there's our team drive that has the tech toolbox. And then of course there's your educational technology coaches, Daniel Brostrom, and myself the TechNollerGist.Larry Burden 19:38 All right. In closing Follow us on Facebook and Twitter @tcapsloopDavid Noller 19:42 @TechNollerGist. What happened?Larry Burden 19:45 I don't know that you didn'tDavid Noller 19:46 I wasn't listening to what you said. I assumed I was supposed to say something.Larry Burden 19:49 You did exactly what you're supposed to do but you looked really confused doing it.David Noller 19:52 I went somewhere in my head. And I don't know quite where I went.Larry Burden 19:56 I don't know if I want to know where you went.David Noller 19:58 I was thinking of a joke. How many surrealists does it take to change a light bulb?Larry Burden 20:04 How many?David Noller 20:05 banana.Larry Burden 20:07 I was gonna say rhinoceros.David Noller 20:09 Close.Larry Burden 20:10 Subscribe to the podcast on iTunes, Stitcher, the Google Play Store and anywhere else you get your ear candy. Remember, you're never too old to play.David Noller 20:18 Play a game today, it's good for you.

Join Corey and Jason in this pilot episode of the Panther PAWDcast where they talk about the first two chapters of Learning First, Technology Second by Liz Kolb. This discussion revolves around frameworks for integrating technology.

We've heeded the wise writing of "Ditch your Textbook's" Matt Miller, and hope to help you make your next PD not stink. We've all been there. You're partially through a session or keynote and are trying to decide if it's worth your time to sit through the rest. This episode will share some tips to make you a better presenter and help keep your colleagues engaged so they won't decide they have better things to do than listen to you. Useful Links:http://ditchthattextbook.com/2019/09/25/27-tips-to-deliver-powerful-professional-development/Jennifer Gonzalez covered this topic in the Cult of Pedagogy podcast as well…Gamestorming: https://gamestorming.com/METS at miGoogle  The Un-redacted Transcript Danelle Brostrom  0:00  That's not what is says on your business card Larry Burden  0:11  It is not an inspiring car. Danelle Brostrom  0:13  It gets great gas mileage, Larry Burden  0:15  striving for mediocrity. Larry Burden  0:18  Drives like a peach, hon. Larry Burden  0:23  It's episode 90 of the EdTechLoop podcast, My name is Larry Burden, and she's decided to ditch my suggested pod topic, it's Danelle Brostrom. You can't find true wisdom from a textbook, but you can find it in this week's moment of Zen.  Moment of Zen  0:39  When you see a good person, Think of becoming like her or him. When you see someone not so good. Reflect on your own weak points.  Larry Burden  0:49  In an effort to develop a more professional palette, we've consulted the experts on how to better prepare, This, this week's meat of the show, making PD better professional development better. We've all been there. We have been into that session, and that keynote. Depends on your level of politeness. Do you sit through the whole session? Or do you get up and...  Danelle Brostrom  1:12  I sit through the session.  Larry Burden  1:14  I respect, see now I can go in and I'll have like a camera or something trying to get some shots are record it. And I have to go to the next session because I you know, I have to try to get a swath of information out of this, so. Danelle Brostrom  1:28  Yeah, but sometimes you can't choose. Sometimes you're stuck in that bad PD because that's the PD you have to take. And then you're stuck. Larry Burden  1:35  There is that yeah,  Danelle Brostrom  1:36  yeah, Larry Burden  1:36  The initial pod topic that I was going to talk about, Danelle Brostrom  1:39  that I ditched, Larry Burden  1:41  Which I thought was going to be a winner, because we're going to talk about your favorite subject, Liz Kolb. She had a keynote this year at WiredTC. And I was actually going to talk about her keynote and the fact that she did not...she wasted no time. She basically came up there. And it was it was a different, a different vibe than most keynotes that I've been to because she was basically like, I'm a professional, you're a professional, you're here to get some information from me, I am giving you that information. Let's do this. Let's act like professionals. And I was looking through some of the resources that you had brought up. And I'm like, Yeah, like that. Danelle Brostrom  2:22  Yeah, yeah, she was amazing. And, you know, the reason I ditched your topic, Larry, Matt Miller had a great post the other day on Twitter. And he's the writer of, "Ditch that Textbook." And he talked a lot about PD, and how sometimes it can be awful. And we've all sat through it. So he gave a ton of ideas on ways to make PD better, and then throw it out to the group. And it just kind of got me thinking that we do need to talk about this since the beginning of the year, and we're all a little rusty. So it's a good time to bring this back. And I'm guilty of this too, you know, you I've gone in and I've had so much information to present and very little time to do it. So I went wide instead of deep with a few topics. And I just, I bored them to death as I read from the slideshow, because I, I got nervous. And I knew I had a lot to cover. And, oh, ick, I hate that I falter to that if I'm not careful. So I think it's something to be aware of and really, really think about. And when you know better you do better. So Let's, let's go through some of these things.  Larry Burden  3:26  Make it useful.  Danelle Brostrom  3:26  Let's make it useful.  Larry Burden  3:27  So there's 21 I don't know if we're gonna make it through all 21.  Danelle Brostrom  3:29  No, I didn't want, I want to talk about the big ones. Larry Burden  3:33  Okay, the first you have one specific one, because I want your explanation on this. So Danelle Brostrom  3:38  The first one, I think he talked about this in a couple different ways. But I really think you need to think about your audience. And like you mentioned, Liz really did that she talked to her audience like they were professionals. But I think you need to find out where your audience is at, try to figure out what they're thinking, read your audience. Don't just read from your slideshow, look at them and kind of see how they're taking in the information. And I think just really trying to connect with them. So, you can ask them questions while you're there. You can try to ask them questions beforehand and a survey. But I think just finding out where your audience is coming from, and then trying to connect with them is like the number one thing you need to remember with doing PD, always.  Larry Burden  4:21  I have a feeling a lot of these are going to also apply to being a classroom teacher. It's kind of the same thing. It is kind of funny that oftentimes, especially in our field, the people that we're getting professional development, who are running these sessions are teachers, and then they get into this environment, and all those pedagogical... Danelle Brostrom  4:41  Good word  Larry Burden  4:42  Skills kind of seem to go, sometimes, tend to go out the window. So anyway, I just wanted to... Danelle Brostrom  4:47  No, I'm so glad you brought that up. Because yes, 100%. We are amazing educators and we deliver content to students in a way that is creative and interesting. And we make it fun. And we do all, we do it hands on, and then we get into PD mode and we go back to that lecture base. And I don't know why we forget all those things. You know, adults do learn differently. And there are some things that we can talk about at a later date. But for the most part, the adults deserve that same respect, and they should also...  Larry Burden  5:25  Taller children, with a shorter attention span. Danelle Brostrom  5:28  True, especially teachers. But they deserve that same respect. They deserve PD that is creative, and inspiring, and interesting, and hands on, and I think Jennifer Gonzales covered this in a Cult of Pedagogy podcast, a while ago. But, she said the same thing. Like, treated just like teaching. Make a hands-on, differentiate, use guided practice. Like all those things that you know how to do with children, do them with adults in PD to. And yes, we should 100% be doing that. Larry Burden  6:00  Got you off track, sorry. Danelle Brostrom  6:01  No, that was that was on track, always.  Larry Burden  6:04  One time, one time I kept us on track. Danelle Brostrom  6:08  And I think, I think and Matt Miller mentions this too, when he talks about giving them hands on practice, and giving them time to talk about what they're learning, and including a variety of examples. Like, again, all those are teacher tips that we shouldn't be doing. If, if you just deliver your content, and they never get a chance to talk about it. I think if you look at the research from Joyce and Showers, this resource on, research on coaching, but it's still says if you're just giving them theory all the time, it, only like five or 10% of the people are going to retain it and actually use it. So, you obviously want more than that, if you're taking the time to do a PD wasting everyone's, not wasting everyone's time, I did not mean that. But... Larry Burden  6:49  Maximizing their time. Danelle Brostrom  6:49  Maximizing their time, you have to make sure that you're doing more. You need to give them a chance to talk. You to give them a chance to try the tool with you there, walking around. Or just giving them a bunch of examples about how this, this can apply to these different situations. How can this apply to you as a third grade teacher? How Can this apply to you as an 11th grade teacher? Like how does this, how does this work? Like let's actually dive in and look at it instead of just, here's what I need to teach you. Larry Burden  7:18  Earlier, I had mentioned that, you know, Liz Kolb had kind of gone directly into the topic and into the research very quickly. It doesn't mean you have to ditch the narrative. It's okay to tell a story and include the learning in, in a story. That's going to be more compelling, it's going to be, oftentimes that the person that session, or listening to that keynote, is going to have five more that day. There's a lot of information coming in, you're going to have to have some kind of a hook for it to be retained. Danelle Brostrom  7:53  For sure. And I want to see us make PD more fun. Like, I sometimes I dread seeing those PD blocks on my calendar, those things that I have to go to because I think that it's going to be two hours or so that I'm going to be missing away from my family. How can, how can we make PD more fun? How could we, as presenters, could we, you know, change it up with a game or give them a short funny video. Like, when they're having fun, and research will tell us this one learning is enjoyable, better learning takes place. So, that goes for adults and for kids. So, never design a training you and want to set through yourself. You know, let's let's make it, Let's make it fun. Larry Burden  8:42  While then going back to what you had said, I think, your first point, have some empathy as well. Recognize that it has to be fun for you or something that you see as fun, but take yourself out of it for a second and recognize that other people might have different interests or different points of view, and at least have that level of empathy.  Danelle Brostrom  9:01  For sure.  Larry Burden  9:01  What else Danelle Brostrom  9:03  I really liked one of the topics or one of the tips that Matt Miller mentioned was to be your own unique self. And I think that this is something I really don't do. And I think it was something that I'd like to start. It just, he just talks about if you have a skill or talent, how can you use that to enhance your professional development? If You can sing or play an instrument? Could you create a song? If you can draw, or at least are willing to try, could you sketchnote your session as it's being presented? If you have a knack for making videos, make some of your own videos to include. I think that those are great ideas, because it just helps people connect with you. Especially if you're willing to be a little silly, or a little, a little different. I think that will help them remember what you're doing as well. Larry Burden  9:47  As long as you’re topical. Danelle Brostrom  9:48  Oh, of course. Larry Burden  9:49  As long as your on topic that, I think  Danelle Brostrom  9:51  100% Yes,  Larry Burden  9:52  I'm going to guess you're gonna get to this. No to Edutainment. If you're up there just trying to grandstand and look at my video that I made.  Danelle Brostrom  10:04  Right, right. Right. Right. Right,  Larry Burden  10:05  It might be compelling. But if it's, if it has nothing to do with your topic, or maybe kind of does. They're spending time with you, make sure that time is well used. Danelle Brostrom  10:16  Yes. 100%. Yes. And then the other one that I really thought was important. Just to keep the conversation going. They're, typically when you deliver a PD is something that you want them to do in their classrooms. So, how are you going to keep that conversation going, They're going to struggle, they're going to have, need, they're going to need you. They're going to need that group of learners that they learned with. So how do you keep that conversation going after? Do have them connect with you on Twitter? Do you have a Google Classroom setup so that way they can come on and ask questions later. It's just a nice way for people to have that recurring conversation and actually move the needle. Larry Burden  10:52  I don't know what this one was. I'm gonna throw it out there.  Danelle Brostrom  10:54  Yeah.  Larry Burden  10:55  Speed dating activity. I have not witnessed this. I don't know what it actually it was. It was in his list. Yes. Did you read it? And have you done it? In a professional development setting. Want to clarify. Danelle Brostrom  11:09  Going back, Larry, I did. I have done that before? I don't love that one. Honestly, unless I'm comfortable with the people around me. I don't always like... Larry Burden  11:21  Because you're such an introvert. I recognized Danelle Brostrom  11:23  sometimes I am. Sometimes, I don't know. Larry Burden  11:26  Every, everybody that knows you right now is like...right. Danelle Brostrom  11:29  You asked me. Sometimes I don't like it. Because sometimes I'm talking to people that I don't know about topics that I don't feel comfortable talking to people about. But I guess it gets people talking, which is what you want. You want people to be talking, you want them to have conversations, which it does. So Yes, Larry Burden  11:46  It would push me out of my comfort zone as well. But sometimes you do have to do, if you're going, if you're going to go to a professional development seminar or professional development situation, you should be willing to be pushed out of your comfort zone.  Danelle Brostrom  11:57  Yes, yes, yes. But there's also some ideas that I think that connect to this PD topic. Things that I personally want to try. Gamestorming is a new thing that's kind of been making the rounds within the ed tech leaders. And it's a way of looking at, it says it's a set of co-creation tools used by innovators around the world, is what it says on their website. But it's really just, it's games, games, for opening, games for fresh thinking and ideas, games for team building, game for vision and strategy building. And I think that a lot of these ideas that they use on the gamestorming site, could be very easily adapted to PD. So I'm, I know I'm ordering the playbook. So that way, I can have some more ideas on how to use these resources. But that's definitely something that I'm going to be doing some personal research on, because I think that could help enhance PD. And again, include that conversation, we got people talking. And then another thing I want to mention on the METS Group, the Michigan Educational Technology Specialist, they are doing a session at MyGoogle this year. And it's a workshop session. It's on November 4 in the morning. And it's, now it's made for ed tech coaches. It's a session on ed tech coaching. But man, if anybody, If anybody locally, I say locally, statewide, knows how to deliver a good PD. It's that METS Group, that's kind of their specialty. Every PD I've ever gone to, and anything I've done with that group, they've been amazing at making PD not stink. So I think if you want to go, even if you're not an ed-tech specialist, if you are in this coaching role, or you are in an administrative role, and you deliver a PD, go to this with with, with that lens. They're going to talk about gamestorming. And they're going to go through some different ideas on how to deliver PD better. But, also kind of watch them and how they deliver PD because I think that you can learn a lot sitting in something that is really, really good. Larry Burden  13:48  Not only take notes on the content, take notes on the presenter. Danelle Brostrom  13:50  Because they're going to be amazing. Yeah, I'm sure of it. They deliver amazing PD. And that's kind of their thing. So go and learn what they do.  Larry Burden  13:57  Anything else? Danelle Brostrom  13:58  I have nothing else on that.  Larry Burden  14:00  All right, Tech Tool of the Week.  Techtool of the Week  14:04  Kind of related, Remote for Slides. This is a game changer. It is a Chrome extension. So you add it on to your device. And then there's a website that you go to, and you go to that website on your phone, and then you can control your Google Slideshow through your phone. So all of a sudden bye bye clicker. I cannot tell you how many times I have lost, when I've been presenting out and... Larry Burden  14:35  What's it called?  Danelle Brostrom  14:35  without the dongle. I have lost that I've left it plugged into machines. And then I've had to go say to Mr. Hicks, I need a new clicker. And It's really embarrassing. But, all I do is I just pull it up on my phone, and then I can run through my Google slideshow from anywhere. And It's amazing. And it's kind of a game changer for those who deliver a lot of PD.  Larry Burden  14:56  If you're presenter that's...  Danelle Brostrom  14:58  Yeah, Larry Burden  14:59  Invariably your batteries are out. You forgot the dongles. Somebody else brings a clicker in, it doesn't quite work. It doesn't sync, it has to down, it has to download the app, it has ya know, firmware issues. It's always something that goes wrong with the clicker. So to actually have it on your phone and just bink, bink, bink. That's awesome. Danelle Brostrom  15:17  Crazy easy. Crazy fast to setup. I think, from when I found it to when I was rolling through walking around the office telling everyone I know hey, check this out, guys. Maybe like four minutes. It's amazing. Larry Burden  15:30  Tutorials and updates. We did a BiblioTech pod just a few days ago with Melissa Baumann on middle school libraries. That was really really interesting. Danelle Brostrom  15:39  The better Baumann, I like that. I listen. Larry Burden  15:42  Sorry, Andy. TechNollergist is actually up next week, first TechNollergist of the year. Very excited about that. I had a really interesting experience before I came down here and this is as far away from edu-tech as you could possibly get, I think. And it was a Stone Soup gathering. And I don't know if you're familiar with the Stone Soup parable, I'm sure everybody is, you've read the books. It's been around obviously for ever. But, an entire school, classroom, by classroom was going in and adding things to the big soup pot and you know, they put a stone in. Every, every class got to put one stone in. And it's a great way to A, incorporate the idea of sharing and caring into your school community. But also a great way to include the entire community, not just the school, but your local farmers. The school that we were at at had their own community gardens, so they actually used a lot of their own herbs and spices and things that they had grown. But we also had, they also had some local vendors come in and help with ingredients. It was fabulous. And they've done it for two years now. And it was neat to see the older students commenting on what it means. Any comments on Stone Soup? Your'e all, I wanted to be there. Danelle Brostrom  16:58  I did want to be there. Larry Burden  16:59  It smelled great by-the-way. Danelle Brostrom  17:00  It's a good reminder that it takes a team to make something awesome. Larry Burden  17:02  Yeah, yeah. Follow us on Facebook and Twitter @TCAPSLoop Danelle Brostrom  17:05  @brostromda Larry Burden  17:06  Subscribe to the podcast on Podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store and Spotify. Leave a review, we love the feedback. I can do that all with one breath.  Danelle Brostrom  17:16  You forgot to thank them.  Larry Burden  17:18  Oh, thank you for listening and inspiring. Danelle Brostrom  17:20  I wasn't ready Larry,  Larry Burden  17:21  Thank you for listening and inspiring. How many times can I say it? Thank you for listening and, inspiring. Danelle Brostrom  17:31  You always say something else, Larry. Larry Burden  17:34  I don't know what to do with the rest of my day.

Episode 88 of the EdTechLoop Weekly Podcast! After having our fill of caprese salads and grilled vegetarian kebabs it's finally time to whip up some #GoogleEdu marinade and slather it on this week's meat of the show, “We gave your kid a device...now what?”Additional Links:Parenting in the Digital Age PresentationParents - you can set limits and take the device awayFilter that home networkScreentime Rules From A TeacherGuide to Parental Controls Episode 88 Transcription:Stephie Luyt  0:00  Hey, they still have dot matrix printers over there. David Noller  0:05  Yes, they still have modems Larry Burden  0:15  Should I be recording, hold on. Stephie Luyt  0:15  You didn't save the day for them.  David Noller  0:16  I had a legitimate moral dilemma.  Larry Burden  0:19  I am recording by the way and you need to settle down. Larry Burden  0:28  it's Episode 88 of the EDtechLoop podcast My name is Larry Burden and ignoring the fire marshals maximum occupancy warnings. It's Danielle Brostrom, Stephie Luyt, and the TechNollerGist, David Noller. We've packed up the beach towels and the sunscreen in favor of backpacks, Chromebooks, and this week's moment of Zen.  Moment of Zen  0:47  What is art? It is when you have paper, and you don't know why it's paper.  Larry Burden  0:54  Thank you from one of the students from my wife's toddler classroom for that one.  David Noller  1:00  It's when you have paper,  Larry Burden  1:01  and you don't know why,  David Noller  1:03  and you don't know why  Larry Burden  1:03  it's paper  David Noller  1:04  it's paper. Yeah, I gotta go. David Noller  1:09  That, I want to think about that more than anything else right now. Larry Burden  1:12   I know, she said that this morning and I was like, yeah I need that. Larry Burden  1:19  We've lost the TechNollergist, after having our fill of caprese salads and grilled vegetarian kebabs it's finally time to whip up some Google Edu marinate and slather it on this week's meat of the show, we gave our kid a device...Now what. I love this topic and I think it's the perfect way to start the first pod of the year. Because really, we tend to focus on all these different things we can do with the device, the goals that we're trying to reach with the device. Let's, Let's start at the beginning, we've given them. This tool. Now, let's start looking at those transitional properties of what do you do with it to get to the goal. So what do you do, what do you supposed to do with the tool to reach your goal.  Danelle Brostrom  2:01  And I think this is where it becomes kind of becomes a thing because in our district we do give kids a device in sixth grade, and they get to take it home, and it's, it's, it's theirs to manage and the parents job to manage and I think that this is a great podcast for parents because we do need to give them some advice on what they can do to help manage this new media that's going to be in their home. Larry Burden  2:26  On Twitter. We had two comments, two comments that came through when I asked this question, and I thought they framed it in the two in two ways that maybe we should look at the first comment from and I'm gonna get his name wrong and he's all over Twitter, he's great follow Anthony Locricchio, maybe, I don't know, I apologize, his comment, it's a learning tool, and it's yours, so treated as if it's the last one in the world. I think that's a great way to look at it because it is it's a it's a tool it's one of the things we're trying to focus on this year. But, B, it is access to everything, and how important is that, as an educational tool if they know how, if they have the foundational skills to use it appropriately. The other one was from Danielle Brostrom, practice balance every day, shut the device down once in a while, and look your friends in the eye. I think that's great and really it comes down to thinking about those two, two comments. First one, what can it do? second comment. What should it not do? We're giving them this tool. What can it do? Danelle Brostrom  3:34  I think the first thing that parents do need to know is that all the Chromebooks that we send home are filtered. Schools are required by SEPA to filter, we filter all school loaned devices so they should be not able to access content that's inappropriate. I know that's a lot of parents concern, but I still think you should set up your home network and filters to do some filtering, on top of that. But, um, but we do have some filtering within so it is, it is open but how do you teach kids to use it for good and not evil I guess that's, that's another part of it.  Stephie Luyt  4:07  And how to kids learn that, like they, they're in charge of the device. The device is not in charge of them so that balance idea, how do they learn the skills and adults need those skills to making sure that you're not letting the distractions get to be too much and that you're limiting yourself on real life time and time on a device.  David Noller  4:28  So one of the things that we have thought about at home is that the device, whether it's the Chromebook that we give them or the smartphone. It all fits within and under the same umbrella family values so if something is something that we believe in for reading books or watching movies. The same is true of smart devices and computers. If having them access. something would, would go against what we think is right and good and just and true, it's that way, on, on a mobile device or on a Chromebook, as much as it is, anything else. So, I think, it was important for us to have that conversation early about what would mom or dad expect. And when I'm in the classroom and kids have choice reads where they get to pick a novel or pick a short story to read. I always have a line about, make sure that you're selecting something that fits your, your family's set of values. So that whoever you are responsible to will be okay with your choice.  Larry Burden  5:35  When they get the device and they bring the device home.That is the time to have that conversation.  David Noller  5:41  Sure, to have that intentional conversation about where does this fit within the context of everything else that makes up the family values and the family expectations. Danelle Brostrom  5:51  100% and I think the biggest thing that I would want parents to know too is that they can always take that device away. The school, gave it to you yes, so that your child could do homework and research and do other educational things, but you are, as a parent, you are in charge of what happens in the home. You want to take it away,  take it away if you feel like the amount of time that they're spending on it is too much, have a conversation with that child's teacher and see if the amount of time they're spending on is appropriate to the amount of homework that they're getting and blah blah blah but just as a parent parents sometimes don't they just need that permission to know that they can take that device away.  Larry Burden  6:29  We're kind of discussing specifically Chromebooks, but I think this is applicable to anytime you're introducing a digital device to a child. For us to presume that the first device that the child is getting is our Chromebook. I think would be disingenuous, or at least or at least. Yeah. So let's hope that the parent has already had that discussion with the child when they got their phone or they got their iPad or whatever device that they, you know, were first introduced to. What specifically about a TCAPS Chromebook, should they be discussing or doing. First thing, first thing that a parent should do when that  David Noller  7:11  After we've already had that discussion of values and all that from previous devices. You know you made a comment earlier about how you know treat this like it's an educational tool and it's the last one on earth, and I think that speaks back to the idea that, they're not ever going to think that way because they already have one probably in their hand. The current the smartphone or the tablet or whatever. They've been using those devices a long time and so I'm thinking about it from the instructional point of view about the management of the device as a learning tool. The first thing I did when my kids brought their son was charge it. Find a place every day that you're going to charge that thing and charges every night you're responsible for that. It's like taking care of a puppy. He give them the jobs that they have to do, and they have to do them every night, because if they don't, the puppy cries. We don't want the puppy to cry.  Danelle Brostrom  8:00  They don't charge the device the teacher cries.  David Noller  8:03  Well, again, you know, I've come from the high school perspective. And I kind of have this line about if you come with an uncharged device that's a you problem. That's one I'm not really probably going to solve for you. That's one that you're going to figure out how to navigate through that on your own. Now I'll help kids when they absolutely need it. But I like them to think of that as a responsibility that they have and if they create a roadblock for themselves they get to figure out the bridge to get over it, so.  Stephie Luyt  8:36  It is a device that is different from what they have at home, most likely because it has this extra layer of it's coming from school and it's being given to them to complete homework. And I think that is an extra discussion point for parents, and I think parents do sometimes feel like, okay the school gave this to them, I have less control over it as a device. But it's the same, it's, it's a device in the home and it has all these educational applications but there's also lots of distractions of course. So I think parents have to feel empowered that it's okay to manage it and help your child get those, you know, even the logistical steps in place of taking care of it like a device but also still has the power to...it still needs to be harnessed. And it, it's the parents still have that ultimate, that control over the device, even though it's coming from school.  David Noller  9:33  I wonder about the, the distractibility. We know that, you know, distractions are a click away. But, you know, I grew up with, with friends and and other people who: their note taking guide became a place to doodle on. You know, their, their book even became a place to draw pictures in, or whatever, and, and so the depth of distractibility is certainly increased because of the interactive nature of what they can access or videos or things that they can really sink themselves into. But in terms of the device itself being the main cause of that, I think it's more like the habits of the kids. And often what we see, is the kids that are, that tend towards distraction whether they have a device in front of them, or a blank sheet of paper, they're going to find a way to do something other than what they're supposed to. Whether it's watching YouTube, or writing their name and then outlining it in 95 different colors with magic markers or colored pencils. Danelle Brostrom  10:33  Haven't we all done that, though. I mean, haven't we all started watching.  David Noller  10:37  Yes,  Danelle Brostrom  10:38  Something that made sense to what you were doing and then eight YouTube videos later. David Noller  10:44  Uh-Huh,  Danelle Brostrom  10:44  We're watching videos and and yes I've done the same thing with doodling and then realize I missed half of the lecture. So how, I do think it's just important to be honest with kids about that that, hey, this happens to all of us when the tech is set up to keep us hooked and keep us down this rabbit hole.  David Noller  11:04  And I think it's important you said something about being honest and telling them that. To let them know, Look, I get caught down the rabbit hole to, once you recognize you're there, look for the light. Danelle Brostrom  11:14  It's a meditation thing isn's it Larry? Larry Burden  11:16  I was thinking that same thing, this is, this is mindfulness practice is really what we're talking about as far as this topics topics is concerned, and that there are kind of anti distraction tools out there I know there are different apps on phones to help, you know keep you on task. Timers that you can do. When a child is invested, if they're invested in what they're doing, they're going to be much less likely to want to be distracted. Now they're going to get distracted as we've all said. You wanted, you wanted to watch that the TED talk or, you know, a conference or whatever and you get distracted. It's if they're invested, they're going to be much more likely to recognize when they're distracted and then want to do something about it. So with that being said, What can we do as far as making the tool that it is, something that engages them. Okay, you have this device. Let's assume we're safe on it. Now what?  David Noller  12:16  Now I'm thinking of this from the teachers perspective.  Larry Burden  12:19  That's perfect.  David Noller  12:20  Okay, so I give my kids. Short deadlines like you have five minutes to do the following. If three minutes to do the following. I rarely give them something where they're on their device that takes longer than five to seven minutes. Because, and I, what I'll do with that is ask them some sort of interesting engaging question, at least I hope it is, right?  Danelle Brostrom  12:44  Yes, it is.  David Noller  12:45  And creative writing I'll give them a prompt that hopefully they've never thought of before, and I'll allow them to write for five to seven minutes, and then I give myself permission to cut them off. Who's still writing? Oh, you are okay, We'll wait. I give myself permission to cut these kids off to try to give them used to the sense of urgency when it comes to thinking and writing. So I think, asking interesting questions, providing short deadlines where there's no time to be distracted because if I give you three minutes. You're going to need all of it, for that question. And if you get done early. What are you going to do for 30 seconds that's going to get you down the rabbit hole. So that's one thing is that intentional planning with short deadlines. The other thing is that when I give them activities that take longer time. It's something kind of complex, or something where they're, they're doing the designing of the learning as they do it. So giving them lots of options in terms of what they're going to kind of collect as a resource, as they create the thing that they're, they're, they're doing.  Larry Burden  13:51  The exploration is built into the...  David Noller  13:53  It is, and it's guided so that it's not just go find, but it's, here's a set of resources, start here. So I've pre loaded a little bit with things that I know will work, so they don't get down the Google rabbit hole. But you know, preloaded with some things that work and then say if you've, if you've used these and you've gotten so far but you want to go further, then you can. But, but again, even those are, are steps in a way that. Here's the first task you about 10 minutes. Go. Okay, well let's see we got, okay. You never got there, okay i'll talk to you in just a second. Next thing is about seven minutes, 10 minutes, whatever, find this and do this thing, Go. And I use the expression on the mark, get set, go, a lot in class, because I want them to think of it, not like it's a race, but there's some urgency to the timeline.  Danelle Brostrom  14:42  So as a parent when you're at home and you don't have control over the task that the child has to do. You can do the same thing though with a simple kitchen kitchen timer like what we talked about earlier. You know, you, you work for 10 or seven minutes. Go. You're done. Take a break, shut it down, let's go do something else.  David Noller  14:59  Check in see where they're at.  Danelle Brostrom  15:01  Yeah,  David Noller  15:01  I intentionally structure my classes that way because, as much as we want to say get the kids up and moving around, there's not a ton of ways to do that authentically. It just feels like the amount of time we want to spend them moving will never reach. You know, there's gonna be some time in the seat that they're just gonna have to spend there. But if I can move it along with some energy and have them move, do different thing and different thing and different thing and step it in a way that keeps them interested and motivated.  Stephie Luyt  15:33  When I'm thinking about myself as a learner because I'm taking grad glasses. And the first time through when I was in school I was not distracted by having phones or having any of this. And so I resorted to using a timer. Like, if, and especially if it's something where I'm just consuming or reading or doing something I'm, not that, because I'm of course very engaged in reading, but if it's something that it might not be the most engaging that I'm working on I do have to set a timer so that I don't end up on my phone signing my kids up for soccer or doing whatever else is scheduling X, Y, or Z. You know, I'm not playing Crossy Road, but you're still distracted by what all those other things and you know when there's something that you're engaged in and you're doing the creation it's easier than being the consumer of the information in a lot of ways. And it's, but I, you know, same thing like I have to manage it in the same way as like little kiddos.  David Noller  16:26  I'll find, I'll start doing something on a short story and then learn something about an author, and then he was in a war, and then I have to go read up on that, and then oh wait, this was invented during that time, then I have to go read that thing. So I get stuck in those rabbit holes too and I do the same thing I set a timer on my watch. And I've got all these like preset little timers, and if I have a thing that I know I have to get done, I'll set a timer for 15 minutes from now and just let it buzz me. Am I still on track?  Larry Burden  16:51  It's so prevalent, it's not that any of us are more or less, though we are more or less distractible.  David Noller  16:58  Me,  Larry Burden  16:58  But everybody, especially for, for, for adults, I think it's almost more of an issue for adults. And we've talked about this in the past. Really for parents, one of the great things about what you were saying was that, that 10 minute period is then you're paying your attention to your kid every 10 minutes, which isn't necessarily happening and because, guess what, you're down the internet rabbit hole, you know, as well.  David Noller  17:26  There's so many things that, that our, that our adult lives are full with, but with the kids, their's to. It's not all necessarily YouTube and, and Instagram, it might be, you know, texting with their friend because they had a bad day and you're the one that's supposed to provide them comfort. I had to deal with that last year, there's so many things in their lives that are important to them that are part of that set of distractions, that I think we have to recognize that and give them a little bit of space to be able to encounter those things, like we do. But then teach them how to take a break from them and lets get done what we need to.  Larry Burden  18:03  Having that conversation early, having that when you introduce that digital device. Prior to them maybe becoming a little jaded, or already being down that rabbit hole, having that conversation. This will, it's not a question of, it might, this will be a distraction. Here are some tools.  David Noller  18:20  We always set a timer for our kids when they were in elementary school for their homework. And it was like 30 minutes. We just set the timer on the microwave and would have worked for 30 minutes and when the timer went off they could do whatever they wanted. We always did it in chunks like that. I didn't really think about that because it's been many, many years since they were in elementary school. That was the thing we did for our own kids just to give them a work time and then I go be a kid time, and then come back and finish your work time, and then you'll be a kid again.  Stephie Luyt  18:49  And that involves some hands on on your part, and I think really the best way to model and help kids to do that is to be hands on with them and, and, and manage you know okay, you're going to be on this, you're going to work on this for this amount of time and I'll check back with you. Unfortunately there is no easy way to set them up with the perfect, there's no perfect app that will do all that for you. And I think the perfect app is the parent or the caregiver who's involved in, and helping monitor, helping monitor and model.  Danelle Brostrom  19:20  That's what I was thinking too, is that parents too, I mean and me too, man. I'm working and trying to keep the house up and everything that has to be done when you're an adult, and managing your kids time on this device is a pain, and it's complicated and it's tricky and oh my gosh I just want to push a button and have it done for me because I don't have time to deal with it I mean that's the reality. But you have to do it. This isn't like something that you can opt out of really because the media will parent for you if you don't. This is something that you really have to do. And I think just the, I think we need to know too that everyone's kind of going through it together, you're not alone. Larry Burden  20:01  We're definitely talking about the same thing, we're all on the same rabbit hole so it's, it's, it's good. But we're talking about attention, really recognizing that attention on a task is what we're trying to get our students to be able to maintain. One of the neat things that David had said was pre device, building some, some skills. I think that's a really interesting way to look at this is there are, there are a lot of digital skills that can be pre built before they get the device. And having some mental discipline regarding attention before they get the device, you know, early, when they're when they're maybe a little more moldable, maybe not in eighth grade, turns out, might be good. It's not giving them the device, it's recognizing that they are going to be living in a digital world. There are some skills that we can develop before they get the device that would be really useful. So that when you hand it to them they're prepared. What would those skills be? just dropping that one, boom.  David Noller  21:10  Sure,  Larry Burden  21:10  go get 'em.  Stephie Luyt  21:11  Well, recognizing when they've gotten off task and having, having an idea of, Okay, how do I get myself back on task and it was it done I do need to set a timer, or I need to switch to a different activity that's away from whatever I've been distracted by. I think, I mean, to label okay right now I'm off task. Now what and have a plan.  Danelle Brostrom  21:32  I think working with your children and your family and being present, being focused on who you're with, when you're with them. Focused on, it's the same idea just really focusing on the idea of being present and not being distracted by 18 different things.  Larry Burden  21:49  We're getting right around that time for sure. I wanted to talk about when we had that device over to one of our students, what does that mean for staff? What responsibilities they have once they've given that tool to a student?  David Noller  22:05  I think it changes how you interact with students, and how you plan, and how you design your lesson. Because if you're not intentionally using the tool. Then you're just sort of randomly, hoping that whatever you're going to do works. You wouldn't come into a classroom and hand a kid a textbook and say, find some neat information that you want to report out. You'd build in some structure to that. You'd build in some parameters. You would give them a certain amount of time to get it done. You would suggest a manner in which they could report out. You would plan intentionally with your tools in mind. The devices shouldn't just be another way to fill out a worksheet. So I think one of the things is that we want teachers to think about intentionally planning, so that they know that they're about to hand their kid a task that's going to have them on this device for X amount of minutes. Are you okay with that? Can your kids handle that? Are they ready for that experience? And I think if they can ask those, themselves, those questions, and say yes to those, then okay, we're ready to go. If there's any trepidation then maybe we need to be a little bit more intentional about that planning and what it is we actually expect to happen once we engage the kids with that device. My other thing for teachers is this. It's okay, like you say, to take the device away. Get used to saying lids down place, or however you want to say that. And it's, it's not optional. This is a time when our lids are closed. I do it all the time. I use my devices with my kids all the time. And they, they know that when I say lids down they go down, then they come back up and Chromebooks are so fast in terms of starting and stopping and starting, and that's okay. But if you forget to say lids down, that's and the kid gets off task and that's when teachers get upset, well there's such a distraction.  Stephie Luyt  24:02  And I think if, if parents touch base and say, my kids spending X amount of time on this device, you know, all night. What, to be able to communicate what your expectations were with the tools that they can help gauge like okay they are way out of bounds for these reasons. You know, this is what the teacher is looking for. And, and be mindful of what the kids are getting from for our secondary from all their other classes? You know, what, what is a reasonable expectation for amount of use on this device. And do they have to, you know, what's that big picture going to look like? And for parents to understand and like all of our teachers are, are thinking through those ideas and how to communicate those if a parent asks.  Danelle Brostrom  24:43  In the classroom first half, I would just remind teachers that you don't have to use them. You know, goes back to the whole, Liz Kolb stuff, use it when it makes sense if it doesn't make sense just because the kids have them, doesn't mean they have to use them. They can pick up a real book. That's good for them.  David Noller  24:57  Sure. I have a metaphor I use pretty regularly. Where there's the movie, "Uncle Buck." And he's making pancakes. And normally, we use a spatula to make pancakes and you flip them over. So if you're going to use a spatula for pancakes, that's fine. If you need a snow shovel, because your Uncle Buck making it three foot wide pancake. Use a snow shovel. But if you're making little six inch pancakes like you normally would, snow shovels too much. So use the whatever tool makes sense for the tasks that you're trying to do. If it's a book and paper, use a book and paper, if it's the internet and Chromebooks, then grab the snow shovel.  Larry Burden  25:40  It's interesting, technology is no longer cool.  David Noller  25:45  Right,  Stephie Luyt  25:46  It's neutral, it just is.  Larry Burden  25:46  It's neutral, what you can do with technology as a tool can be cool.  David Noller  25:53  For these kids the Internet has always existed.  Larry Burden  25:56  Times be changing. Anything else, there's there's I mean, there's a ton more we're just out of time so.  Stephie Luyt  26:01  I think there's a lot more to talk about. To be continued.  Larry Burden  26:04  All right. Hey, Do we have a tech tool of the week? Tech Tool of the Week  26:09  REMC has this amazing course called, "21 Things for Students," and it is something that teachers can use in the classroom but I even think that this specific lesson is beneficial for parents. They just released a new quest five called, "Balancing My Media," and I love this especially in light of our discussion today because it has some great video resources, some great vocabulary, some great graphic organizers to help kids kind of organize their thoughts about their digital media balance, and there's just a lot here to help families and kids learn about how Tech has hooked and how we can try to break that. And I just think there's a lot here so I'll share that in the show notes.  Larry Burden  26:50  Tutorials and updates, not a whole lot. I did see a Chromebook Care and Management tutorial from from the TechNollerGist on YouTube so we'll definitely have that in the show notes. Just wanted to point out again it's, we have a we're hosted on a new site, podbean, podbean is the new podcast hoster so. You can find us now pretty much everywhere, and the podcast, podcast will now be transcribed so you can read the podcast. So very exciting there. In closing, follow us on Facebook and Twitter @TCAPSLoop,  Danelle Brostrom  27:21  @brostromda,  David Noller  27:22  @TechNollerGist,  Stephie Luyt  27:24  @StephieLuyt.  Larry Burden  27:25  Right, subscribe to the podcast on podbean iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store, and Spotify. Leave a review, we love the feedback. We'd love your questions. Thanks for listening, and inspiring. Larry Burden  27:41  That was that was all over the map. Danelle Brostrom  27:43  That was a tricky one.  

In this episode we interview Allison Thompson, director of technology at St. Gerard Catholic School in Lansing, Michigan.  She talks about balancing instruction with technical support, the Triple E Framework from Liz Kolb, building foundational tech skills, and embracing creative freedom in the classroom. Our question of the episode is: What strategies do you use to insure technology is used to collaborate and not isolate? Send us your feedback at feedback@k12ccc.com, or call our voicemail line at 346-FAQ-HELP! 00:52 Question of the Episode 05:24 Collaborative Whiteboarding Software 07:20 Allison Thompson Interview 07:56 Transition to Tech Director 10:05 Balancing Instruction with IT Support 11:57 Technology Planning Committee 13:34 Purposeful Integration of Technology 13:53 The Triple E Framework (Liz Kolb) https://www.tripleeframework.com 14:50 Engagement vs. Educational Growth 16:35 New Michigan Standards based on ISTE Standards 17:10 'Thompson Island' Persuasive Research Project 19:50 Modeling and Building Foundational Skills 21:00 Learning to Troubleshoot 21:40 Embracing Creative Freedom in the Classroom 22:20 Community Engagement and Social Media Sharing 23:15 Evaluating Tech Integration 23:50 Crossfit & Burpees 24:25 Words of Wisdom 25:35 Contact Information @AllisonTEDU 26:10 A Critique of Engagement as a Primary Goal 31:54 Next Episode - Jim Thomas, IHS French Teacher

We tackle the issue of effective use of technology in teaching through discussion of Liz Kolb's article Smart Classroom Tech Integration from the Educational Leadership publication. You can find the article through this link: http://www.ascd.org/publications/educational_leadership/feb19/vol76/num05/Smart_Classroom-Tech_Integration.aspx

We’re all guilty of it. Responding to email, checking messages, doing some reading while holding a conversation or attending meeting. And students do the same, swearing they’re able to multi-task. Research proves that’s just not the case. This episode of “Your Edtech Questions” tackles the question of how educators can successfully address device distraction in the classroom. Guest Liz Kolb, Ph.D., educator and author of Learning First, Technology Second: The Educator’s Guide to Designing Authentic Lessons, shares the research that proves multi-tasking is unsuccessful, explains how it interrupts active listening and provides examples of the really smart things teachers are doing to manage devices in their classrooms. She also unpacks resources to help educators start having a conversation about device distraction and and explains how educators can model responsible device use.

*Don't miss your chance to win a gift card by sharing a challenge from your classroom (there's a chance we will feature it on an upcoming episode!). Call 616-965-6606 and leave us a message.* Liz Kolb is a clinical assistant professor at the University of Michigan and author of Learning First, Technology Second. Erik and Liz discuss her technology integration framework, the Triple E Framework and how teachers can best choose and leverage technology to engage students in learning, enhance learning, and extend learning beyond the classroom walls. Connect with Liz on Twitter @lkolb or via email at elikeren@umich.edu and learn more at tripleeframework.com Our team of instructional coaches is available to help ANY teacher, ANYwhere. Learn more or just peruse our other resources (blogs, classes, monthly newsletter) and services (events, virtual support, quick chats or calls) at cbdconsulting.com/elevateEDU

Liz Kolb evaluates where we've come with smartphones in the classroom a decade after writing one of the original educational books about using cell phones in the classroom.  www.coolcatteacher.com/e387 

Liz Kolb @lkolb talks about how we can put learning first and a very important reason technology should be second. C heck the show notes for the book giveaway and transcript at www.coolcatteacher.com/e81 about 5 hours after this show goes live on iTunes. Listen to the rest of the shows at www.coolcatteacher.com/podcast

In this podcast, Mike and Eric interview Dr. Liz Kolb about her new book, Learning First, Technology Second. Contact Us: teacherstalkingtech@gmail.com Facebook: Teachers Talking Tech Twitter: @teachsometech Youtube: Teachers Talking Tech

In this premier episode of EdTechChat Radio the teachers and edtech integrators explore the challenges of bridging the gap between school IT staff, tech integrators, classroom teachers and students. Tom Murray serves as the Director of Technology and Cyber Education for the Quakertown Community School District in Bucks County, Pa. Tom is a former middle school assistant and elementary school principal (@thomascmurray). Sharon Plante is Director of Technology at Eagle Hill-Southport in Southport, CT (@iplante). Alex J Podchaski serves as the Director of Technology at Oak Knoll School of the Holy Child in Summit, NJ (@ajpodchaski). Susan M. Bearden is the Director of Information Technology at Holy Trinity Episcopal Academy in Melbourne, FL(@s_bearden) Greg Graham is the author of, "Cell Phones in the Classroom? No, Students Need to Pay Attention." Liz Kolb is a clinical assistant professor at The University of Michigan and authored "Cell Phones in the Classroom: A Practical Guide for the K-12 Educator." Lisa Nielsen,award-winning blogger and author of "Teaching Generation Text," is a long time public school educator.

While some educators see cell phones and digital devices as distractions and sources of attention deficit, others say these are wonderful, undervalued teaching tools. Do we need to suppress the use of cell phones in classrooms or bring today's teachers up to speed on how to teach with this new tool? Greg Graham is the author of, "Cell Phones in the Classroom? No, Students Need to Pay Attention." Liz Kolb is a clinical assistant professor at The University of Michigan and authored "Cell Phones in the Classroom: A Practical Guide for the K-12 Educator." Lisa Nielsen,award-winning blogger and author of "Teaching Generation Text," is a long time public school educator.

While some educators see cell phones and digital devices as distractions and sources of attention deficit, others say these are wonderful, undervalued teaching tools. Do we need to suppress the use of cell phones in classrooms or bring today's teachers up to speed on how to teach with this new tool? Greg Graham is the author of, "Cell Phones in the Classroom? No, Students Need to Pay Attention." Liz Kolb is a clinical assistant professor at The University of Michigan and authored "Cell Phones in the Classroom: A Practical Guide for the K-12 Educator." Lisa Nielsen,award-winning blogger and author of "Teaching Generation Text," is a long time public school educator.

While some educators see cell phones and digital devices as distractions and sources of attention deficit, others say these are wonderful, undervalued teaching tools. Do we need to suppress the use of cell phones in classrooms or bring today's teachers up to speed on how to teach with this new tool? Greg Graham is the author of, "Cell Phones in the Classroom? No, Students Need to Pay Attention." Liz Kolb is a clinical assistant professor at The University of Michigan and authored "Cell Phones in the Classroom: A Practical Guide for the K-12 Educator." Lisa Nielsen,award-winning blogger and author of "Teaching Generation Text," is a long time public school educator.

While some educators see cell phones and digital devices as distractions and sources of attention deficit, others say these are wonderful, undervalued teaching tools. Do we need to suppress the use of cell phones in classrooms or bring today's teachers up to speed on how to teach with this new tool? Greg Graham is the author of, "Cell Phones in the Classroom? No, Students Need to Pay Attention." Liz Kolb is a clinical assistant professor at The University of Michigan and authored "Cell Phones in the Classroom: A Practical Guide for the K-12 Educator." Lisa Nielsen,award-winning blogger and author of "Teaching Generation Text," is a long time public school educator.

In this episode I talk about some of the lessons I have done using cell phones and give you a few resources that will help you develop lessons of your own to utilize a tool that most kids already have in their pocket. For research, check out http://bit.ly/cqX7PN - From Toy To Tool: Cell Phones in Learning by Liz Kolb, an instructor at the University of Michigan studyinglLearning technologies.  I touch on some of her research as well as Nielsen at http://bit.ly/anIirA.  As always, you can learn more about CADA at www.cada1.org or follow us on Twitter at www.twitter.com/CADALeaders.  

This presentation focuses on ways to connect students' favorite digital toy with classroom learning. Cell phones have the capability to become the "Swiss army knife" for student research and organization. First, we explore using cell phones as data collection tools: audio recorders, digital cameras, and digital camcorders. Additionally, we consider how classroom projects can be developed for cell phones: creating ring tones, text messaging, mobile WebPages, and mobile surveys. Finally, we contemplate the future features of cell phones and how those features play a role in learning.

This presentation focuses on ways to connect students' favorite digital toy with classroom learning. Cell phones have the capability to become the "Swiss army knife" for student research and organization. First, we explore using cell phones as data collection tools: audio recorders, digital cameras, and digital camcorders. Additionally, we consider how classroom projects can be developed for cell phones: creating ring tones, text messaging, mobile WebPages, and mobile surveys. Finally, we contemplate the future features of cell phones and how those features play a role in learning.