Issue link: http://osercommunicationsgroup.uberflip.com/i/629670
E d Te c h S h o w D a i l y 3 3 T h u r s d a y, F e b r u a r y 4 , 2 0 1 6 and projector. The HUE HD Pro features also include built-in LED lights, full 360- degree rotation, manual focus, an option- al base and an integrated USB micro- phone. "Document cameras have been around for many years, but the new HUE HD Pro makes using a document camera fun and easy," said Doug Pennekamp, Chief Executive Officer of Education 2000, a trusted HUE part- ner. "The beauty of this document camera is the simplicity. The camera is small and the gooseneck arm allows you to focus on exactly what you want the class to see." HUE Intuition Software is included with the purchase of the HUE HD Pro. The features of the HUE Intuition Software include the ability to record video and sound, annotate and save images and take snapshots. The HUE HD Pro can be used in the HUE HD Pro (Cont'd. from p. 1) classroom to demonstrate a science proj- ect, take snapshots of student work, record a technique or experiment to replay to the class and create time-lapse photography. The camera can also be used as a webcam to chat with remote schools in other countries with software such as Skype. The affordable cost is a great benefit to schools. The HUE HD Pro with Intuition Software is available for $69.95. "When I first saw the HUE HD Pro I was impressed with the high res- olution quality of the image," Pennekamp said. "Then I saw the affordable price. I believe that this document camera is a great teaching tool for any classroom." The HUE HD Pro is compatible with Windows (XP, Vista, 7, 8) and Mac OS X (10.5 or higher). The camera is available in four colors: black, blue, green and red. For more information, visit booth #722 or go to www.edu2000plus.com. simple machines to solve a challenge. Fourth and 5th graders then utilize the VEX IQ platform to learn some program- ming and continue developing their mechanical skills. Intermediate level stu- dents graduate from plastic VEX IQ robots up to the metal VEX EDR system, earning an elective credit in a course that utilizes the free VEX EDR curriculum. The high schools participate in the VEX Robotics Competition (VRC), the BEST robotics competition and the FIRST Robotics Competition. All told, we have 23 out of 26 ele- mentary, nine out of 10 intermediate, and six out of seven high schools using robot- ics. We also create a competition within the Project Lead the Way (PLTW) Principles of Engineering course, where 120 teams across the district compete using a modified version of that year's VRC game. ESD: How has VEX helped shape your robotics program? LM: As a former teacher, ease of use was most important for me. I needed something that could be integrated with minimal dis- turbance to the classroom and be used by any teacher without expensive tools or shops. VEX fits that mindset – a couple of desks put together are perfect for building a robot. As for tools, VEX EDR basically provides everything you need. That was crucial to me, and was a key contributor to VEX's growth throughout my district. For elementary, we've had program- ming nightmares in the past due to incon- sistencies in battery life or motor VEX (Cont'd. from p. 1) strength. It was frustrating to try learning programming concepts without getting the same results every time. When VEX IQ solved that problem, it was a no- brainer for us. ESD: Have you witnessed robotics impact any particular students? LM: Absolutely. We recently had a stu- dent who had trouble with the law, had dropped out of school and was kicked out of his house. He came to our alternative school and joined their VEX course. After his first competition, he came to my office asking for torque and gear ratio lessons – his robot wasn't performing the way he thought it should, and wanted to learn how to improve it. We have a "no pass no play" policy, and this student is now maintaining all As and Bs so he can stay in the robotics program. It's truly a driving force for these students, and we shape our programs around them. ESD: What advice would you give to an educator looking to get started with robots in their classroom? LM: In my opinion, VEX nailed robotics education. Most platforms expect users to meet the needs of their product. Instead, VEX looked at what would ben- efit teachers, students and the district, and developed a product to meet those needs. It's cost effective and it does not require vast mechanical resources. My advice would be to go with a platform that is teacher-friendly and easy to implement – that's VEX! For more information, visit booth #846. the years with the integration of technol- ogy in the classroom? RS: It's surprised me that some school districts implement sweeping initiatives only to get rid of some of the technology when the data doesn't show immediate impact on student achievement. Often, though, teachers are given the basics on what technology does without training on how that translates in a classroom to ben- efit instruction. There's a mixed mes- sage: "use the technology," but teachers aren't provided with a frame for best instructional practices. ESD: What advice do you have for teachers initially incorporating technolo- gy into the classroom? RS: One thing I've learned is humility – that it's okay not to know everything yourself. In fact, I would argue that it's better to work with your students, to become co-learners in the technology. Here's a story: at the end of a school year, I had my students create webpages to summarize the content they'd learned. Some students who hadn't been as engaged throughout the year suddenly Mentoring Minds (Cont'd. from p. 1) became my technology helpers, and I said, "I don't know how to do that, but you do. Will you teach me?" The dynam- ics just changed. ESD: How can teachers adapt instruc- tional strategies to incorporate technolo- gy without starting over with their lesson plans? RS: We don't want teachers to throw out the good things they're doing. Rather, it's taking a look at how tech- nology can augment instruction in new ways. It's saying, "Okay, where can we provide quicker feedback? Foster more student engagement? Involve experts and collaborate with people outside of the school?" We can take those really great instructional strategies that we know – group work and collaboration, for exam- ple – and take advantage of technology to extend that. One of my colleagues con- nected their classroom with a classroom in China. Both classes were studying the same concept, and they would meet together virtually to share their learning. It's a great way to form an authentic con- nection. For more information, visit booth #734. REPORTING IN THE DIGITAL AGE By Elisa Carlson Our school district has been looking at and changing the way we communicate student learning for several years now. We recognized in an evolving societal context that our current reporting sys- tem was antiquated, not reflecting the realities of new research on assessment practices nor the possibilities offered in an expanding digital landscape. Our problem was multi-faceted: an anti- quated report card platform, an archaic checklist approach to learning, mis- alignment with the Ministry of Education's Redesigned Curriculum and changing understandings of quali- ty assessment practices. Since 2012, we have been using digital portfolios in partnership with the company FreshGrade. In our first year we were part of their pilot pro- gram, giving them our feedback as they developed the platform. In our second year, it became a pilot for teachers to use as an alternative form of communicating student learning. Last year, and this, we gave teachers the freedom to use it as one of three reporting options available in the dis- trict. We made a commitment to not force change but to give teachers opportunities to learn more about assessment and reporting practices both digitally and non-digitally. It is important to note that central to our thinking has been keeping the role of the teacher clear: we know that no Web 2.0 tool, no program, no paper template transforms learning. Teachers transform learning. As we engaged in our learning journey as a district, more and more questions would emerge to push our thinking. Are we making learning visi- ble? What is the evidence of learning? Full stop. These latter two questions are perhaps most significant for those embarking on this journey. Once you begin to look at digital portfolios, it creates the opportu- nity to examine student learning and explore what quality assess- ment looks like in a digital con- text. For us, it is not about posting cute pictures or entertaining videos, nor is it about overloading a portfolio with endless artifacts that fail to communicate the learning journey. The focus is on evidence of learning that demonstrates student growth and helps to guide both instruc- tion and learning moving forward. We recognize that as teachers, we are learners on a continuum of understand- ing as well. There is the first step of accom- plishment from uploading an artifact and conquering the technical piece of the platform to progressing to under- standing how to gather artifacts that actually show student learning and incorporate important descriptive feedback. As teachers and students become more comfortable with using digital portfolios, students can actual- ly learn to search for their own evi- dence of their learning, upload arti- facts and provide their own reflections on their growth – signally the opportunity for them to have choice, voice and ownership. Student engage- ment quickly accelerates the motivation and interest in learning. Elisa Carlson Ed. D. is Director of Instruction in the school district of Surrey, the largest district in British Columbia. She is fascinated by leader- ship, innovation, system change and organizational learning. Staff develop- ment is a key piece of her portfolio. Elisa works with a team of fabulous Helping Teachers (Learning Coaches) that are committed to supporting teachers in their learning and are driv- en by the need to make a difference with students. She writes about her experience at www.innovativelearn- ingdesigns.ca and can be found on Twitter @EMSCarlson. For more information, visit booth #1451.