VSTE

Virginia Society for Technology in Education

VSTE Voices

Creating a Podcast

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Back in December 2017, Prince William’s Office of Instructional Technology sent a number of Instructional Technology Coaches to the VSTE conference in Roanoke.  I’d never been to a VSTE conference but had always heard good things from colleagues who had.  So, before I knew it I was VSTE-bound, ready to be indoctrinated into a world of demo slams, karaoke, and candied bacon.

VSTE 2017 was a great conference and an even better experience with great sessions, vendors, and like-minded people.  Of all the learning and networking that happened, one session really stuck – “Developing Podcasts for Professional Development”.  A colleague and friend, Elizabeth (Biz) Engelbret, and I attended the session and we were both struck by how “doable” it all seemed.  The Fairfax group presenting did a great job of explaining in detail what worked for them, and the two of us were immediately hatching plans for our own version.

We wanted to put together a new form of professional development in Prince William County that could offer flexibility and choice.  There are so many of us out there doing great things and coming up with better solutions to common hurdles, but how to share it with the masses?  Professional Developments are great to hear some of this knowledge first hand, but busy schedules and life tend to make a mockery of our best intentions.  If only there was a way to continue the conversation about improving educational practices and make it an on-demand experience (with a technology-in-the-classroom twist).  And so, the “PWCS EdTech Podcast” was born.

The first order of business was to get the right equipment.  The VSTE podcasting session explained what we’d probably want, but they didn’t offer to pay for it (the scoundrels…).  We decided to try the next best thing and wrote a grant.  Podcasting itself can be done on the cheap - grab a computer and a mic and you’re ready to go – but this wasn’t going to be a personal podcast recorded in an office.  To make our idea work we were going to need to be mobile and have multiple mics available.  Lucky for us, Prince William has a wonderful resource in the form of an educational foundation called SPARK.  We wrote our SPARK grant proposal focusing on the idea of a new form of professional development and won the money to cover both the hardware and software to start our program.  With the grant we bought a Zoom H6 multi-port recorder, four AudioTechnica XLR mics, headphones, stands, spider-mounts, a portable speaker, and a year’s subscription to Adobe Audition.  With a little practice (and learning about something called ‘Phantom Power’) we felt confident enough to use it.  Now, what do we say?

We always knew the focus of the podcast was going to be technology in the classroom, but that’s a fairly broad topic.  Before we got ourselves too wrapped up in over thinking it, we decided to talk about what was happening at our schools.  It just so happened that it was close enough to Digital Learning Day that we used that as an angle and stumbled through our first episode.  Some things we learned from that first episode:

  1. Have water nearby.
  2. Find a comfy distance from the mic, adjust your gain and stay there (don’t keep moving back and forth).
  3. Just record.  There’s nothing worse than trying to recreate a spontaneous gem of a moment.
  4. A digital editor (Adobe Audition, Audacity, or others) can help clean up all sorts of mistakes, both in terms of quality of sound and sequencing.

I’m writing this after we just finished recording what will be our 17th episode with Alanna Dushok and Tim Signorelli at Bryant High School in Fairfax, VA.  Alanna and Tim are an amazing tag-team of an Instructional Coach and a School Based Technology Specialist who focus on building the capacity of the teachers they work with.  It’s these episodes, where Biz and I bring others into the conversation, that I enjoy the most.  Give someone a mic and a bit of time and you’ll start to find out what really makes them tick.  In the past we’ve had conversations with PWCS’s Supervisor of Instructional Technology, Diane Harazin (episode 3), PWCS’s newest high school’s Instructional Technology Coach, Billy Watts (episode 6), and the “not a debate” between G Suite and Office365 with Cheryl Hinzman and Katie Fielding (episode 10).  Each of these are examples of bringing in smart, capable people and delving into their passions.

I’ve really enjoyed the podcasting experience.  These conversations give me the perfect opportunity to reflect, and possibly grow, at least twice a month.  I hope that our listeners feel its time well spent.

The PWCS EdTech podcast releases new episodes on the 1st and 15th, during the school year, and can found on Podbean or wherever you enjoy podcasts.

Written by Brian Simpson, an Instructional Technology Coach at Beville Middle School in Prince William Public Schools. He is co-host, with Elizabeth Engelbret, of the PWCS EdTech podcast, a bi-monthly program available in Apple Podcasts and other podcast aggregators.

Tuning In To Podcasts

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“I’d like to do that, if I just had the time,” is one of the most commonly heard phrases in the hallways of any school. If you’ve ever said that yourself, one solution might be podcasts. I dragged my feet for a long time, getting into podcasts, but once I did, I found that it gave me the time to learn so much more. And getting started with podcasts is incredibly simple—just find an app, find a show, and find some time.

Finding an app is the simplest step. You probably already have an app on your phone that will let you download content—look for an app called Podcasts or Google Play Music. If you prefer an app that’s more robust, there are dozens of options out there. Some of my favorites are Castbox, Podcast Addict, or Stitcher. Spotify is also getting into the podcast game which would be a good starting place if that’s an app you already use.Elizabeth and Brian with their recording setup

The next part is the fun part—find a show! Start by searching for content that interests you. Apple podcasts has over half a million in podcasts in over a hundred languages, so you’re certain to find one that appeals to you.

My favorite EdTech podcast is definitely The EdTech Takeout, a twice-monthly, conversational-style show in which the hosts discuss the latest updates in educational technology while keeping their focus on student learning. If you prefer a podcast with a single host, I strongly recommend The Cult of Pedagogy. Jennifer Gonzalez shares her thoughts on teaching strategies, education reform, and more. She never fails to teach me something new in her podcasts. If you want a slightly wider menu, there’s a curated list available on the Education Podcast Network where I always find something new to try.

If you’re planning to podcast with your students, it’s also great to listen to some podcasts that are for and by young people. NPR publishes WOW in the World to explore science and technology, and I am always delighted by the interview-style Show about Science, hosted by a second grader but well-produced by his dad. For a more authentic feel of what students are capable of, check out The Fifth Grade Futurists, which is highly entertaining, but also attainable for real classes with limited equipment. Narrative podcasts are also great for a younger audience. I like The Unexplainable Disappearance of Mars Patel which is narrated by middle school students. If you want something subject- and grade-specific, Listenwise is a freemium service, but their curation tool is free and robust.

The last step is just to find some time to listen. I fell in love with podcasts while training for a marathon. They filled the time up so much better than music. I also listen on my morning commute and when I’m doing chores around the house. I try to save my favorite narrative podcast to listen to while I’m ironing—it helps pass the time with a chore I particularly detest.

For the busy teacher, it’s the lowest-investment, highest-return way I can think of to sneak some professional learning time or just make your commute a more enjoyable experience.

Written by Elizabeth Engelbret, Instructional Technology Coach at Fred Lynn Middle School in Prince William County. She is co-host, with Brian Simpson, of the PWCS EdTech podcast, a bi-monthly program available in Apple Podcasts and other podcast aggregators.

Second Grade Students Access to Learning

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Prince William County Schools has been a leading district using Kindle Fires in the classroom. It started about 4-5 years ago. AJ Phillips, then Supervisor of Instructional Technology and William Watts, Instructional Technology Coach at Ellis ES, paved the way for these low-cost devices to be an asset in classrooms. Ranging from $49-$100, these little devices have provided access to quality resources that support student learning.

Whether students are using an interactive reading application or demonstrating their learning using creation/publishing tools, the Kindle gives more students the opportunity to access the resources they need to improve, enhance and extend their learning. They have a very fast login that eliminates the long startup time that often comes with "regular" computers. Students use Clever badges (special QR codes) to quickly log them into Clever to access a variety of applications. For our younger students, this has been a game changer. More time can be focused on thinking, collaborating, communicating or creating instead of staring at a startup screen.

Teacher and student using a tablet

Ms. Sharon Goff, second grade teacher from Lake Ridge Elementary School, has been using Kindle Fires this year in her classroom and has noticed great changes in learning and engagement. The Kindle Fires themselves did not change what happened in her classroom. It was how she changed her instructional practice and learning environment. Because her students have access to quality content, especially digital books, at their fingertips, her team has included digital books as a way to introduce and teach content for all subject areas.

The digital books empower students to read to learn new concepts, not just to learn to read. Her students continually work on reading strategies and skills as they explore new ideas. She feels her students are involved in more meaningful reading this year. They just don't sit in a corner and thumb through pages of a book. The digital content provides scaffolds to help struggling readers and provides opportunities for students to challenge themselves and read more difficult books. Ms. Goff shared that her most struggling readers have made great gains in reading since October.

child with headphones using a tablet

I had asked Ms. Goff about the difference between this year and last year. She said last year, she would take her students to the library frequently, which took time away from instruction and learning. Now, her students can search for books by topic or genre in her classroom. All students can have access to the same books so they don't have to wait until the book is returned to the library. Ms. Goff stated that having access to these devices allows her to use a variety of assessment strategies using an installed applications that provide her with real time data that she can use right away to address learning needs in her class.

For example, her students draw, use graphic organizers, and write using high quality applications on the device. One of her students shared an activity where he created his own pattern using shapes in a drawing program on his Kindle Fire as part of a math lesson they did earlier in the week. As we were talking, he suddenly got excited and yelled, "Wait, I just thought of something! I can add color to my pattern so the pattern will not just be shapes, but it will be color too! It's another level of my pattern!" Because he had access to a device and tools, he had no barriers and felt empowered and in control of his learning. I think I was just as excited as he was!

students with headphones working on a tablet

It's just not about books. Students also use applications on the devices to explore content through video and use a variety of engaging tools to demonstrate and share their learning. Many students take the devices home to continue their reading and learning. One student shared how much he likes his Kindle Fire and said that every night right after dinner he grabs his Kindle Fire to continue reading. Ms. Goff said her parents are more involved in their child's reading at home.

As I ended my visit with Ms. Goff, she share one last thought with me. She said, "I have never seen the level of engagement with an entire class being on task."

Written by Diane Harazin. Diane is the Supervisor of Instructional Technology for Prince William County Public Schools and a member of the VSTE Board of Directors.

Mindstorm in Middle School

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Christine Richmond, is a Robotics teacher at Peter Muhlenberg Middle School. Through a program facilitated by Carnegie Mellon University, Ms. Richmond’s eighth-grade students are constructing and programming Lego Mindstorm robots to navigate various courses and perform specific functions. 

Students work in teams to complete “challenge tasks” and demonstrate an understanding of various robotics engineering concepts. The students will ultimately apply what they have learned from the various tasks to complete a final challenge - programming their robots to act as emergency responders for search and rescue missions.

Check out this video giving an overview of the learning activity.

Past is Prologue: A Message from the Chairperson

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Keith David Reeves

The call to serve children is clarion, resonating through time and across countless divides. Transcending culture and community, geography and space, we who teach feel our hearts swell and sing with the vibrations of that call, even when things are hard… and I daresay especially when they are.

Teaching in 2018 is not easy. Working in a field that lives at the state of the art, intersecting pedagogy and technology, is a profound challenge, but nearly each one of you that I’ve met - thousands now, in this sixth year of my service on the VSTE Board - shares the ethical mandate that we must use our skills and talents to teach, to make the world better for children, and to serve. It has been humbling to be a part of this extended network that is in so many ways an extended family, and to know that even on the hard days, we are not alone.

September is a hard time of year for we educational technologists. From people wondering what we did all summer despite spending weeks in back rooms with stacks of iPads to the inevitable bombardment of those who seek assistance with that which we’ve assisted them a dozen times, it is precisely because we dwell at the nexus of critical practices that we are so important to our school communities. Our students and teachers rely on our expertise as well as our compassion. The grace with which so many of you labor to ensure that everything is as right as it can be, is as ready as it must be, is a source of great inspiration for me and for my fellow VSTE leaders.

Inevitably, programs will expand, new tools will continue to arrive, and we will continue to have to expand our skill sets and knowledge bases, network with those in ever-more-diverse fields and related services… and we will inhale, and exhale, and strive for grace and empathy for those who rely upon our unique blend of futurist and practitioner, of superhero and grunt.

In the evolving landscape of the internet of things, with artificial intelligence and virtual environments steadily on the rise, and exponentially-increasing breadth and density of information available to children and adults around the world, our jobs get harder and harder, year after year. It takes special passion, work ethic, professionalism, and knowledge - and admittedly maybe just a little bit of cray-cray - to be an educational technology leader in 2018. I know that I do it because I am absolutely convinced that the ITRT role in Virginia represents the most bang for any buck anywhere in the Commonwealth, and many of the wonderful classroom teachers that have strong ed tech backgrounds bring those same skills to bear even if they are not in the ITRT role itself.

We meaningful integrators of technology into learning wear more hats than most, and so many of us fluidly move between roles as needs arise: teacher, mentor, coach, assistant, administrator, technician, principal, analyst, graphic designer, communications expert, media consultant, pedagogue, curriculum designer… We know few people understand that there is no single-sentence answer to the question “what does an ed tech person do?”

There’s no much we don’t do in the service of education in Virginia. I am proud of us, and I am proud of you.

I appreciate you, and your work, and hope you will remember in this unique (and admittedly tiring) season that we do what we do for all the right reasons, and even if you don’t get the smile or thanks that you deserve, you have it nonetheless: You have it from me, if no one else has said so today.

Serving as your Chairperson for for the past three years has been one of the great privileges of my professional life, and I’m humbled that you’ve chosen me to be your voice for advocacy in Virginia so many times. This will be my final year as your Chairperson as I conclude my second and final term of office on the Board of Directors in 2019. As I look back over the past six years, I am struck by the profound number of wonderful people I’ve met, and how much stronger my network is now than it was when I began. I count myself fortunate to represent you, and to have helped shape this most recent chapter of our organization, strengthening our finances and our infrastructure, fostering powerful collaboration and our national-class conference… What will the next years hold for you, and for VSTE? I hope those two destinies are intertwined, and that you will continue to lend your voice and your talents to your students, your colleagues, and to this organization we so love.

Welcome back to school, my friends. VSTE stands ready to support you all year, and I pledge my full efforts in the months to come, for one more phenomenal year.

With affection and in service,

Keith David Reeves, M.Ed., CETL
Chairperson
Virginia Society for Technology in Education