VSTE

Virginia Society for Technology in Education

elementary

Don’t Underestimate Our Littles

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As we look back throughout the year, we have all been “encouraged”  to pursue current technologies differently. This is especially true for our youngest students. However, this is not necessarily, a negative thing. As an ITRT for the past 12 years, I have discovered that educators, including myself, often underestimate our students’ abilities. As teachers, we need to let go and allow our students the opportunity "to explore” and demonstrate their knowledge. This can be challenging when our students are in front of us in the classroom, however, as we have learned, it can be even more challenging for our remote students.

For those of you who connected with us at the VSTE Annual Conference virtually this year, you may have had the opportunity to check out Christine Danhoff’s session, Yes, Littles Can! If you did not get the chance, I would encourage you to view the recording on the VSTE Video YouTube channel. Christine Danhoff shares several resources that you will be able to use with your elementary students today. One of the core concepts she reiterates is we should give students the freedom to play and explore different programs before we utilize them for instruction. She demonstrates ways to utilize Google Suite and SlidesMania to design creative and playful lessons. Christine Danhoff also shares ways to incorporate favorite programs like Flipgrid and Seesaw to create developmentally appropriate activities your students will genuinely enjoy and learn from. 

Another great presentation video to check out on the VSTE YouTube channel is Engagement Strategies for Today's Hybrid or Distance Learning Classroom presented by Barbara Huth from Common Sense Media. She demonstrates strategies such as how to use Flipgrid for a Think, Pair, Share, or ways to brainstorm with Jamboard.

Check out the VSTE Video YouTube channel and both of these outstanding presenters.   They have excellent ideas and tips to assist you in making your classroom more engaging whether you are teaching remotely or in person.  

Heather O’Brien is a VSTE Board Member and an Instructional Technology Resource Teacher in Culpeper County Public Schools.

 

Elementary Students are Too Young for Virtual Learning! Or Are They?

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During our TSIP (Technology Standards for Instructional Personnel) evaluations, I make it a habit to ask all of my teachers, “How's it going?” “Do you need help or assistance with anything?” Mrs. Candice Nurney, a second-grade teacher at Sussex Central Elementary School, answered “No, I’m fine and my students are doing well!” Given that her portfolio evidence is always exemplary, her evaluation was short so we had a few minutes to chat before my next evaluation. I was intrigued by her answers and wanted to know more as I have read the horror stories about virtual learning and elementary students.

Reflecting back to the beginning of the school year, Mrs. Nurney said and continued to reiterate that ATTITUDE was very important and instrumental in the success of her second-graders in the virtual learning environment. Just like every other teacher, she went into virtual learning with the fear of the unknown, but her positive ATTITUDE made the difference. It would have been easy to succumb to the negative stigma that elementary students are too young for virtual learning, but not Mrs. Nurney. She stated that how you approach the situation and your ATTITUDE will dictate success or failure.

screenshot of website by 2nd grade teacherAt the beginning of the school year, Mrs. Nurney took the time to​ explain and practice ​with her students, just as she would in the face-to-face environment. She mentioned that she kept her instructions simple and clear, as well as allowing ample practice time for her students while making sure she did not overwhelm them with too many tasks. Although the focus was given to the usage and features of the Canvas, Clever, and Zoom platforms for the first few weeks of school, the subject matter was still being taught.

Mrs. Nurney recognized the importance of these platforms and the role they would play in her success as a teacher in the virtual environment so she took the time to model screen sharing, muting/unmuting, reactions, and how to access documents and resources in Clever and Canvas with her students. She made it fun by using the popular Bitmoji classroom, which also made her Canvas page easy to navigate. In addition to her normal working hours, Mrs. Nurney made herself available after hours to assist parents and students so they could be successful. With persistence and patience, her second graders continue to thrive in this virtual environment. Despite this horrible pandemic and the normal challenges of virtual learning, she kept a positive ATTITUDE. Mrs. Nurney is a true testament to the saying, “a positive attitude will lead to positive outcomes.”

Written by Tim Mays (@tmays921). Tim is the Coordinator of Instructional Technology and Student Information Systems for Sussex County Public Schools. He is a VSTE Board Member and a member of VSTE’s Education Committee and a Diversity, Equity, and Inclusion Mentor. Mrs. Candice Nurney is a second-grade teacher at Sussex Central Elementary School and is currently a doctoral student at Liberty University.

3 Things Virginia Elementary Teachers Might Not Know About The New Computer Science Standards

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There are new computer science standards for Virginia. Many teachers are nervous, but also excited to prepare students for the future. Below are a few takeaways from the recent presentation from CodeVA’s Rebecca Dovi which was posted on Youtube.

#1 The Need, and Virginia taking the lead!

It is really important to start with how Virginia has the highest number of jobs in computer science and cybersecurity in the U.S! Depending on the time of year there can be between 40,000-44,000 open computer science jobs, and 37,000-40,000 open cybersecurity jobs in Virginia. Wow!

#2 The strands for the new standards

Elementary teachers already have a lot to teach. The good news is that as the standards were developed into strands, the focus was to tie them into existing content that is taught in classrooms currently. An easy example is how Math teachers can incorporate instruction on programming loops when they are teaching about patterns.

#3 So how will all of this be implemented?

There will not be another standardized test! Whew! School divisions will have a number of choices. It is important to note that this is the first big change in terms of adding to public education since P.E. was added a century ago. That being said, you will see these standards implemented alongside of core instruction where they fit.

Don’t Fear!

Again, the standards for elementary are designed to go along with the core instruction that teachers are already trained to do. Coaches, like me, are thrilled to help teachers get started.

In addition, CodeVa, an educational non-profit, provides training and outreach to support computer science in Virginia. You can learn more about CodeVA by visiting their website.

Written by Tim Bakner. Tim is an Instructional Coach with Virginia Beach City Public Schools. He uses student-centered and teacher-centered approaches in instructional coaching to transform education in K-5. Tim has written curriculum for Virginia Beach City Public Schools, is recognized as a leader in his division for developing and providing teacher professional development, and is a frequent presenter at the VSTE Conference.

You can follow Tim on Twitter @timbakner or visit his website at timbakner.com

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.