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Creating Time for Your Inner-Genius
I had a major problem in my last year as a first grade teacher. I had been teaching for several years and the students were so far ahead with two months to go that I had to figure out what to do with them. The year before, I decided to give them a head start on second grade curriculum thinking they would lose some during the summer break. I discovered that this was a major no-no and akin to taking a teacher’s personal parking space. Following a pretty good tongue-lashing by the second grade teachers, I was entering April with a choice, do I do it again? Or do I figure out something else to do for our final 2 months together?
One thing that always bothered me as a teacher was the curriculum. The school I was teaching at and the team I was teaching with would rarely stray from it. The Teacher’s Edition was like a Holy Bible for a newer teacher as it provided the scope, sequence and pacing of delivery of content. There was one MAJOR problem with this….it didn’t take into account the kids. I was forcing them to learn math through fake story problems involving trains moving in opposite directions and learn history of whatever the textbook or standard dictated and never any more than that.
So with almost all the first grade content covered and a couple months of school left, I decided to consult the most important people in the school about what to do with the time….the students. I asked them what they wanted to learn about for the remainder of our time together. I had hoped for maybe one or two ideas but instead I got 22 different ideas for 22 different kids. It makes sense when you think about it. They each are unique and have different passions, so why wouldn’t they come up with things they are interested in? The choices ranged from tornadoes to the actress Rachel Weisz (yes, a little boy named Sean was obsessed with her).
After gathering their list of ideas I presented them with a challenge – tie in all the core areas of curriculum – writing, science, reading, math and social studies into their passion and present a final project the represents all of these areas. While the school day was still fairly structured with centers and finishing up the final pieces of first grade curriculum, I started giving them an hour or more each day to work on their “passion project”.
I didn’t know it at the time, but this is exactly the way companies like Google work with their 20% time. It’s also the basis behind the concept of “Genius hour” in schools. Spend the majority of your time working on the “work” but then carve out pockets of time to explore your passions and inner genius. I’ve also heard it referred to as “Interest-based Learning.” Whatever you want to call it, I stumbled into it my last year of teaching and immediately had regret. Not regret for doing it, but regret for not doing it sooner.
The content of our COWs – Apple’s iBook
The classroom bubbled with energy whenever the students had time to work on their projects. With only 4 computers in the room (do you remember Compaq computers?), they had limited research time and time to create. I ended up locating the one COW (Computers on Wheels) at the time which was full of a dozen pearl-white Apple iBooks (image left). I told the rest of the school that I would be the computer “farmer” in charge of the COW until the end of the year as my kids were using it heavily to wrap up their projects.
The amount of creativity energy flowing out of room 52 that year was breath-taking. During the last week of school, each of the students presented their passion project. I invited their parents in to see the final outcomes. Mary’s project on horses involved a history of horse migration to North America, an original poem on horses, and even math story problems on horses (“If two horses leave a barn at the same time heading in opposite directions…”). Every student rose to the challenge and while it was hard for some to tie in the core content areas (Rachel Weisz was particularly challenging), they each accomplished the goals on the rubric.
So how do we make the time in schools for students to follow their inner-genius or passion? Some schools create Genius Hour time one day a week or one class period a week. Others, like one of our elementary campuses, creates something called “Enrichment Clusters” (based on the work of Joseph Renzulli) where not only do the students get to explore their passions, but the teachers get to teach their passions as well. Courses range from coding to yoga to golf in these clusters where students learn and ultimately present their project at the end of a 9-week time period.
As the students in my class wrapped up their projects that year, I felt extremely rewarded for making the choice I had for our time together those final weeks.They had the time to explore their inner-genius and had rewarded me by showing their learning. Thusly, I wanted to reward them for taking on this idea with such fervor. I tried to find some sort of trinket or object for each of them associated with their project. The boy who’s passion was Harry Potter got a stuff-three headed dog named Fluffy. The girl who was passionate about surfing got a charm bracelet full of different surf boards.
Oh, and in case you are wondering what happened with the student who created the Rachel Weisz project, I decided to reach out to the actress’ handlers but didn’t get a response. I ended up asking Sean to present on the last day just in case she decided to send a note or something. On the last day of school, his reward arrived:
It’s amazing what students can accomplish if you give them some voice and some choice. As a teacher, we need to figure out how to make this time for our students. We all have an inner-genius, we just need the time to explore it.
Eye-Opening Reflections on the #Student4aDay Challenge
My pre-requisite selfie (with hoodie) before I started the day.
I’ve been blessed to experience amazing professional development from around the world. I’ve had incredible, powerful conversations with people in my PLN via social media that help me learn and grow. All that said, yesterday’s #Student4aDay Challenge was the most eye-opening and possibly most life-altering experience for me as an administrator in a public school. What follows is my reflection on the day and some major “Aha’s” that I hope will guide both the future of professional development for our teachers but also the lives of our students. For those of you that want a play-by-play recap of the day, check out the hashtag #Student4aDay on twitter.
About the challenge:
I blogged out my predictions and a little bit of the background for this challenge in this post, but the gist is I wanted to “be” a 10th grade student for a day. My main goal was to see what student life is like in this 1:1 mobile world at a highly successful place like Westlake High School. I was also curious about how they interacted with the teacher and each other, the desks they had to sit in, how they used technology, and generally, what their day felt like.
My Schedule:
I “borrowed” this schedule from one particular student who agreed to let me shadow her. However, because we had a pre-scheduled site visit, I needed to do take both 4th and 5th period off. It worked out well since World History had a sub and were going to just watch a video. I also had a AP US History teacher request I visit her class at 7th period instead of going to choir. Since I was feeling under the weather and my singing voice was not up to snuff, I took advantage of the opportunity to see her Humanities course in action.
Predictions Recap:
I made 5 predictions (or hypotheses) about how the day would go. Here’s how they turned out:
1. Kids will be on their phones between classes – SOMEWHAT TRUE – There were a few kids texting or listening to music or even talking on their phones (rarely), but for the most part, kids were talking to each other. They were having conversations about a certain class, a movie, a game, or what they were doing after school. I assume some talked about relationships too, but they tended to quiet down when I got close.
2. My lack of a healthy singing voice will hurt me in choir – FALSE – Since I swapped out Choir for US History, this one never came to pass.
Desks not meant for large humans
3. The desks will hurt my back- TRUE – I suffer from mild back issues, but sitting in these torture contraptions was getting to be down right painful by the end of the day. I found myself fidgeting in them, turning to the side, slouching over, and generally just constantly shifting from one “cheek” to the other.
4. Technology use will be a mixed bag – TRUE – In the English class it was extremely hands on, with the teacher using Nearpod to engage student questions about Catcher in the Rye and even have us draw what we thought Holden Caulfield looked like. Of course, the two computer lab courses heavily used technology as well. Most classes used the projector at a minimum, however one class, Geometry, had a long term sub and so he was relegated to only using the dry erase board. No technology (except for calculators) were allowed out in that class.
5. My “real job” will affect my job as a student – I did miss 5th period for a meeting and during US History I was asked to help trouble-shoot with a Nearpod issue. I tried to claim I was just a regular high school kid, but the class cleverly remarked that most kids could help troubleshoot technology, so I should too. Well-played…..
Class I was best at:
Interactive Media – of course! The class was at the end of a Photoshop project designing a an advertising poster for the college of their choice to recruit students. I observed several students working collaboratively on their posters (and some procrastinating). I came up with my Matthew McConaughey -University of Texas concept (pictured left) and nearly finished it within the 50 minute class period. One of the quotes of the day came when a fellow-student called out another student for procrastinating to which she responded with “I’m not a ne’er-do-well!”
Class I was worst at:
Chemistry – This was a mixture of style and content. I’ve always been a big fan of science and when I think about my favorite high school teachers, science usually comes to mind because it’s so hands-on. However, this particular class on this day was a review class, so it was very direct-teach over concepts I haven’t had to remember since…frankly….the last time I was in high school chemistry. (Quick! What’s Avogadro’s number?) The students had been over this more recently, but my memory was shaky. So much so that I failed the 2-question quiz over a couple of simple molecular concepts. 😦
Outcomes (or “AHAs”):
I could probably write a blog post on each class I was in and the overall student life. However, I’m going to try and summarize what I discovered during this day in four major “AHA” moments.
AHA #1 – The schedule is overwhelming
From the amount of time you have (50 minutes) in class to the amount of time you have in passing period (6 minutes), the day flew by without much time for deep thought or reflection. I realize that giving teenagers too much transition could spell trouble, but I barely had a second to digest what I had learned before abruptly moving to the next subject. And in the classes (like English and US History) where we were starting to have a good, deep discussion on a topic, we were interrupted by the bell. I can really see the benefits of having some sort of hybrid block-schedule after a day like today. In the end, I was completely exhausted at the end of the day and, strangely enough, just wanted to go home and play video games.
AHA #2 – The technology may have changed, but the kids haven’t
Sure they were on their phones during passing periods and occasionally they’d listen to music when done with an assignment, but for the most part, the kids were kids. Typical teenagers with angst and hopes and dreams (channeling my inner-Caulfield here). In the chemistry class, there were one or two students that tended to answer every question, while the rest of us (including me) blankly stared at the board. In between classes I even got into a spirited conversation with a 16-year old about how good the latest Tell Tale Walking Dead game is. The girls giggled and the boys sighed at times, but in general, the kids were respectful and attentive no matter what the subject. (save for a couple of girls I noticed texting under their desks during Geometry). One kid did try to use his camera on his phone to take a picture of notes on the board to which another kid called him lazy. His response was priceless – “That’s not being lazy, it’s being efficient.”
AHA #3 – How much of this content will be relevant in later life?
My Chem1 Quiz results
I can understand that taking courses like Geometry and Chemistry and Business Infrastructure Management give you the ground work for some basic life skills. However, I can honestly say I’ve NEVER used Avogadro’s number (6.02×1023 for those of you dying to know) in my real life. In fact the last time I used it was 24 years ago when I was a sophomore taking Chemistry. Why do we feel compelled to still teach the “4 core” subject areas every year in high school? Is it because this is what we’ve always done? I can see it being useful to those with a real interest in Chemistry or Calculus or Poetry but why force it on every student?
AHA #4 – It’s still really all about the teacher (and their style)
I’ve written in the past that technology is the “Great Amplifier” when it comes to teaching. It can make a good teacher great and a bad teacher terrible. In the classes I felt most engaged were the ones where technology was “invisible” in a sense and the focus was on the content and the discussion. I can tell you almost verbatim things I learned about Thomas Nast political cartoons based on the student discussion but I can barely remember what mathematical equation I was told in Geometry. The biggest difference in those classes was both the style in which the teacher facilitated discussion but also the physical configuration of the classroom. Desks in rows tends to imply that it’s all about focusing on the teacher (always exceptions to this too, as I discovered in the tremendously engaging English class). Desks with the ability to turn or face each other made the center of the room the focus, a place where ideas could be shared and discussed without judgment.
All in all, I have learned a lot from this day, much of which I hope to apply and help steer changes in the classrooms and schools for kids in the coming years to make it more about student-centered, personalized learning. It’s been an eye-opening experience that I hope others in my district (and in other districts) will attempt. I even reached out to some law-makers on Twitter to invite them in to do the same. It was both a humbling and frustrating experience that I was honored to be able to attempt and it will live with me forever.
Now, if you’ll excuse me, I’m going to go home and play some video games.
How I looked (and felt) at the end of the day
Editor’s note: Tracie Simetal took on the #student4aday challenge as well and live-blogged her results on this Google Doc. Kudos to Tracie and any other administrators willing to take this on!
Update: The Austin American-Statemen ran a report on this experiment and posted it here: http://www.statesman.com/news/news/local/administrator-spends-eye-opening-day-as-student/nkHWG/
What If We Said “NO” to 1:1?
Last night, I had the opportunity to present in front of our School Board on the state of technology in our district. We reflected on the first three years of our LEAP initiative that brought 1:1 iPads to hands of every student at Eanes ISD. We talked about successes and we talked about mistakes and how we’ve fixed them. While we are still far from where we would like to be, I am blessed to have such a supportive staff, community and board that have helped make this program a success. In the coming months there will be discussions about what to do with future technology funding. While I made a strong case to continue the program, we know it costs money and that money has to come from somewhere.
As I slept last night, a vision came to me in the form of a dream. It was a vision of an alternate universe that would have been my life and the life of this school district if we decided in 2011 not to pilot this innovative idea of 1:1 iPads.
In this dream my life was pretty boring. I was doing a lot of training on Powerpoint. We were constantly struggling to buy enough digital cameras for classes. My budget was getting burned up on licensing Adobe software for film-producing and photo-editing. But as boring as my life was, it was worse for kids.
As I visited classrooms, there was no technology except for the A/V equipment and the teacher’s desktop. The computer labs were still there, but they were now 7-8 year old machines that barely worked. Teachers fought for 45-minute time periods in the lab when they could, but ultimately, many decided it was better not to even go. We had mobile technology in the form of netbooks (maybe this was more of a nightmare than a dream) that were really nothing more than expensive paper weights.
When I woke up this morning, the dream/nightmare stuck with me. I started thinking…what if we didn’t go 1:1? What if we took the easy way out? What would be different? What would be lost? Here’s just a few things that came to mind:
Apps would disappear
ASL App no longer exists…
When we first bought the iPads, the common perception was these were solely consumptive devices. You could read books with them and that was about it. I couldn’t disagree more. I’ve seen students creating amazing works of art, publish books and produce movies because they had the power to do all of that at their fingertips. One very creative example came from Westlake High School Student Michael Bartmess. He was in need of an app to help himself and classmates with ASL finger spelling. When he couldn’t find one in the App Store, he decided to make his own. Where would his motivation to create this have come from without these devices? In this alternate universe, his app wouldn’t exist and thousands of kids would struggle with finger spelling in ASL classes around the world.
The library would just be a library
One of the most inspirational spaces in our district is the “Juice Bar” at Westlake High School. It’s a unique mix of Starbucks cafe and Apple Genius bar all-in-one. Digital librarian Carolyn Foote’s vision for this space was transformative and ahead of its time. It provides students with a place to plan, collaborate and troubleshoot. In the world without 1:1, this area of the library would just be a sleepy corner that exists for 10-year old reference books to collect dust.
The iVengers would just be computer lab teachers
I am blessed with the best team of Educational Technologists on the planet (a.k.a. the “iVengers”). In a 1:1 environment, the role of a Ed Tech as technology integrator is vital to success. Prior to our 1:1, this position was based primarily in a computer lab (because that’s where the technology was) and was centered mainly around delivering 45-minute lessons once a week. Now they are truly coaches working to collaborate, co-teach, and design lessons with teachers in the classrooms. In this alternate world, I think this position and the highly successful rock-stars holding the Ed Tech title would be long gone from this district and our teachers and students would suffer as a result.
Sir Ken at iPadpalooza in 2013
A Global Learning Festival Would Not Exist
iPadpalooza was born out of the idea that we need to gather as a group and share our successes. While it’s turned into a global event, at it’s core it’s still based on that idea that learning and sharing can be engaging and fun. In my bizarro world, this festival wouldn’t exist and the thousands that attended would have missed the inspiring words of a Sir Ken Robinson, the creative madness of a Kevin Honeycutt, and the thought-provoking questions of Sugata Mitra and the creative conversations amongst colleagues. After all, who would want to attend “Netbook-a-palooza?”
Parents would be in the dark about digital footprints
Having a 1:1 means having continual and ongoing conversations with parents about their role in the lives of our digital kids. I’ve spent hundreds of hours talking with parents, working with parents, and now teaching parents online about what it means to raise a kid in the 21st century. While I’d like to think that would have happened regardless of our 1:1, the reality is, in a world where every kid doesn’t have a device, what is the motivation for a district to support parents in this realm? We blurred the line between school and home, so we need to be the ones helping in both fronts. Without this initiative, the parents of our 8000 students would be left on their own to figure out how to navigate the world of social media, how to balance screen time, and how to help their children build a positive digital footprint for themselves.
There would be a few less trees in the world
We are far from a paperless district. However, we have more and more content being moved digitally across our network then ever before. Pulling up our Google Drive stats today reveals that we have have more than 170,000 files, docs, sheets, and forms that have been uploaded or created digitally since 2011. Moreover, we just had our 50,000th document shared. That’s a lot of collaboration that doesn’t take place if everyone doesn’t have a device. If you take into account that many of those files would have likely been photo-copied and distributed and that a typical tree is made of about 80,000 pieces of paper, think about how many trees would not be here now if we said “no” way back when?
Students’ voices would be muted
Blank screens instead of blank stares
While it’s nice to save paper, create an app, redesign a library and connect with community, this one to me is the most important. Students that are trusted with a device are also empowered. Traditional schooling exists to teach kids how to answer questions rather than ask them. Empowered students can amaze the world and we’ve been lucky enough to have multiple examples of this over and over again in our 1:1. From an entire class of 3rd graders becoming published authors in the iBook Store to a student creating an entire website to help her nephew with his illness, when you give students an opportunity to express themselves, you’ll be amazed at what they produce.
In this no-student-device universe, their voices might not be heard. A universe like that means that a teacher’s job might be a little easier because they don’t have to change anything about their practice. It means a parent doesn’t have to even think about what their child is putting on-line. It means that administrators don’t have to wrestle with Apple IDs or filters or restrictions. It makes the lives of all of those people a little more easier and a little more boring. But who are we forgetting in that scenario?
Students.
They are the reason schools exist, not the other way around. We need to do everything we can to prepare them for an uncertain future and that means NOT taking the easy way out.
For me, it means never resting until that becomes a full-fledged reality for this world.
It means more work and less sleep.
But in reality, why do I need to sleep when I’m already living the dream?
A Whole New World of Apps (for the Under 13 Generation)
As students fill the hallways of our schools on their first day back, there is a major change afoot for those kids under the age of 13. Students in the pre-teen realm have always had less options when it came to personalization and use of certain websites/social media. While some of those rules still apply when it comes to the web, Apple’s new system of allowing districts to issue Apple IDs for those students under the age of 13 (with parental consent) means that the days of every elementary students having the same standardized iPad are in the past. Combining that with the new deployment system and (in our case) an MDM like Casper, and we are finally starting to see some of the real powerful potential of the 1:1 iPad platform. While I know there will be some glitches (there always are in technology), I’m looking forward to the improvements listed here this year for our K-6 students.
App Provisioning
For the past 2 years, our elementary students have been living in the 1:1 world when it comes to devices, but haven’t really gotten the full-fledged personalized experience of their older counter-parts when it comes to apps. Because we couldn’t have individual Apple IDs on each iPad, we used Apple Configurator to provision “images” to sets of iPads at every grade level. This was a painfully arduous process that entailed having a Support Tech go classroom to classroom with a Macbook and provision the images to each iPad. With the amount of time and man-power it took to accomplish this, we basically had time for one app-refresh cycle every year. Besides the inefficiency of this model, we also had several times when iPads would get “hung up” during app refresh and have to be completely wiped, losing important student work that hadn’t been backed up. Now that every student will have an Apple ID, we can “push” apps out to students over the air (OTA). If a classroom wants an app, they contact our MDM campus manager who loads the app and pushes it out to the class overnight. If it’s a free app, the kids can even download it themselves!
App Personalization
Since we basically had two groups (K-2 and 3-5), that meant front-loading the images with pretty much every app we would think to use for the school year. The resulting images were somewhat heavy (taking up over 6GB of the 16GB space) and many were unnecessary depending on your grade. Here’s our example list of apps for elementary last year. You could have 3rd graders looking at 5th grade apps that they didn’t even need. While we’ve really focused on productive apps vs. consumptive ones, we at least knew that all kids would have the tools they needed to create a finished product. Now that we can now push apps over the air, that means starting with a much leaner set of core apps to start (nearly all “productive” apps) and adding those content or grade-level based consumptive apps as needed. One drawback of not having a set image on them is that iPads are essentially naked to begin the year until the students have their Apple IDs set up. Enter the always clever Janet Couvillion. She’s an Ed Tech at one of our elementary campuses and she created this tremendous Thinglink about all things you can do on an iPad with only basic apps:
Content Distribution
We utilize eBackpack as our web-based and app-based content distribution system. However, we’ve also found some successes using iTunesU at the upper grades when it comes to quickly creating courses for students. Now that our students under the age of 13 have Apple IDs, we can have them enroll in a class course at the beginning of the year that a teacher can use to push out content as it becomes relevant. We can also provision specific iBooks or class sets of iBooks to students based on their Apple IDs, something not possible in the past.
Time to Focus
Another potential bonus of all of this is the new Casper Focus feature we had a kindergarten teacher test for us last year. With all iPads in this new system and each student with an Apple ID, a teacher can now “control” or “lock-down” all the iPads in his/her class into a specific app. While I’m not a big fan of the lock-down control model when it comes to teaching and learning, I do know there is a time and place when this might need to happen from time to time. With state and national testing moving to an online platform, we’ll need to have this ability going forward. This year we’ll be pilot testing the ACT Aspire test on iPads for students in grades 4-9 and we’ll also be piloting using a Desmos Calculator app during our 8th Grade Algebra State assessment. None of this would be possible without this new system in place without individually going to each iPad and enabling Guided Access.
Parent Involvement
In order to make this system work, we have to really rely on parent support. They have to go through the online consent and Apple ID creation process for us to be able to utilize all the advantages listed above. As a parent, the advantages to this program versus making your own Apple ID are many (here’s a Parent Guide from Apple). They’ll be able see what apps their students are purchasing. With their students being in the Under 13 program they’ll have less advertisements and data mining to worry about. As a parent of a new kindergarten student, I was excited to not only set up her Apple ID because we can now mirror the apps she’s getting at school and put them on our devices at home to help with her learning. I’ve always been a believer in the concept of a village raising the child and in our ever-increasing online world, the lines between home and school are no longer clearly defined. This process gives us as a district another opportunity to communicate about the education of their child, which can in the end only be a good thing.
To help introduce parents to this process I made this somewhat silly 3.5 minute video (below) along with some instructions for them on their end.
The future is bright and no longer just for those born before 2001!
Digital Parenting 101: An iTunesU Course For Parents
Digital Parenting iTunesU course
Part of having any type of success in a school is to have the support of parents. While some schools can overcome a lack of parent involvement or support, most depend on the idea that “it takes a village” to raise a child. The same is true of any successful mobile device initiative. I’ve had over 50 talks/discussions/trainings with community members and parents in our district since the launch of the LEAP iPad Initiative in Fall of 2011, and that’s still not enough.
We’ve hosted panels of parents discussing their concerns and values with technology use. We’ve brought in experts on cyber-bullying and internet safety. We’ve even had back-to-school nights where we’ve invited parents to see and use the device as a child in the classroom would.
Knowledge is a powerful thing and lately, many parents are looking for more and more materials on what to avoid online, what to turn off and restrict, and how to help “stay ahead” of their kids digitally. The hard truth is parents will never be able to stay ahead of their kids digitally. Kids have more time and much less responsibility on their hands which means they can spend their free time trying to figure out ways to “game” the system and push limits.
As parents, our job has never been so important, but at the same time, so challenging. We must now manage the lives of our actual kids and the virtual life they portray online. One of my darkest moments during our 1:1 initiative was also one of my finest hours. Following a highly attended parent orientation, I was encircled by about a dozen angry parents asking why we were “doing this to them.” In their worlds, they (thought) they had control over screen-time, online behavior, obsessive gaming, etc. Now the district has placed a device in the hand of every student and completely disrupted that well-maintained home life.
As the parents pointed their fingers angrily and voiced their frustrations over this disruption…a strange smile crept over my face.
“HOW CAN YOU BE SMILING?!?” they shouted.
My answer was simple, “I’m actually happy we are having this discussion right here, right now, when we can all do something about it.” I calmly stated. “In a few years, when your child has left for college, there is nothing I can do to help them with their digital lives. But because they all have devices from our district, we can now join forces with parents to better educate our students. After all, we aren’t raising children. We are raising adults.”
Flash-forward a couple of years to this past spring. While parent turn-out at “Digital Parent nights” and various other events were good, we were still missing a large chunk of parents who couldn’t attend due to their own schedule. We decided to LiveStream several of these events, which helped with exposure, but I wasn’t sure we were really reaching those parents struggling to “keep up” with their kids.
After much bantering on my part, I finally decided to blackmail myself and set a date by which parents could sign up and be a part of an online course for digital parenting. Publishing that date and sign up forced me to create the course, hence “blackmailing myself.”
I created the course in iTunesU and did so for a couple of reasons:
1. iTunesU is super-easy to manage. The only time consuming part is gathering content and resources.
2. I wanted the parents to use their student’s iPad if possible to take the course. This helped model some of the educational expectations of the device at home.
So, on February 17th, I launched a 6-week iTunesU course titled: Digital Parenting 101. I broke the course into 6 sections and rolled out content each week to parents that were enrolled in the course (I ended up with 43 parents enrolled). My sections were broken out into the following categories:
Week 1 – Digital Wellness in the 21st Century
Week 2 – Internet Safety, filters, restrictions & security
Week 3 – Screen time & the Brain
Week 4 – Social Media & Gaming
Week 5 – Guidelines for the Household
Week 6 – Building a Digital Footprint
At the end of each week’s content (designed to take 2-3 hours a week), I gave a brief 10-question quiz to check for understanding. Parents that scored 80% or higher were emailed a ‘secret code’ that they would use to enter in the final exam to prove they completed each section. In addition, I used a free platform called Moot.it to create a discussion forum for Q&A and to stimulate some discussion over the weekly topics.
All in all, the course went very well, but still needs some room for improvement. I’ve asked the “students” in the course to email me feedback and will use that to craft the next course I offer in the fall.
That said, I’ve been asked by several colleagues to share the course with the public. So, with a little iTunesU magic, I duplicated the course, removed the links to the private forums, and made it public for anyone to use. I share this backstory and course with you in the hopes that you’ll continue to work with parents on educating them about their children’s digital future. I also find a course like this strengthens the bond between school and parent in collectively raising their child.
Enjoy!
