People (especially educators & administrators) often ask me to talk about how I use Google Drive to streamline processes. This project is an example of how Drive made a cumbersome & lengthy process, impossibly swift & efficient.
During a recent workshop at CES, a participant asked us to develop a system for evaluating edtech tools. She said, all she wants is a simple red, yellow, green rating that was informed by a list of criteria. Based on her request, we have developed a system & are testing it on this blog (lucky you!).
Check back to see reviews of edtech tools. If you have any that you’d like us to evaluate, send them along!… [Read More]
I, like you, have been anxiously awaiting the coveted golden ticket (read: Classroom invitation from Google) and it finally happened. Dreams do come true! In my fit of excitement, I decided to use it for our Level 2 Google Apps Workshop this Tuesday (join us!). That’s when I hit the first bump:
How do we create guidelines and rubrics that allow flexibility for student-selected demonstrations of learning?
Recently, we have been working with middle school technology teachers to develop a DDM (District Determined Measure – more on those here, better get some coffee first). Once we selected the standard* we wanted to use, we started in on the rubric. Drafting the rubric–what we wanted students to be able to do, demonstrate, understand, and apply–wasn’t so difficult. The challenge came in creating the prompt (activity, assessment) that would give the teachers enough information to identify if students got it or where they needed more practice and instruction.
If you aren’t having fun, you’re using the wrong one. These tools are supposed to eliminate stress – or at least reduce the amount of stress. If you aren’t enjoying edtech, your students probably aren’t either.