Digital storytelling PD workshop

WHY I LOVE DIGITAL STORYTELLING

I love digital storytelling for many reasons. The first is the research that supports teachers using storytelling to teach. The research states, when listening to stories, many areas of the brain are activated and we search for personal connections to our previous experiences, which then leads us to learn and retain the content more easily So why not use storytelling to teach content?

If you need information and ideas for how to tell get the point across to students and tell a tory well, there are some great resources available. Amy Yorke and Molly Brennan have some useful tips on The Scholarly Teacher Blog.

Here is a quick overview of their tips.

• Use what they use: Use social media to tell your stories to meet the students where they “live”
• Be purposeful: Make your students understand the purpose of you telling the story. Include a contextual introduction to the story and a summarizer to help students link what they heard their current knowledge.
• Be clear and succinct: Keep the story short.
• Practice makes perfect: Practice the story a few times to make sure you are comfortable with it.

The second reason I love digital storytelling is, when creating a digital story, students are using all types of skills that we want them to acquire, as well as showcasing their acquisition of content knowledge! The Educational Uses of Digital Storytelling site from the University of Houston outlines some of these.

• Digital Literacy: the ability to communicate with an ever-expanding community to discuss issues, gather information, and seek help
• Global Literacy: the capacity to read, interpret, respond, and contextualize messages from a global perspective
• Visual Literacy: the ability to understand, produce, and communicate through visual images
• Technology Literacy: the ability to use computers and other technology to improve learning, productivity, and performance
• Information Literacy: the ability to find, evaluate and synthesize information

I would also add that students have to be creative and learn how to communicate their story to an intended audience, as well as reflect on the process.

The third reason I love digital storytelling is that it is content-neutral. Digital stories can be used across the curriculum as a formative or summative assessment. I believe it is one of the best ways for students to show their content knowledge.

So, with all these great advantages of digital storytelling, I wanted to share a sample professional development workshop with you. Feel free to edit it as you wish to make it your own. I believe it is  important teachers practice with digital storytelling so they understand the concept before using it for a student assessment. In addition, they can create exemplars to show to students or use as unit introductions!

DIGITAL STORYTELLING PD WORKSHOP

This workshop would be a 2-3 hour workshop with two created projects. Both use the Adobe Spark suite which works on laptops and Chromebooks and iOS. The online suite of the Post, Page, and Video tools are integrated. On the iPad, there are separate apps for each tool that need to be downloaded. Adobe’s Education Exchange provides a great introduction to the Adobe Spark suite and the Education Exchange also includes tons of lessons from teachers who use the tools.

To prepare for the workshop, send out a link to the online tools and apps and have users create accounts and download what they need. Also, create a shared workshop document or Padlet where participants can share their project URLs. In addition, I have tons more digital storytelling resources on my Kathy Schrock’s Guide to Everything site.

PART 1: LEARNING OBJECTIVES FOR THE WORKSHOP

• Engage learners in designing and creating media-rich products using technology tools to encourage collaboration and voice.
• Foster and develop competencies and mindsets for productive, innovative, and effective use of digital technologies with students.
• Objectives borrowed and edited from a Rutgers class unit by Joyce Valenza.

PART 2: IMAGE AND TEXT PROJECT

Laptops, Chromebooks, ChromeOS Tablets, Surface Tablets

Online tool: Adobe Spark Post

1. Write a six-word story. (Here are the instructions!)
2. Open Adobe Spark Post and create an account.
3. Pick a template, change it, use a photo from the Adobe Post collection or from Discovery Education Streaming’s image collection for a background that represents your story. (My sample) Don’t forget to note the URL of the image you use.
4. Type your 6-word story on the image.
5. Type the citation to the image in smaller type on the Post. You may want to use http://bit.ly to shorten the URL.
6. Share the created image via the LINK option, pick “publish options” to pick a category, and the 6-word story will be live.
7. Copy the URL and add it to a shared workshop tool page titled Adobe Spark Post with your initials.

iOS Devices

iOS app: Adobe Spark Post

1. Write a six-word story. (Here are the instructions!) (My sample)
2. Open the Adobe Spark Post app and pick a template to edit or click the green + sign to start from scratch.
3. Find an image by searching in Adobe Post or in Discovery Education Streaming’s image library (save it to your Camera Roll and update it into Post) to represent your quote. Don’t forget to note the URL of the image
4. Using the text tool, put the URL of the image in small type, in the bottom right-hand corner of the image. (Use http://bit.ly to shorten the URL)
5. Add your 6-word story to the image.
6. Save the completed image to the Camera Roll and/or pick LINK and either attach the image to an entry on the shared workshop tool page or share the URL from the iPad’s clipboard. Don’t forget to put your initials and title the entry Adobe Spark Post.

PART 3: VIDEO STORY PROJECT

Laptops, Chromebooks, ChromeOS Tablets, Surface Tablets

Online tool: Adobe Spark Video

1. Write the script for your story
2. Find 6-10 Creative Commons-licensed images by using the Creative Commons search in either Google or Flickr and pick images that are licensed for re-use with attribution. You are going to “tell a story” in a unit you teach, i.e. the invasion of Normandy, places a character in a book visited, the history of the personal computer, the evolution of infectious diseases, etc. Save these images to the desktop or in an online file storage site.
3. Make sure to keep track of the URLs of the images you use for citing later.
4. Open the Adobe Spark Video tool and create an Adobe account if you have to.
5. Skip the first prompt to tell about your story. Pick a template to use or start from scratch.
6. Create a video by uploading the images in order and creating a voice narration behind each one, telling the story. You can pick background music that matches the tone of your story if you want to.
7. Make sure the last slide includes the text of the citations of the photos you used.
8. When you are done, pick SHARE and enter the information requested. Be sure to tap CREATE LINK to copy the link to your finished story.
9. Copy the URL and add it to a shared workshop tool page titled Adobe Spark Video with your initials.

iOS Devices

iOS app: Adobe Spark Video

1. Write the script for your story.
2. Find 6-10 Creative Commons-licensed images by using the Creative Commons search in either Google or Flickr and pick images that are licensed for re-use with attribution. You are going to “tell a story” in a unit you teach, i.e. the invasion of Normandy, places a character in a book visited, the history of the personal computer, the evolution of infectious diseases, etc. Save these images to the desktop or in an online file storage site.
3. Make sure to keep track of the URLs of the images you use for citing later.
4. Open the Adobe Spark Video tool and create an Adobe account if you have to.
5. Hit the plus sign to create a video. You can pick a template to use or start from stratch.
6. Create a video by uploading the images in order and creating a voice narration behind each one, telling the story. You can pick background music that matches the tone of your story if you want to.
7. Make sure the last slide includes the text of the citations of the photos you used.
8. When complete, pick the share button and “copy link to clipboard. You can also pick to “save to camera roll”.
9. Copy the URL and add it to a shared workshop tool page titled Adobe Spark Video with your initials.

PART 4: REFLECTION

After the two projects are complete and some have been shared with the group, have the participants do a large group reflection on the following questions. Make sure someone is scribing in the shared Google Doc or Padlet.

1. What are some different types of digital stories and the components of each? (A personal narratives, a story to inform/instruct, a story to document an event)
2. How can digital storytelling be used as a student assessment?
3. How does one assess a digital story?
4. What other types of tools can students use to create digital stories and why?
5. What are the challenges to utilizing digital storytelling in my educational environment and what are some practical solutions to overcome these challenges?
6. What do I need to learn about the process of digital storytelling so I can help my students with their stories?

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Do you have ideas or other methods to teach teachers how to create digital stories? Do you have teacher-created samples to showcase? Please share on Twitter! #kathyschrock

My new friend, Cue!

I have had the chance to use Wonder Workshop's Dot, Dash, and Cue robots at various conference sessions. But these sessions were always guided by the presenter, so I never really got a chance to explore how to code with the robots.

I was so excited when Wonder Workshop send me a Cue of my very own! I had the time to explore the many options, learn how to code with the block option and compare it to the Javascript code, and play some interactive games with my new friend!

The Cue has a fun personality which makes it feel like a true AI robot! Actually, there are four personalities to pick from, and each has its own special conversational style. The Cue is targeted for students in middle school. However, with the block programming, upper elementary students could easily control the robot, and, with the javascript programming, Cue would provide enhanced practice with an actual programming language for high schoolers.

The technical components of the Cue robot are outlined on the Wonder Workshop information page. Some of these include:

• An accelerometer and gyroscope
• 3 proximity sensors
• Real-time Bluetooth
• IR robot interaction
• 3 processors and a sensor function
• Dual motors and potentiometers
• 3 microphones and a speaker
• Programming LED and buttons
• 2 powered wheels and encoders

All of those components make for a very powerful programmable robot, but the fun factor of my friend Cue is the part I like best! 

You can record words and sounds for Cue to emit (my son made it burp, of course) and and the ability to use easy block programming made it simple for me to control.

There are some options that are coming soon to Cue including Apple Swift™ programming, detection of the direction of a voice, and the ability to be aware of the proximity of other nearby Cue robots.

Sketch Kit

The actual reason Wonder Workshop sent me my new best robot friend was for me to check out their new Sketch Kit. The Sketch Kit is an accessory for Dash and Cue. It includes a harness for the robot to hold a marker, six colored markers, and six project cards to help students practice using the Sketch Kit to draw. The Sketch Kit allows students to code Dash or Cue to draw a picture!

In addition, there is a large Whiteboard Mat available which allows students the ability to iterate their design and erase the false starts. (The Sketch Kit and Whiteboard Mat can be purchased together in the Sketch Pack.) The markers include in the Sketch Kit are whiteboard markers, but I can see students completing their final drawing on a thick white piece of paper from a roll of plotter paper, for displaying of their artistic creations on the walls in the school hallway! 

Sketch Pack photo courtesy of Wonder Workshop

The Wonder Workshop site includes a great blog post explaining how to set-up the Sketch Kit with some tips and tricks included. Their site also includes lessons in their education curriculum such as, "Using Sketch Kit with Cue: The Geometry of Mandalas" and "Using Sketch Kit with Dash: Robot Code Breakers", based on Alan Turing and the codebreakers of WWII.

I did not read the blog post on the Wonder Workshop site first, but had no trouble setting up the Sketch Kit and Whiteboard Mat. The directions included in the Sketch Kit box were easy to follow! And, as I said at the beginning of this blog post, I wanted time to experiment on my own!

Now, remember, I am new to both block programming and the Sketch Kit when you watch the video below. I am sure I will get a lot more creative once I have some practice, but I felt good about my first drawing!

The Sketch Pack can be used in many curriculum areas to embed the STEAM skills in all the content areas. It is not just about the coding, but about the design thinking process where students plan, test, iterate, and reflect. Some ideas include:

• In math, students could draw the three types of triangles. The pen can be programmed to go up and down, so Cue could be coded to move to a new space on the Whiteboard Mat to draw each triangle.
• In social studies, it would be fun to draw a state outline, a rendition of a historic building, or the path of the Appalachian Trail.
• In science, students could guesstimate the end of the path of a object when ramps are differing heights, since the mat is broken into centimeter areas. They could then roll the balls right onto their drawing on the Mat to test their hypotheses.
• In ELA, students could illustrate the theme of a short story or a book.
• And, of course, the Sketch Pack would be a natural fit in the art room!

Take a look at both the Dash and the Cue on the Wonder Workshop education site and consider getting a Sketch Pack to add another level of creativity to the coding process!

One way to put the A in STEAM

The NGSS  document is full of standards which begin with the phrase “students will create a model to illustrate”.  We customarily think of a model as something three-dimensional, like a diorama, a 3-D printed object, or a SketchUp creation. However,  the dictionary also states it can be a “system or thing used as an example to follow”.  So, can a hand-drawn or digitally-drawn project be considered a model? I believe it can!

I have discussed the student creation of infographics and sketchnotes in previous blog posts, and use of those two types of instructional models works well for students to help them both retain content and demonstrate acquisition of knowledge. However, there is research that specifically supports the use of drawing techniques to help students learn science concepts, too!

RESEARCH

Ainsworth, Prain, and Tytler, in their article, Drawing to Learn in Science, which appeared in the AAAS Science journal on August 26, 2011, outline their “five reasons why student drawing should be explicitly recognized alongside writing, reading, and talking as a key element in science education”.

1. Drawing enhances engagement, and, when students draw during instruction, they are more more motivated to learn
2. Drawing teaches students to represent in science and, by creating their own drawings, students will understand how the inclusion of a drawing helps a viewer understand a concept.
3. Drawing to reason in science helps students learn how to identify relevant information from a scientific study.
4. Drawing as a learning strategy and creating a visual representation of information helps students understand the content better.
5. Drawing  can be use to communicate in science. When students create a drawing, they have the ability to explain and summarize it for a peer

Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333, 1096–1097.

Judith Fan, in her article Drawing to Learn: How Producing Graphical Representations Enhances Scientific Thinking, published in Transitional Issues in Psychological Science in 2015, covers the research on how drawing in science interacts and ties-in with the scientific processes of observation, problem-solving, explanation, and communication.

Drawing, in Fan’s paper, is defined as the hand-drawn creation of images which may be maps, graphs, sketches, diagrams, and charts, to name a few. One interesting study compared students who just verbally explained their observations,  others that just drew their observations, and those that drew their observations and received feedback from the instructor on their drawings. Those that drew and received feedback were proven to later have more content knowledge, with the students that just drew their observations coming in second.

As with any process, Fan suggests receiving feedback about drawn observations on a regular basis could help students learn how to develop observational skills of their own, ultimately having any student who just drew their observations (and did not receive feedback) attaining that same level of content knowledge.

Another great point Fan makes is use of a drawing as a formative or summative assessment can help teachers determine misconceptions by the student when reviewing their drawing. In addition, she states students who viewed a formal drawing were more likely to include the correct components in their own drawing. Fan also suggests that tracing over a formal drawing may enhance student content acquisition.

Fan covers the research dealing with the creation of a diagram to solve a problem as part of the scientific process. She states, when combined with other modes of problem-solving, this can aid in the solution of the problem. In addition, if students work in pairs to create the diagram, the pairs “were more likely to come up with abstract principles than students working alone.”.

Fan, Judith E. (2015) Drawing to learn: How producing graphical representations enhances scientific thinking. Transitional Issues in Psychological Science, Vol. 1, No. 2, 170-181.

DRAWING METHODS AND TOOLS/APPS

The research covered above outlines the creation of hand-drawn images on paper. However, with the classroom tools readily available today, we can consider hand-drawn images with a stylus, on a tablet or touch-screen computer, to lead to the same enhanced content acquisition.

Fan suggests that tracing an already-created image or diagram can help students learn and remember the information when creating their own hand-drawn image. Tony Vincent traces many types of formal images and diagrams using his iPad and the Adobe Illustrator Draw app. Although he is not specifically talking about science in this video, his process is a great one for students to use. (https://www.youtube.com/watch?v=jZky6dnq3PI)

TRACING TOOLS AND APPS

There are many other drawing tools that would allow the student to draw on a separate layer above the background of  a digital version of the formal scientific diagram.  Of course, it is important to have a touchscreen and a stylus available for the students if they are expected to be tracing or drawing scientific concepts. Here are some no-cost tools and apps that can be used for tracing.

• Pixlr Editor (Online; requires Flash)
• Muro (Online)
• Sketchpad 5.1 (Online)
• Speedpaint (Online)
• Adobe Photoshop Sketch (iOS)
• Inkist (iOS)
• Adobe Illustrator Draw (iOS & Google Play)
• PaperOne (Google Play)

DRAWING TOOLS AND APPS

When students start to create their drawings from scratch, there are literally hundreds of hand-drawing apps and online tools available.  Here are some of my favorites that are no-cost and cross-platform. (And, of course, any of the apps/tools in the tracing list above may be used, too!)

• ABCYA.com Paint and Draw (Online)
• Autodraw (Online)
• Drawisland (Online)
• Pixiclip (Online)
• Bamboo Paper (iOS & Google Play)
• iNKredible (iOS and Google Play)

COLLABORATIVE DRAWING TOOLS

Since the research has shown that pairs of students creating a diagram is be very effective in leading to a better image, using online tools such as the ones below to allow students to work together in real time to create the product.

• AWW: A Web Whiteboard (Online)
• Realtime Board (Online)
• Stoodle (Online)
• Google Drawings (Online)

How can you see hand-drawing used in your classroom? Let the rest of us know a grade and subject where you think drawing would have a big impact.  Please share on Twitter! #kathyschrock

Airtame Wireless HDMI review

I was contacted by Airtame recently and asked to review their wireless HDMI device which allows mirroring from any mobile device or computer to a projector or monitor/TV.

Airtame was a successful Indiegogo project back in 2014, and has continued to improve and update the device as technology advances. It is available for purchase from many of the vendors we use in education.

Airtame is intended for enterprise situations like schools and businesses since it includes a cloud-based management tool to monitor multiple Airtames on a network and, more importantly, it works with WPA2 Enterprise and WPA Personal networks.

The Airtame would eliminate cables being run from the ceiling-mounted projectors to the teacher’s computer and the teacher could roam with any mobile device and share with the class via the projector. It is perfect for a BYOD environment because it works with any mainstream mobile device students might bring in. In addition, adding an Airtame to a projector on a mobile cart would allow mirroring anywhere in the school!

Here is a quick overview of how it works.

I can also see it being used at a faculty meeting, attached to the projector, and allowing teachers to share presentations and apps while in their seat using their mobile device running the Airtame app.

There is much more information on their site (airtame.com) including pricing, information for your IT department dealing with the technical and security side of things, and some ideas for use in education.

Their site also contains a section comparing the Airtame to the other casting, mirroring, and streaming devices on the market which provides a sensible overview of the differences.

Airtame will be exhibiting at #ISTE18 in Chicago, so, if you are attending, stop in and see them! You can follow them on Twitter at @airtame for updated news on the product.

Review written on April 17, 2018
Kathy Schrock
kathy@kathyschrock.net
@kathyschrock
http://schrockguide.net

Brenthaven Edge™ Carry Case for Apple iPad 9.7 Review

With the exciting announcements recently about Apple's renewed focus on the educational market, and the release of the new iPad 9.7" with Apple Pencil support, now is the time to start thinking about cases for your staff and student iPads!

I have long been a fan of Brenthaven bags and cases to protect my technology. Brenthaven has over 35 years of experience ensuring that your items are protected -- initially for hikers and now for the mobile devices of individuals, businesses, and schools!

I am the owner of a few of their bags, with my favorites for the 13" MacBook Pro being the an older Vertical Messenger Bag (now replaced by their Collins Vertical Messenger Bag) and the Medina Fold-over Messenger Bag.

For my current 10.5" iPad Pro, I use the Edge for 10.5" for iPad Pro because it protects the device as well as allows me to use the Smart Keyboard or Apple Smart Cover to protect the front of my iPad.

However, my choice of coverings and cases for my devices are based on the fact I am very careful with my devices. I never drop them, never scratch the screens, and carry them carefully when out of their carry bags.  Past experience has taught me that this is not usually how the students treat their technology.

Schools are looking for an iPad case that is sturdy, protects the glass screen, can be tilted up for easy typing and drawing, and has a built-in carry handle. This week, Brenthaven sent me one of their new cases, specifically designed for the education market -- the Brenthaven Edge™ Carry Case which fits the 9.7" iPad (5th gen 2017) and the newest 9.7" iPad (2018).

The features of this case meet all the needs of IT departments, students and teachers!

FOR IT

The IT department will be happy with the fact the Brenthaven Edge™ Carry Case screws together easily with an included tiny Allen wrench, which keeps the students from removing the device from the case. A nice feature for the IT department is that the screws stay in the case when the case is unscrewed, so there is little chance one of the four screws will get lost. (Two extra screws are included just in case!)

In addition, the back of the case is clear, so any asset tags or barcodes on the iPad can easily be seen. There is a protective clear overlay screen on the front with a cut-out for the home button which should eliminate any accidental scratching of the screen.

The access to the Lightning port for charging and syncing the iPads is oversized and should fit any charging cart connection. The size of the Edge™ Carry Case is 10.8" H x "7.6" W x 1.25" D and it weights 8.3 ounces.

FOR THE STUDENT

The Edge™ Carry Case has a ton of features that make it perfect for any age student!

First, the clear overlay screen is very responsive to the touch, whether tapping with a finger or drawing with a stylus. (I don't have the newest iPad 9.7" with Apple Pencil support but I set the clear overlay from the Edge™ Carry Case on the screen of my 10.5" iPad Pro and the Apple Pencil worked great!)

Secondly, the case is very protective, with no buttons showing except the home button, but the built-in rubber buttons for volume and up/down and turning the device on/off are well-crafted and work great! The headphone port is easily accessible and the speaker cut-out at the bottom of the case lets the sound out well.

Thirdly, the kickstand feature on the back folds flat into a recessed area on the back of the case, and does not add any bulk. When folded in, it will not get caught on anything when being put in or taken out of a backpack.

Fourth, and a wonderful feature, is the built-in handle on the side of the Edge™ Carry Case. When carrying the iPad by the handle on the case, whether the student is in kindergarten or 12th grade, the iPad is secure and should avoid the drops that occur in schools. The Brenthaven Edge™ Carry Case is also drop tested to protect the iPad against falls from up to six feet!

The handle serves another purpose, too. When students are using their iPad in the field, when in front of the class sharing a presentation, or are reading their textbook on the bus ride home, by putting one hand's fingers through the handle, it allows them to have a secure grip on their device.

FOR THE TEACHER

Using the handle on the Edge™ Carry Case to hold the iPad securely is a great feature for teachers and administrators, too, as they roam the classroom or hallways of the school. In addition, teachers can easily hold the iPad in the Edge™ Carry Case in one hand and use their finger or a stylus to teach over AirPlay or Reflector. In addition, with its light weight (8.3 ounces), the iPad in the case will be easy to hold for an extended period of time without the hand getting tired.

Having the asset tags or student names visible through the clear back of the device, to easily identify a student's iPad or the cart the device belongs on, is helpful for the teachers of the younger students for plugging-in the devices to the correct charging cart. The case is thin enough (1.25") that it should fit in any charging cart slot.

PRICING

The Brenthaven Edge™ Carry Case for the 9'7" iPad (2017/2018) is available now on their site where you can request a quote for the number you require and receive a free sample of the Brenthaven Edge™ Carry Case.

Find your ed tech passion

I feel technology should always support teaching and learning in a meaningful way. And I know you do, too. As educators, we try new ideas, hardware, and software as they become available. But how do you decide on your real passion in the area of educational technology?

I challenge you to step back from your experimentation with the “cool new thing”, whatever that might be, and go deep into a topic you are interested in and passionate about. It’s time to find your ed tech passion!

Once you do that, I want you to share that passion with others. One way to do that is to sign up to give an Ignite session at a regional conference. (My blog post from 2/1/17 includes ideas from the Discovery Educator Network on developing an Ignite session.) I promise you will have no problem talking about your passion!

Here’s an “Ignite-like” talk I gave on my passion for the origin of words.

HOW TO IDENTIFY YOUR PASSION

My favorite definition of passion comes from my Alexa device- “An irrational but irresistible motive for a belief or action”.  What makes us passionate about one top and (yawn) feel ho-hum about another topic? What are some questions you can ask yourself and some things you can do to help identify your passion?

Here are some questions, adapted from the online article, “Find your passion with these 8 thought-provoking questions“.

• What is something you believe that almost nobody agrees with you on?
• Who have you been, when you have been at your best?
• What are your superpowers? 
• What did you enjoy doing at age 10 that still resonates with you today?
• How do you continue to develop new passions?
• What is your sentence? 
• What are some methods you use to embed your passion in to your teaching?
• Do you have some strategies to help fuel your creative juices?

And, this article on The Muse site suggests some methods to help you escape the frantic pace of everyday life and make the search and exploration of your passion your priority.

• Slow down.
  • Get away from the “noise” of your daily life.
  • Nurturing your mind and body can lead to more creativity and energy.
• Be your own life detective.
  • Notice the things that make you the most happy.
  • Use a journal to jot these things down for a week and see what strands emerge.
• Give yourself permission to explore.
  • Use your journal notes to look for more activities you love.
  • If something does may you feel as interested as you thought, drop it!
• Reach out to people.
  • Find others, online or in person, who are already “experts” in the topics you decide to nurture.
  • Ask them questions and have them guide you to other related topics, too.
• Stay open and flexible.
  • Remember to “go with the flow” because you may wind up on another passion path than the one you thought you were going to develop.

One really neat way to give yourself the permission to develop your passion is to participate in the 30 Day Challenge. Matt Cutts’ short TED talk on this topic is brilliant and includes some great tips for completing a 30 Day Challenge!

FINDING YOUR EDTECH PASSION

I have developed some very powerful ed tech passions over the years. I would study a topic I was passionate about for  year and then present about it.  Some of my favorite passions over the years include:

• Infographics as a creative assessment
• The importance of developing the inventiveness mindset
• Sketchnoting as a learning tool
• Respect for the intellectual property of others
• Virtual and augmented realities
• Teachers using digital storytelling to teach content
• The development and sustaining of a personal/professional learning network
• Student use of technology for creation to showcase their acquisition of content knowledge
• Information literacy

However, my challenge to you is for you to investigate, research, and experiment to find a single passion and share that with others, as well as encouraging them to find their own passion!

HELPING STUDENTS DEVELOP THEIR PASSIONS

Students should be able to research, investigate, experiment, and use their experiences to develop their passion. One popular model for allowing them the time while at school is called “20% Time” or “Genius Hour”.

The 20% Time model comes from the early days of Google. “We encourage our employees, in addition to their regular projects, to spend 20% of their time working on what they think will most benefit Google,” Page and Brin, the Google founders wrote, “This empowers them to be more creative and innovative. Many of our significant advances have happened in this manner.”

This 20% Time model gave employees the time and latitude to pursue a passion. There were a lot of neat tools that came out of this passion-based model, and, with the Google Labs initiative, the rest of us were always given access to the beta versions of these creations. However, I personally have benefited from the 20% Time model at Google (as many of you may have, too) since the Google Certified Teacher program was the brainchild of  Cristin Frodella, who was in the marketing department back then (and still is as the Head of Marketing for Google Education). Her 20% Time project was to develop a program to help teachers use the Google tools in a way to impact instruction, and the GCT program was launched!

Genius Hour is another popular model for giving students a more unstructured time period to explore their passions. Some educators have a Genius Hour once per week at the same time and others split up the time over a number of days of the school week.

Here are some links to articles of successful classroom practices with Genius Hour.

• Genius Hour in elementary school
• Your top 10 Genius Hour questions answered
• 6 tips for getting started with Genius Hour
• Genius Hour in the primary classroom

FOLLOW-UP

Back in 2013, Paula Naugle (a DEN Star) created a 10 Day Passion Challenge project. The questions she created for students to investigate their passions work just a well for educators. Pick one or more of these questions to answer and leave a comment or an idea.

• What is your passion?
• When did you realize this was your passion?
• Do you know anyone else who shares your passion? Tell us about them.
• How much time do you spend a day, a week, or a month pursuing your passion?
• What or who helps you pursue your passion?
• What things do you own or would like to own to pursue your passion?
• What interferes with you pursuing your passion and why?
• If you could interview an expert about your passion, who would you choose? Why?
• “Nothing great in the world has ever been accomplished without passion.” (Georg Wilhelm Friedrich Hegel) How do you feel about this quote?
• What do you think might cause your passion to change as your career advances?

Do you have an edtech passion? Share it with us on Twitter! #kathyschrock