Showing posts with label Voxer. Show all posts
Showing posts with label Voxer. Show all posts

Wednesday, July 29, 2015

Social Media & Collaborative Relationships #EdTechBridge

This week #EdTechBridge via a #slowchat on Twitter is discussing...

What role does social media have in developing collaborative relationships?

My first answer is that social media provides the venue for people to get connected.  Twitter without a doubt is my number one tool for finding people to talk to about educational topics.  While the 140 characters is limiting, Twitter is where we start to talk and the conversations are later expanded via email or in Voxer groups.  I don't know how I collaborated before Twitter and Voxer. Being a connected educator to the ever-flowing stream keeps me energized and constantly thinking, "What if...?" because I know there is someone out there on Twitter and Voxer who will help me answer that question.  

Thinking about other social media tools, Facebook is primarily where I connect with family and local educators, but little collaboration takes place. But Facebook is a good place to share, share, share! Although, Kate Messner & company's Teachers Write online summer camp through a closed Facebook group is sparking creative writing for teachers. And while I haven't used Instagram much for educational purposes, it too is primarily for documenting and sharing. YouTube, like Instagram, is an area to showcase collaboration, but not necessarily kindle it.  And while Pinterest will keep me occupied for hours pinning things, I wonder how it could be better suited for collaboration instead of mere archiving.

Follow Kate B.'s board Teaching on Pinterest.


So to get the collaborative connections going and see how Pinterest can foster collaboration, I have a task for you! Pick something from my Teaching Board and in the comments to this post reply with an idea of how we can make the item better.



Wednesday, August 13, 2014

#Flipclass Workflow: Differentiated Instruction

Chatting this morning with Stacy Dawes on Voxer in the #ELA Flip group, we were discussing ways in which we can differentiate and diversify our instruction for students, especially those who are ESL/ELL immersed in mainstream classes.  Thinking about how to use technology to differentiate instruction in the flipped ELA classroom, we came up with the following ideas:


  • In your main Edmodo class, create small groups in which the students are leveled, then post tailored assignments to each of the small groups.  If all students are working with the same content, they will not know that they are receiving different versions of the same assessment or activity. Resources to assist that particular group of students can also be posted. Students can be in multiple small groups, but they can only see the content posted to the groups they are members of. 
  • Use Curriculet to differentiate reading instruction. Much like Edmodo, in Curriculet, teachers can create multiple versions of layered annotations, quizzes, and questions for texts and all versions are saved in the teacher library. Teachers can assign canonical texts or upload documents from their files or the web into Curriculet's interface meeting both literature and informational text reading standards. To manage assigning the texts to the students, I recommend creating reading groups by level instead of traditional classes.  Managing classes in Curriculet is very easy and students can be in multiple classes from multiple teachers at the same time.  So rather than having a Period 2 class in Curriculet, name your Curriculet classes to differentiate the reading level. For example, Level I, Level II, or Reading Group A, Reading Group B, etc. Assign the the particular custom curriculet to the particular group and track student performance.
  • Newela could also be used to differentiate informational text reading instruction since articles can be adjusted to meet student lexile levels. Newsela is an excellent resource for differentiating current event articles. Where as Curriculet anchors the text with the question and quizzes being adjusted, Newsela enables the text itself to be adjusted to meet student reading ability.  Students also take quizzes to assess their reading comprehension. 

As far as classtime is concerned, students could complete differentiated instructional tasks on asynchronous working days or at home.  Teaching 9th graders, I do not give them free reign, but instead give them small chunks to work asynchronously, usually about 2-3 days at a time.  We will start a task in class and then homework becomes whatever the students need to finish.  If they were productive during classtime, then homework can be avoided.

While the above ideas are focused on ELA instruction, they could also be applied to all subject areas.  What ideas do you have for using technology to differentiate instruction?  Share! 

Saturday, July 5, 2014

#ISTE2014 Use Twitter & Voxer when Travel Plans Go Awry

My #ISTE2014 trip with Liz and Kyle Calderwood and Michelle Wendt was supposed to begin in Atlantic City with a flight on Spirit Airlines to Atlanta, Georgia, but after a cancelled flight and an unexpected roadtrip, we eventually reached our destination, 12 hours after our expected arrival time.

There are two tech tools that were essential for transforming this ordeal into an adventure: Twitter and Voxer.  Using our smartphones, our group made a concerted effort to devise a new flight plan, all which would not have been accomplished had we not been able to use real-time communication.

Using Twitter, I shared our plight of a flight with my PLN, documenting the experiencing and encouraging Spirit Airlines to notice the issue. Even my #FlipCon14 buddy, Ken Bauer, who lives in Mexico made sure to make some noise. While many businesses use Twitter to blast out deals and connect with customers, it is evident that Twitter is a one-way street with Spirit Airlines. We received absolutely no replies from the Spirit Airlines Twitter account.

Plane Problems:






Humorous Shenanigans from the PLN:

Twitter also provided an avenue for adding humor to the situation. My buddies in elsewhere in the country provided me with comic relief with their sad-faced pictures. Knowing that I wasn't alone helped me stay objective and not react emotionally to the situation. When my frustration level would reach atomic level, my PLN made me laugh and stay focused on problem-solving the situation. Can you stay mad looking at these faces???  Thank you Jason & Steve!







Voxer:

Voxer is a walk-talkie app that allows for quick, realtime communication.  I know quite a few educators are using Voxer as a podcast tool for group chats with participants sharing philosophical ideas in a group conversation, but in this situation we were focused on practical applications. Our group relied on Voxer to keep all members in the know as we talked to Spirit ticket folks, located baggage, and made alternative travel arrangements.

Kyle was on the phone talking directly to Spirit Airlines.  Liz was in line at the Spirit ticket counter making arrangements with one of the employees-- Patty was amazing calm and professional the entire time despite facing an angry and impatient mob. Michelle and I were running from the gate to the ticket and baggage areas, all the while making sure our adopted travel partner, Amy B. was involved in our plans. Without Voxer, we would not have been able to coordinate and would have wasted valuable time and energy running back and forth through the airport. With Voxer, we stayed focused on solving the problem and making new travel arrangements with each person doing his/her part.

Serendipity is something that can be found in any situation, no matter how dire. Sitting near us at the gate as we learned about the delayed plane was Amy B., a first-time solo flyer and recent high school graduate who was visiting friends in NJ and now trying to make her way home. Not knowing what to do once the flight was cancelled, Amy followed me as we made our way from the gate to the Spirit ticket area. Our group quickly adopted her and made it our mission to get Amy home.

As a mother, I can only hope that if my daughters were in a similar situation, that they would find caring folks to help.  So often the news is filled with horror stories, but I know that there are good folks out there who do the right thing for strangers.  I wish the news would promote the positive instead of always sensationalizing the negative-- but that is a post for another day.  Amy stayed in contact texting with her mom in Georgia and her mom followed us via Twitter.  Modern communication systems and social media provided transparency to our travels, reassuring a nervous mother that her daughter was in good hands as we left Atlantic City to catch a flight out of Philly.


Roadtrip Tweets:







At the Airport AGAIN
















Amy's Angels

After arriving at Atlanta, a very grateful and relieved mother met us and transported us each to our prospective hotels.  Amy's mom dubbed us "Amy's Angels" through out the trip. While her mom may say we were heaven sent, I'd like to think we were just doing what we, as teachers and good human beings, naturally do: take care of each other.