Ed Tech PD Resources

• September 14, 2020: 6-12 On Demand September 2020
• September 14, 2020: K-5 On Demand September 2020
• September 8, 2020: Grade Sync Updates 6-12
• August 28, 2020: Remote Learning Day Reflections - Tech Tips K-5
• August 24, 2020: 6-12 On Demand August 2020
• August 24, 2020: K-5 On Demand August 2020
• August 17, 2020: iPad Settings and Additional Information
• August 12, 2020: 2-5 Chromebooks
• August 12, 2020: K-1 iPads
• August 12, 2020: K-5 Google Classroom
• August 5, 2020: Canvas Courses are now ready!
• July 31, 2020: Technology System Updates for 2020-2021

• January 6, 2020: Learning A-Z now available in Clever (grades 1 and 2)
• January 6, 2020: Learning with Littles | January 2020
• January 6, 2020: Connected Learning with Chromebooks | January 2020
• January 6, 2020: Connected Learning with Canvas | January 2020
• December 2, 2019: Learning with Littles | December 2019
• December 2, 2019: Connected Learning with Chromebooks | December 2019
• December 2, 2019: Connected Learning with Canvas | December 2019
• November 1, 2019: Learning with Littles | November 2019
• November 1, 2019: Connected Learning with Chromebooks | November 2019
• November 1, 2019: Connected Learning with Canvas | November 2019
• October 1, 2019: Learning with Littles | October 2019
• October 1, 2019: Connected Learning with Chromebooks | October 2019
• October 1, 2019: Connected Learning with Canvas | October 2019
• September 3, 2019: Learning with Littles | September 2019
• September 3, 2019: Connected Learning with Chromebooks | September 2019
• September 3, 2019: Connected Learning with Canvas | September 2019
• August 9, 2019: Technology Department Welcome Back
• August 8, 2019: Learning with Littles | August 2019
• August 6, 2019: Connected Learning with Chromebooks | August 2019
• August 2, 2019: Canvas Welcome Back

• May 6, 2019: 2019 Summer School - Canvas
• March 6, 2019: Connected Learning with Chromebooks | March 2019
• March 6, 2019: Learning with Littles | March 2019
• February 11, 2019: Learning with Littles | February 2019
• February 7, 2019: Connected Learning with Chromebooks | February 2019
• January 17, 2019: Connected Learning with Chromebooks | January 2019
• January 17, 2019: Learning with Littles | January 2019
• January 15, 2019: Classroom Tools from the Connected Learning Team
• December 20, 2018: Canvas - End of Semester Reminders
• November 1, 2018: Learning with Littles | November 2018
• November 1, 2018: Connected Learning with Chromebooks | November 2018
• October 4, 2018: Learning with Littles | October 2018
• October 4, 2018: Connected Learning with Chromebooks | October 2018
• September 20, 2018: Google Expedition Kits Now Available!
• September 11, 2018: Connected Learning with Chromebooks | September 2018
• September 5, 2018: Indiana Digital Citizenship Week 2018
• August 16, 2018: Google Classroom Updates
• August 10, 2018: 2018 Beginning of the Year Technology Updates
• August 6, 2018: 3-5 Chromebook Initiative - Getting Started Info

• May 17, 2018: 2018 End of Year Technology Updates
• April 30, 2018: Connected Learning with Chromebooks | Issue 6
• April 9, 2018: The Toontastic App is now available!
• March 1, 2018: Music in Our Schools Month
• February 12, 2018: Connected Learning with Chromebooks | Issue 5
• January 8, 2018: Connected Learning with Chromebooks | Issue 4
• November, 13, 2017: Fall Technology Updates - 2017
• October 31, 2017: Connected Learning with Chromebooks | Issue 3
• October 30, 2017: Reading Eggs Update
• September 29, 2017: Connected Learning with Chromebooks | Issue 2
• September 8, 2017: Indiana Digital Citizenship Week 2017
• September 6, 2017: Connected Learning with Chromebooks | Issue 1

What is a HyperDoc?

Things you can do with a HyperDoc

A true HyperDoc is much more than some links on a document.

• Creators deliberately choose web tools to give students opportunities to Engage • Explore • Explain • Apply • Share • Reflect • Extend the learning.
• Digital collaboration is choreographed that give every student a voice and a chance to be heard by their classmates.
• Critical thinking and problem solving skills can be developed through linked tasks.
• Students have an opportunity to create authentic digital artifacts to show what they know, and connect with a wider audience.

HyperDoc Samples | SAMR Aligned

Click here to access Templates from http://www.hyperdocs.co/templates

Step-by-Step Guide

Step #1: Determine Objectives

• Grade Level?
• Content Area(s)?
• Length of Lesson?
• Specific Objectives?
• Desired outcome (explore, apply, assess)?

Step #2: Determine Cycle of Learning

What specific steps will students follow?

• Explore. Explain. Apply.
• Workshop Model
• 5 E's Model
• HyperDoc Model

Step #3: Packaging

• What Google App can I use to package this lesson? (Docs, Slides, Maps, Sites)
• Why?

Step #4: Determine Workflow

• Push out content
• Collect work
• Provide feedback

Step #5: Design

Be thinking, "How can I make this content engaging for students?"

• Page color
• Font
• Images
• Customized Links
• Table properties, merge cells, etc.

Evaluate your HyperDoc

Is this a HyperDoc or a digital worksheet? Ask yourself the following:

1. Does your lesson follow a specific lesson design? (step 2) These templates will help with your structure.

2. Did you include the 4 C's in your lesson? Critical Thinking, Communication, Collaboration, and creation?

3. What level of critical thinking and technology did you integrate? Is this a simple recall task or does this push your student's thinking? Is it substitution or is the technology used transforming the learning?

Hack Your HyperDoc

Check to see where your HyperDoc falls on the checklist which incorporates the ISTE Standards, SAMR, and DOK levels.

All resources on this page were found on http://www.hyperdocs.co/

Standards for Teachers

Teachers have always held the key to student success. But their role is changing. The ISTE Standards for Teachers define the new skills and pedagogical insights educators need to teach, work, and learn in the digital age.

Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world.
Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
Facilitator: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.

View standard indicators

Standards for Students

Standard 1: Empowered Learner

• Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Standard 2: Digital Citizen

• Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Standard 3: Knowledge Constructor

• Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

Standard 4: Innovative Designer

• Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Standard 5: Computational Thinker

• Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

View student action statements

SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences so they result in higher levels of achievement for students.

SAMR is often depicted in visual representations to help practitioners better understand how it can be used to rethink instruction in a practical way. Below are two of our favorites.

To understand how to apply an example to each level of the SAMR model, you must see the model as a continuum. If a lesson can continue with or without the use of a technology tool, then that is Substitution. But if a technology tool makes a lesson easier or improves a lesson, then that is Augmentation. In both levels, an instructor enhances the learning but does not transform it.

For a lesson to be transformed, means it cannot occur without the technology tool in place. For modification, technology must be present in order for the lesson to function. In the Redefinition level, the common classroom is replaced with a collaborative, student-centered environment where technology tools are the central focus of the learning.

It's important to note that the goal is not to move every lesson to the Redefinition level. Many instructional tasks are well-suited at the Substitution level or the Augmentation level, and that's okay! However, teachers should reflect on how their students are utilizing technology to identify opportunities for Modification and Redefinition. A savvy practitioner designs instructional activities that include a solid mix of all four SAMR levels.

SAMR Resources

https://www.commonsensemedia.org/videos/introduction-to-the-samr-model
http://www.schrockguide.net/samr.html
http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
http://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/

SAMR on Twitter

#samr Tweets

Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge teachers need to teach effectively with technology.

At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation. TPACK also emphasizes the new kinds of knowledge that lie at the intersections between them, representing four more knowledge bases teachers applicable to teaching with technology: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three circles, Technological Pedagogical Content Knowledge (TPACK).

Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.

So how do I implement TPACK into my classroom you might ask? Start simple. Using this diagram as a framework for your lessons, start by breaking it down; ask yourself what content do I want my students to understand? For example:

Content Knowledge: (What we teach) Geometry- I want my students to understand that all triangles are 180 degrees and that to find a missing angle in a triangle, I need to add up the angles that are given to me and subtract from 180, to find the third angle.

Pedagogy: (How we teach-delivery of content ) I have the students draw any type of triangle (right, cause, obtuse) on a piece of paper and cut it out. The students then label each angle #1, #2 and #3. I then have the students color each angle a different color to help them see visually as well. The students then tear apart the triangle where the three colors come together in the middle of the triangle. The students how have three pieces, each with a numbered angle to put along a 180 degree line, to show that all triangles are 180 degrees. From here I give examples of triangles with a missing angle and how we find it.

Technology: To add in technology, I could have the students create a ShowMe, Edu-creation or paper slide show on how to solve for a missing angle in a triangle and explain how they know. I could also have the students create a ‘how to’ solve for a missing angle in a triangle by having the students create a Screencastify video or Prezi or use the pic collage app demonstrating their content knowledge.

TPACK Resources

http://tpack.org/
href="http://www.learningfutures.com.au/tpack-model
http://www.learningfutures.com.au/tpack-model">htt... href="https://ictevangelist.com/technological-pedagogical-and-content-knowledge/" target="_blank">https://ictevangelist.com/technological-pedagogica... on Twitter

#tpack Tweets