VSTE

Virginia Society for Technology in Education

Coaching

What’s  A Meme Got To Do With It?

Written by UnisonEDU founder, Patrick Hausammann. Connect with him at @PHausEDU on Twitter.

In my years within education, very few things have helped me connect with students as quickly and well as humor. Humor has the great dual benefit of creating both a sense of safety and connection at the same time as it helps boost retention. Think back… when you’ve laughed (I mean really laughed), did you have any concerns for your safety at that moment? Did you worry about not fitting in or being connected to those you were with? Do you have a tendency to remember things more that are tied to funny moments or to things that are just part of a normal day?

Humor and laughter are a big part of positive memories for many people and students. Why not use it in the classroom when we can? Here are some great resources to check out to build upon the thoughts and ideas that may be swirling around after your reading of the introduction: 

One great way I’ve meaningfully incorporated humor into my classes over the years (in addition to only the best dad jokes), is the use of memes. Memes work because they’re quick & relatable. They present the content in an easily digestible way that allows students to show mastery of their learning and teachers to quickly gauge students' understanding. The added bonus of humor makes the activity both more enjoyable and more memorable.

Meme: One does not simply invade Russia in winter.
Meme: If you cut my class I will look for you. I will find you.

Meme’s are also great within the classroom because they are simple to create and take little time to do so. Even if used only as an exit or entrance ticket, they can prove to be a worthwhile addition. I also found them valuable as study tools, note enhancers, and concept reinforcers. The slide deck linked below will provide you with the links throughout this post, some more meme examples, a templates & resources for meme creation, and numerous examples of meme use throughout education. 

Slide image for the presentation "What's a meme got to do with it".

 

https://bit.ly/phaus-smemes

 

UnisonEDU logo

Sketchnoting

While it's a form of notetaking that has been around for a little while now, some may not be aware of sketchnoting as applied to student use. This method of notetaking helps to summarize thoughts in a unique way. Originally posted in September of 2020, author Chad Fisher provides his take on this for use with students. Connect with him on Twitter at @Chad_the_ITC.

Sketchnoting is something that has been around for a little while now. This method of taking notes is a little different than your typical outlines and takes a lot more thought in the planning of your drawings. But that can be the beauty of sketchnoting. You really have to conceptualize what you're hearing and make sense of it in order to place it into some type of drawing that can make sense to you.

Last year I was asked to come into a classroom and talk about some possible digital options that students could use for creating sketchnotes. One option that I thought of is called Autodraw. This online tool is part of Google's experimental labs and has been in use for several years now and isn't the only tool online that students can use. Autodraw is a little different from other drawing applications though in that users don't have to have the best of drawing skills in order to make or draw things. You just need to start drawing something and the app will make suggestions as to what it is that you're trying to draw. You just select the closest object to what you wanted and it takes the place of what you were drawing. It's not always 100% accurate but I was surprised at how well it actually worked.

A Sketchnote by Sylvia Duckworth ( https://sylviaduckworth.com/) from https://www.edtechteam.com/blog/2018/08/eduslam-how-to-sketchnote/

The Autodraw app lends itself very well to sketchnoting but doesn't only need to be used with notetaking. Drawings created in the application can be downloaded and then reused in whatever way that is needed or required. So if there's a reason why you need students to draw online consider this as a good option for those who feel they lack the necessary drawing skills.

With the current lack of participation by many students who may be working virtually, Sketchnoting may be one avenue to think about to get students more involved. Yes. Not all students may enjoy working with this notetaking technique but some may. Why not at least give it a try? Even if students don't use the online method and instead use old fashioned paper and pencil they may get more out of listening to their teachers doing online presentations or videos.

Your LMS isn’t JUST for virtual learning!

As we take a moment for a much-needed rest, we may not be thinking much about instructional plans for those inclement weather days that now seemed to be called “virtual learning days” in some areas. Don’t worry! Your VSTE friends have got you! The VSTE Regional Advisory Council, best known as the VSTE Coaching Crew is a new statewide council aimed at building capacity for virtual and blended learning in each region of the state. This magnificent, not at all motley, 'crew' of technology leaders works to strengthen online presence in Virtual Virginia by expanding our digital PLN, and by partnering with VVA and Instructure for monthly webinars. But that’s not all!

At this month’s VSTE conference in Roanoke, The VSTE Coaching Crew debuted a cool new and ever-expanding resource guide aimed at helping you use your LMS in your instruction every day! The best part of that is that when those inclement weather days hit and we do another “PIVOT!”, then you are all set for learning! Take a look at over 40 Ways to Use Your LMS for ideas, strategies, and some killer resources to help you design and implement seamlessly blended instruction. These resources will also help you to streamline your in-person instruction as well all while sharpening your students’ technical and content knowledge skills.

graphic showing photos of the members of the VSTE Coaching Crew

Let’s explore a few of those great ideas shared at VSTE! Coaching crew member Ann Nash from Henrico County in Region 1 shared a great idea to create virtual “Gallery Walks” with digital artifacts giving students a place to display their work proudly. Gallery Walks can also be used to help students synthesize their research and presentation skills and offer a collaborative space for reflection and feedback. Learn more about this strategy in the Strategy #3 Resource Guide!

Coaching crew member Patty Gilham from Manassas Park City in Region 4 shared a cool idea to help your little learner navigate your LMS with ease! She suggested using emojis and buttons for a visual representation for young learners who are unable to read allowing them to follow along with the lesson with ease. While she provided examples from her courses in Canvas, this strategy could easily be done with many other types of learning management systems. Learn more about this strategy in the Strategy #21 Resource Guide!

One of my favorite ways to use your LMS in your day-to-day classroom is by presenting content and resources as embedded content. Your LMS can serve as your “home base” of instructional content and support for all of your students. By having your links to activities and resources in one easy-to-access place, you save essential time with one-click access! Want to take your students to a faraway location? No problem, just embed one of Nearpod’s free virtual tours lessons! Your students will be able to explore places like Glacier National Park and many more with or without VR equipment. Learn more about this strategy in the Strategy # 13 Resource Guide!

There are so many wonderful ways to blend your in-person and virtual instruction! The VSTE Coaching Crew is working to expand these resources over the next year. We hope to see you at one of the monthly regional meetings. For more information about the regional meeting times subscribe to the Virtual Virginia calendar, or contact VSTE’s Executive Director, Dr. Karen Richardson at karen.richardson@vste.org.

Written by Heather Askea. Heather is the Instructional Technology Coordinator for the Center for Teaching Excellence at UVA Wise. She is also the Chair of the VSTE Board of Directors. You can connect with her on Twitter @HeatherAskea or by leaving a message on this website.

Coaching to Learn: Managing Change and Emerging Technology


My experience with change management comes from a few different industries. For the last six years I have been in education, but prior to that I was in the consumer finance and insurance industries where I found myself constantly surrounded by emerging technology and continuous change. One thing that I have learned to embrace over time is change. Specifically focusing on the things that I am able to influence, and those things that are within my control. I’ve found that investing time an energy, time, and interest into things that you can’t control, leads to burnout, stress, and decreased morale. In this article, we will explore the process of managing change within the context of EdTech.

Walt Disney once said, “Times and conditions change so rapidly that we must keep our aim focused on the future”. A critical component of being a change agent is being forward-thinking and having a growth mindset, focusing on the goal and outcome. Another of Disney’s famous quotes says, “Of all of the things that I’ve done, the most vital is coordinating those who work with me and aiming their efforts at a certain goal”. No one can effect change by themselves, it takes collaboration, knowing your strengths and weaknesses, working together to achieve a common goal, and cultivating and maintaining relationships with those whom you desire to effect change.

Consider the first several weeks of school, educators are building relationships, establishing norms, and learning about each learner’s preferred method of receiving feedback and learning style. These same concepts should be taken into consideration when managing change with adult learners, as these factors don’t just disappear once a K-12 student graduates and/or enters adulthood.

Knowing what is within our sphere of influence and control is another important element of managing change. I was first introduced to the circle of influence after reading Steven Covey’s, The 7 Habits of Highly Effective People. The circle of influence has really stuck with me as it helped me understand and accept what I was able to influence and what I had control over as a change agent, and not worrying about those things that were outside of my control.

As a change agent, the circle of concern are all the things that you are aware of and are concerned about (i.e. district goals, school goals, strategic planning, etc.). The circle of influence is a collaborative area where you play a part in the outcome (i.e. school culture, student centered learning, equitable and accessible learning, classroom EdTech integrations, etc.). The circle of control is a very powerful place, because it is all YOU. Within the circle of control are all the things that you have the individual ownership and ability of managing and changing (i.e. PMA: Positive Mental Attitude, time management, availability for coaching and strategic planning).

graphic showing Hogan's circle of influence
Figure 1: Circle of Influence example from the lens of educational coaches and professional development specialists

During my interview with Prince William County Public Schools, I was asked to pick a topic that I would present on for five minutes. As you probably guessed, my presentation was on the importance of managing change. I’ve revisited that presentation several times over the past six years, but what I’ve realized is regardless of the industry, managing change can be summarized by a few key components:

  • Focus on the Outcomes – you are providing a solution to a need or problem.
  • Be open to feedback – always maintain professionalism and work collaboratively to identify the need.
  • Actively Listen – Use the 80/20 rule (listen 80 percent of the time and speak the other 20 percent), take notes, keep a “parking lot” for any unanswered questions/inquiries.
  • Offer Equitable Solutions – provide solutions that offer choice, equity and accessibility, and differentiation.
  • Prepare & Execute – develop the plan, what implementation/technology framework will be used, key performance indicators, measures of success, and executive of the plan.
  • Have a Follow Up Plan – schedule time for reflection and adjustments.

Understanding what is within your circle of influence and control, fused with these change management components, creates a solution-oriented work team that feels vested in the change management process, and from what I have experienced first-hand, increases engagement and synergy while achieving efficient and effective solutions.

Managing change within the context of EdTech integrations, requires change agents to have a plan of implementation. For this, change agents utilize one or many of the research-based technology integration frameworks that exist. Some frameworks are widely adopted, while others are used by small groups. In either case, change agents should utilize a framework that most effectively meets the needs of the educator and learners. Regardless of the technology integration framework selected, it should always be utilized within the context of the content, pedagogy, learning outcomes and strategies. Remember, the technology exists to support instruction, not replace it.

graphic of the technology integration framework
Figure 2: Technology Integration Frameworks supporting instruction and learning outcomes and strategies

Based on my experience as a change agent along with the different components of change management, coaching, and frameworks in EdTech, I developed the NICE Transformative Coaching© model. This model provides a flexible change management strategy that puts educators in the driver’s seat and gives them an active voice throughout the coaching cycle to determine the most effectives tools and strategies for their learners. The NICE Transformative Coaching model is defined by four main areas:

  • Needs Analysis – this is the initial phase of the coaching cycle; educators are encouraged to take the lead. In this phase, the change agent (coach/trainer), is actively listening to identify the need(s).
  • Identify Tools – once the need(s) have been defined, the change agent will share the EdTech tools that are available that may support the need.
  • Coaching Change – during the coaching phase, educators will develop the plan for integrating the EdTech into their classroom. The change agent should ask clarifying questions, provide data on the tool, and share various frameworks. It is important during this phase that change agents allow the educator to process the information. This may mean a series of follow up coaching sessions as needed while the educator develops or revisits their lesson plans. At the end of the coaching phase, the educator should define if the change agent will be needed to support the execution of the plan, and how the change agent will support.
  • Execute – after the plan has been established, the strategy or plan will be executed. At the end of this phase, there should be time designated for reflections and adjustments; thereby either restarting the coaching cycle.

the NICE transformative coaching model
Figure 3: NICE Transformative Coaching Model©. Created by Takeysha L. Hogan in October 2021

Change is not always easy, but it is inevitable. Having the right mindset and strategies in place and being consistent in those areas, equips educators with the tools needed to focus on solutions, take risks, and innovate; thereby creating a culture that promotes student-centered authentic, equitable, accessible, and engaging learning experiences for students.

References
Covey, S. (1989). The 7 habits of highly effective people: Restoring the character ethic . New York: Simon and Schuster.

Digital Learning Integration Standards of Learning. (2021, October 29). Retrieved from Virginia Department of Education: https://www.doe.virginia.gov/support/technology/standards/index.shtml
The ISTE Standards. (2021, October 29). Retrieved from ISTE: https://www.iste.org/iste-standards

Technology Resources
All graphics were designed utilizing Canva. The word cloud within the technology integration framework graphic was created using WordClouds.com

Written by Takeysha Hogan. Takeysha is a senior training specialist in the Department of Information and Instructional Technology for Prince William County Schools in Northern Virginia. Based on her experiences working in the private sector as well as public education, Takeysha developed a passion for change management, and learning and instructional strategies that promote synergy and community in the workplace and classroom to enhance the learning experiencing for all student and adult learners. For more information, follow her on LinkedIn and Twitter @takeyshahogan

Our Edtech Toolbox is Full (for now)

Due to the funding and circumstances resulting from COVID, we have access to more digital tools than ever before in my school district. I am sure most of you are in the same situation. Where in the past we relied on free and/or freemium versions of digital tools, we have purchased premium accounts. We used to dream of being able to afford a division learning management system (LMS) and now it is a reality. It is great to have access to these digital tools that can have a positive impact on teaching and learning. We have to be cognizant of the fact that purchasing these tools via CARES funding means if we want to continue using them, we eventually will have to pick up the tab using local funding. So, for most of us, that is going to be a challenge. So, we have to start looking now at what we keep and what we give up once the subscriptions expire.

The first thing to do is determine how much your tech tools are being used. This can be done in several ways. Our Instructional Technology Resource Coaches are in the buildings so they can see what tools are being used and get feedback from our teachers. We use a program called LearnPlatform that monitors the use of tools, so this provides valuable information as well. Teachers can be surveyed on their favorite tech tools and the ones they feel are the most effective. Keep the survey short and to the point. The most important question to ask is if they have used the tool or not! If so, do they plan to continue to use it? The answers to these questions can be used to help guide staff professional development. Most staff need to be trained on the effective use of the tool.

Other things to consider are: does the tool integrate with your LMS? Is it accessible via Single Sign On (SSO)? Is there another tool that serves the same purpose? (ie. Nearpod vs Peardeck). Finally, reach out to parents/guardians to get their feedback on the digital tools their children are using, as well.

After all the information is gathered, it is time to decide on what tools we abandon once their licenses expire and which ones we work on getting into our operational budget. What tools are effective and make a positive difference when it comes to teaching and learning? Are the vendors working with you on cost? Many school divisions are going to be experiencing this situation and vendors do not want to lose customers, so they will be willing to work with you! So, start doing your work now on identifying what edtech tools you need, so you can, “Choose Wisely.”

Graphic of knight saying choose wisely

Written by Tim Taylor. Tim is the Instructional Technology Supervisor for Shenandoah County Public Schools. He is also the Chair of the Education Committee and a member of the VSTE Board of Directors.