IT Summit 2013 - Presentation by the Thom Tech Catalyst Team

Today, I had the honour of presenting with some of my former colleagues from Thom Collegiate at the IT Summit 2013 in Saskatoon.

We spoke about how we learn, connect, collaborate and inspire each other as a professional learning community. We shared our experiences and numerous resources and tools about how we connect and inspire our students to achieve their very best.

City Slicker Magazine - Cool and Clever Teachers

Recently, I had the opportunity to be interviewed by City Slicker Magazine for a feature that they were doing on Regina teachers, as part of their Back To School themed issue. It was a real honour to appear in this issue, along with some of the other fantastic teachers we have in our city.

You can read more about it here on the Regina Public Schools' news blog.

Virtual Science Fair

Inspired by the Google Science Fair, I decided to challenge my Grade 6-8 students to explore their own scientific question by holding our own virtual science fair. The main outcome of this activity was to have students use the scientific method to solve their question and be able to present their research and experiment using scientific language.

We spent a lot of time exploring potential scientific questions and ideas as I wanted to ensure my students chose challenging bigger questions that required deeper thinking. In the end, those students who chose their questions carefully were much more successful in their projects than those who pursued a question based entirely on a simple experiment. In order to think big, I wanted my students to challenge themselves to find a larger question that they would only be able to solve in part. Like real scientists who spend their lives trying to answer one huge question, such as how to cure cancer, how to reverse global warming or how to find evidence of life on another planet.

Students presented their findings in the form of a Google website. I gave them the required basic template to follow and they made it their own after that. They were encouraged to take photos and to include video on their websites. They were also allowed to chose if they wanted to work by themselves or with a partner to build the website. Because they had a required off-line component involving research, were marked individually on their presentations and on their ability to answer questions after the presentation and on their blogs, it was relatively easy for me to give final individual grades that reflected individual efforts and understanding of the scientific method. Figuring out how to give individual marks that reflect individual efforts is often a challenge in a group project.

Although I was satisfied with the final demonstration of learning and I am confident that my students have a better understanding of the scientific method, I think that if I were to do this project again, I would provide more support to ensure all students had good visuals on their websites. Perhaps we would devote a bit more time to producing videos that demonstrate the different steps of the process or to allow for the students to record their explanations and thinking during the length of the project. I would also set minimums for length of text required for each page as some students put more effort into the writing component of the website than others.

Here are some examples of the websites produced during our virtual science fair:

Grade 8:

 

Howard and Lane: L'énergie des fruits

Zara and Erin: Pourquoi le ciel est bleu? 

Grade 7:

Ella and Brianna: L'électricité apartir de la nourriture

Hannah, Elizabeth and Victoria: Pousser les plantes avec des aimants

 Grade 6:

Daisi, Jenna et Maija: L'énergie éolienne

Matthew and Hudson: Est-ce que les robots peuvent prendre charge de la Terre?

Presentation to Key Women Educators

Here is the online version of my slidedeck for my presentation to Key Women Educators in Regina, SK, on February 8, 2012 about the use of technology to engage in lifelong learning for both students and educators.

The use of technology to engage in lifelong learning

View more presentations from Joanna Sanders

Making Your Library Googlicious

A joint presentation by Joanna Sanders Bobiash and Terry Pon, Regina Public Schools
RPSD, RCSD and PVSD Teacher-Librarian Professional and Learning Day
Regina, SK - October 25, 2011

Here is our presentation. (link) Please explore the links in the presentation and provide feedback using this form.

Becoming "Google Certified" at the Google Teacher Academy

Almost every surface at Google is
"writable" and adds to the collaborative
nature of the company. Share your ideas
anytime, anywhere! Another idea
for my classroom this fall!

On July 28 and 29th, I got to spend two unforgettable days at Google in Seattle at the Google Teacher Academy (GTA) with a fantastic group of educators and inspiring leaders in technology. You can read a bit more about how I arrived at Google by reading my previous post about "My Google Adventure". The schedule we followed and the list of resources can be found here if you want more detailed information. I have to say, my experience at Google was life changing and I have great pride in the fact that I am now a "Google Certified Teacher" (GCT). I can't wait to share with other educators everything I learned by giving in-services, working one-on-one and offering online help. My students will also be benefiting from my new found knowledge and expertise in my classroom through innovative approaches and a renewed perspective on integrating technology into my teaching. I can't wait to share with them this year and look forward to learning with them too.

One of the fabulous people I got to
know at GTA was Gwyneth Jones,
aka the Daring Librarian. 

Although the offices in Seattle (where I attended GTA) and in Kincaid (where I attended YouTube Teacher Studio the day before) are different, they share the same philosophy as all the other Google offices worldwide. All employees seemed happy and productive as I walked around and toured the offices. They had easy access to items to provide brain breaks (games, books, kayaks), they had a peaceful (great lighting and comfortable furniture) and collaborative (writable surfaces everywhere) environment and they were always in close proximity to food and beverage. One philosophy we heard more about was the concept that Google employees spend 80% of their time working on their assigned projects and 20% of their time working on a project of their own choosing. What a fantastic idea to implement in the classroom. Think of the engagement students would be in their own learning by pursuing their own interests and passions while learning valuable project and time management skills. This is a concept I know I will be looking into further.

Learning about Google Sketch-up

We spent our day learning from accomplished Google Certified Teacher leaders who led us through sessions on Google Docs, GMail, Google Sites, and other Google Apps. Although these are all tools that I use on a regular basis, I learned a lot about how to use these tools more effectively myself and with students. I also greatly benefited from hearing stories and ideas from the other educators in my cohort about how they were using these tools in their classrooms.

The GTA Team

When asked on numerous occasions upon my return what my favourite part of my time at Google has been, I would have to say having the opportunity to share and hear from the group of educators chosen to be at Google with me. We spent time getting to know each other online before arriving and it is always fantastic to meet people you have gotten to know online face to face. I now have a wonderful resource I can tap into anytime when I have questions or ideas I need feedback on. I have always spent a lot of my time teaching other people how to use online tools like Google Apps, but I rarely get the opportunity to share ideas with people who are at the same level as I am when it comes to integrating technology into education. For me, it is not the tool, but the enhancement the tool brings to student engagement and understanding. Not everyone gets that and it was great to be surrounded by a fantastic group of people who do. Upon reflection, I actually compared myself to students in my class who likely feel like they need enrichment, or the chance to delve further into what we are learning about, but don't always get the chance to do so. I think after having had the chance to live this experience for myself and see how much I got out of it, I will spend more time trying to help enrich the learning experience for my students who need more of a challenge.

My fabulous "Gutenberg" group

After we were done our two days together, we were challenged to come up with our GCT action plans. These are plans we will implement over the coming school year. I have to give more thought to what I will be doing and also reflect upon everything I have learned before I share my action plan. I have to do the same thing for YouTube EDU so I suspect I will be doing a combined project between the two. I will be posting more about these projects in the days and weeks to come.

In the meantime, if you have any questions about Google or YouTube and how to use their many tools in your classroom, please don't hesitate to get in touch. I would love to work with you.

Some of my gifts received from Google

Finally, while I was in Seattle and upon my return, I did numerous media interviews about my experience. Here are a few links to only a few of the stories and interviews I did in case you want to hear more about my Google adventures in a different way. Like I said before, it was more than just learning about Google, but getting to know a fantastic cohort of educators I will be learning more from for years to come!

CBC Saskatchewan's Morning Edition - July 27, 2011
Regina Leader Post - August 1, 2011
Radio-Canada Saskatchewan, Midi-Plus - August 2, 2011

My Google Adventure

Last month, I applied to be part of the Google Teacher Academy (GTA) taking place in Seattle, WA. Google received over 4,000 applications from around the world and only 50 were accepted. I'm excited to say that I was one of the few chosen to participate in this exciting one-day professional development event. After I'm done, I will be a Google Certified Teacher.

Here is the video that I made as a part of my application to GTA:


After learning we were chosen to participate in GTA, the 50 participants were asked to apply for the first ever YouTube Teacher's Studio. Only 15 spots were available for this event that is taking place the day before GTA. I'm excited to say that I got chosen to attend this event as well. YouTube and Google all in one week! Wow!

I'm very overwhelmed to be part of this fantastic group of educators and can't wait for this adventure to begin. I leave tomorrow for Seattle and will be writing posts about my adventure while I'm there. Thanks to the power of social media, namely Twitter and Google+, I have had the chance to chat and connect with my fellow participants over the past few weeks. What a powerful way to get to know some of the other people that will be participating. Gone are the days where you show up in a room of strangers and have to begin making small talk to get to know each other. We have already broken the ice and are ready to learn!

Using Google Sites in Second Language Instruction (Guest Blog Post)

This post is cross-posted from Free Technology for Teachers where I appeared as a guest blogger this weekend.

I am a Canadian French Immersion Educator at École Wilfrid Walker School in Regina, Saskatchewan. That means that I teach students whose first language is English, in French. Students in a French Immersion program are taught all subjects in French starting in Kindergarten. By the time they reach middle years, they have strong oral, reading and writting skills in both languages.

As a second language instructor, I often find it a challenge to find relevant resources for my students that are both at their reading level and at their interest level. I teach Social Studies and Science to students in Grades 6/7/8. These subject areas are often a challenge at this grade level in French Immersion as most resources for middle years in French are written for first language readers in Quebec which means that the vocabulary and verb tense can be difficult to understand. Having students read a text and fully comprehend it can be a frustrating experience. Being a small market, publishers who create fantastic materials in English to support our provincial curriculum often ignore the Saskatchewan French Immersion market, as it is not profitable for them to produce the same resources in French. As a result, I have come to rely on online resources to support my instruction of our curriculum. How to present, share and utilise these online resources with my students is always a challenge.

As an avid user of technology in my classroom, my students and I have experimented with numerous sites and applications over the years to enhance our learning experience and to showcase our deeper understanding of curricular outcomes.

Our school division uses Google Apps for Education. All of my students have their own accounts that I can control. This has revolutionized how I teach and interact with my students. Through one platform, my students can access their work at school or at home. I can share documents and presentations and decide if they are public or private. They can email me their questions and comments and I can reply anytime I choose from my computer or even my phone. They can also build collaborative documents and presentations with their classmates. We have also cut back on printing costs because my students simply share their assignments with me for evaluation. No need to waste paper in my classroom.

Google Sites has become an easy way for me to share links and resources with my students. This year we have used this platform in numerous ways in both Social Studies and Science. Being able to easily create a site and have numerous editors has empowered my students to become responsible authors who are excited to learn about the world around them and share their knowledge in a second language. Knowing their site has the potential to reach a global audience adds an extra level of engagement.

My first experiment with Google Sites was to create a site to frame a project my Grade 8 students were working on about the ownership of water. Le GRAND Débat  linked resources and presented the steps each group had to follow to prepare for our class debate. It was easy for me to embed video tutorials and explanations into the site. Groups also created podcasts using their iPod Touch and Sonic Pics to introduce their arguments. Using Google sites for this project was very well received by my students. It was easy for me to create a site, use a template and add resources.

Other ways I have used Google Sites in my classroom include:

• Building sites to showcase student projects: Grade 7 Mining project and Grade 6 First Nations Legends and Constellations project. 
• Coordinating virtual literacy and numeracy centres where Grade 6 and 7 students work with Grade 1 and 2 students on different skills: Centres 1 and Centres 2
• Students building their own sites to present their Science projects (modelled after Google Virtual Science Fair): La Foire de sciences virtuelle
• Building collaborative inquiry driven projects. My students wanted to learn more about the recent disaster in Japan. We built this site in groups (Une catastrophe au Japon) based on questions we had about the disaster in Japan and making connections to our lives in Canada. We then used the site to promote our student council's efforts to raise money for the relief effort in Japan and to educate other students in the school about the disaster. They were rewarded by raising over $1000 for their charities of choice in a school with less than 250 students in two weeks. 

The more I use Google Sites in my classroom, the more I love it. I would be interested to learn how other educators are using this tool in their classroom with their students.

Joanna Sanders Bobiash is a French Immersion Middle Years Educator and Teacher Librarian in Regina, Saskatchewan, Canada. Joanna maintains a blog entitled My Adventures in Educational Technology. Joanna is also on Twitter.

Talking about Google Sites

On Monday, April 4, I will be sharing some of my experience with Google Sites with the Teacher Librarians in my division. Here's the guiding presentation I will be using, however, most of it will be hands-on and live demo from my sites' menu. There are some good links here if you want to learn more about Google Sites.

Link to the presentation in Google Presentation Format (easier to follow hyperlinks): http://bit.ly/hzYnYd 

I'm also embeding it here from Slide Share if you just want to view the slides without leaving my blog: 

TL Session on Google Sites 04-04-2011

View more presentations from Joanna Sanders Bobiash.

Google: 25 Things You Did Not Know It Could Do at ISTE 2010

Dr. Howie DiBlasi, C.I.O. "Emerging Technologies Evangelist"
howie@frontier.net
www.toolsfortheclassroom.com
www.drhowie.com

Documents will be available on Thursday, July 1st, 1:00 PM EST on his website.

Google has many special features to help you to find exactly what you are looking for.

Advanced Searching:
Compare and Contrast: Use advanced search to look at only a specific domain (2 letter country code) so that students can compare different perspectives.

What to do if you don't want something to show up in your search (advanced search)

Scholar search: locate materials from educational institutes or universities.

Google Custom Search Engine: http://www.google.com/cse/manage/create

Google Language Tools: google directory (similar to the Yahoo homepage)

Special Commands
Link: list pages which link to a page, sample link:www.broward schools.com

Google Reader: get all your blogs and news feeds fast (RSS feeder)

Google Labs: find out what is new, in development (beta) and trends in Google.

Totally Cool Google Tools

NECC Session: Totally Cool Google Tools

by Tammy Worcester

http://www.tammyworcester.com/

My Notes:

Google Tools

1. iGoogle page – personalized portal for information
2. Blogger – as many blogs as you want with push button publishing customized to your style and needs or wants.
3. Gmail – use to log into your google account
4. Google Documents – allow anyone to edit, share or use the document
5. Google Forms – make up questionnaires or gather information and have it input directly into a spreadsheet. This form can be located on a website or embedded on a blog,
6. Show summary – google spreadsheet will graph or count your information and display it for you. Use one form with blanks and a name blank
7. Backwards Google to prank a colleague – elgoog
8. Google Maps – type in an address and use the “search nearby” to locate hotels and restaurants and have it send it to your phone's text
9. Google Calendar – Use as a day planner for lessons and assignments – view as agenda
10. Google Alerts – search your name as it appears on the web.

Integrating Technology in Heritage Fair for Teachers and Students

I am passionate about teaching Canadian History and Heritage. One of the ways I share this passion with my students in our involvement in Heritage Fair every year. Most of my students look forward to this time of year. They can't wait to get started in this project based learning experience and start talking about their topic in September. I think it is because they have the chance to explore a topic they are interested in and that they get to choose themselves. Their enthusiasm for the project makes it my favourite time of year as well.

A video I have created and have used in many ways is a promotional video for Heritage Fair. I have used this video in school to get students excited about their projects. I have also used this video to introduce teachers to the Heritage Fair process during the professional development workshop I give to interested Regina Public Schools teachers on Heritage Fair every year. Thank you to Dean Shareski for giving me the video footage of the Moose Jaw Regional Fair to use in my video.

I have also ventured into wikis with the creation of my first public wiki. On this Heritage Fair wiki, I have accumulated a number of documents, links and resources for teachers including a link to the video. It has now been used in a number of schools in my system and it has even been used in other districts for the promotion of Heritage Fair.

Another addition to my Heritage Fair file has been the creation of a custom Google search engine developped with Terry Pon. I was first introduced to the concept of custom search engines by Alan November at the TLt Summit in Saskatoon last year. This was the first one that I have used with my students and it has been quite successful. We chose Canadian websites to send students to such as Historica, the Canadian Encyclopedia and the Government of Canada collection as well as the CBC. By using this custom search engine, I have found their online research to be much more productive this year than in years past. The main problem with online research using regular Google for this grade level (4/5) is that they tend to use the first website that pops up in Google and then they think they are done their research. Because their topics are so diverse, it is hard to just direct them to a website or two.

The other challenge I'm experiencing is having them realize the importance of mainting a list of sources for their project while doing their reasearch (in books, online, etc). I find that I'm constently repeating myself when talking about crediting sources in their projects and that "Google" is not a source. There is always an endless number of opportunities to teach "digital citizenship" when working on Heritage Fair.