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Educational Trends

Blue Light and Your Skin

by Diana Benner
written by Diana Benner

Recently, I have noticed that some of my favorite skincare brands are coming out with products that protect against blue light. Therefore, I began to investigate if blue light is damaging my skin.

What Is Blue Light?

Blue light is a high-energy, short-wavelength light. It not to be confused with UVA or UVB rays. The main source of the blue light we are exposed to is the sun and indoor lights. However, we also get exposed to blue light from our computer screens, cell phones, and other digital devices.

Effects of Blue Light

During the COVID-19 pandemic, many of us are spending more time indoors and in front of our screens. Therefore, it is important to understand the effects of blue light. According to Dr. Sheri Marchbein, blue light has been reported to contribute to eye strain as well as cataracts, glaucoma, and other eye diseases. In addition, in this blog post by Lori Gracey, you can see how blue light can contribute to sleep disorders.

For adolescents who use a device in the hour before bedtime (and what teen doesn’t?), they are three times more likely to get less than five hours of sleep, which can be greatly detrimental to their mood and learning.

Lori Gracey, “Blue Light Bad“

Your Skin

So, does blue light damage your skin? Research is ongoing, but what dermatologists know so far doesn’t look good. According to Marchbein, blue light we get from the sun does contribute to brown spots and hyperpigmentation such as melasma, and possibly the breakdown of collagen, which leads to wrinkles and skin laxity.  

However, getting brown spots on your skin cannot be really laid at the feet of the blue light we get from screens until further research is done. The bottom line is that blue light’s effect on your skin needs more research before we can determine any solid conclusions.

It’s Better to Be Safe

Skincare companies are doing their own research when it comes to the effect of blue light on your skin. They are taking a better-safe-than-sorry stance since so many of us are spending more time in front of screens. Dermatologist predict that we will see more blue light-protecting ingredients emerge as more research comes out.

In the meantime, I will continue to wear sunscreen daily, even when I’m indoors, and I might even invest in some blue light skincare products just to be safe.

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tips
Educational Trends

Tips, Tricks, and Tech Tidbits – Part 1

by Lori Gracey
written by Lori Gracey

Over the past few months, I’ve gathered together a pretty good collection of tips, tricks, and tech tidbits that I found interesting or useful. And I’d like to share them with you. There is no particular theme for these, nor are they organized into any semblance of order. But maybe you will pick up a new way of doing things from them.

Quickly Create a New Google Anything

If you type “slides.new” or “docs.new” or “sheets.new” or “forms.new”or “keep.new” or “sites.new” in the address bar of any browser, you can very quickly begin a new Google page.

Make a New, Fun Background for Your Computer Desktop

  • Open a new Google Slide (see above for how to do that quickly!).
  • Right-click on the slide and select Apply Layout — Blank.
  • Click on Insert — Image — Search the Web. (By the way, did you know that the graphics you find here are legal to use in your work and for your students?)
  • In the Search for Images box on the right-hand side of your screen, type in something you would like to use as the background for your desktop (clouds, beach, brick wall, etc.). Find one you like and drag it onto the slide (or click on the background and then click Insert on the bottom right). Resize the picture by dragging with the handles until it covers the slide.
  • Send it to the back.
  • Go to Insert — Shape — Shapes and find some shapes that you want to use to create boxes on your desktop. (These boxes can hold shortcuts to your folders and files and help to keep them organized.) Create the boxes and place them where you want them to appear.
  • Add color with the Fill option.
  • (If you have a Bitmoji of yourself, feel fee to add it in now.)
  • Save the whole thing as a JPEG.
  • Go to your computer settings and the JPEG as a background.
Photo from Linda. M. Comers post in the Bitmoji Craze for Educators Facebook group

Avoid Pop-Up Ads in YouTube

If you type _popup before the question mark on the web address of any YouTube video, then it will take off all of the ads and any other surrounding videos that the students could possibly click on. For example, this video on adding fractions has a YouTube URL of https://www.youtube.com/watch?v=tDQipFjAoT8. If I change it and add the _popup, it looks like this: https://www.youtube.com/watch_popup?v=tDQipFjAoT8. Now it opens full screen without any annoying ads.

Scan Documents with the Free iOS Notes App

If you have an iPhone or iPad, you can easily use the Notes app (that you thought was completely useless) to scan any document for you. You can read more about this tip in a great blog from Peggy Reimers.

Use the Awesome Screenshot Extension to Annotate Quickly

This fabulous free Chrome extension allows you to annotate on any website and take a screenshot of it. This makes it perfect for creating handouts for students or adult learners. You can even blur out things on the page, like student names.

Eliminate the Interruptions

Did you know that it takes 23 minutes and 15 seconds to refocus on work after you have been interrupted by email or Slack or your favorite social media page or any other communication tool? Force yourself to stay on task with the free Strict Workflow Chrome extension.

Strict Workflow uses the Pomodoro technique of having structured work and relaxation periods. You select whether you want 25 minutes working and five minutes off or 45 minutes working and 15 minutes off. The Strict Workflow automates this and blocks websites of your choosing during work time. It can be a tough boss, but does really help you get into deep thinking on critical projects. A similar extension is StayFocused.

Stop Accidentally Closing a Critical Tab

I don’t know about you, but I am constantly closing out the tab of a website that I need to continue using in Chrome. Now there’s a way to prevent that. Open the site you want to keep open. Right-click on the tab of the site and select Pin Tab. Now the tab won’t close, even if you close out of the browser. It will still be there when you reopen Chrome. To unpin the tab, do the same thing and select Unpin.

I hope that you found these tricks useful. Have a great one to share? Please place it in the comments!

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remote learning
AdvocacyDigital LiteracyEducational TrendsLeadership

Blended, Flipped, and Remote Learning: What’s the Difference?

by Jennifer Bergland
written by Jennifer Bergland

Words have meaning. The question is do we all have the same understanding of the meaning of a particular word or phrase. We have been using technology in schools for 40 years, and over this time, we have used different phrases to describe its use.

The recent pandemic has required schools to respond quickly to school closures to ensure the continuity of learning. In many instances, technology was used to bridge the gap from school to home. Therefore, I thought this was a good time to refresh our understanding of these terms, especially since this crisis has produced a new term (remote learning) related to the use of technology in education. 

A Short History of Ed Tech 

Tandy Color Computer 3

TCEA was founded in 1980 by teachers who were beginning to explore how to use computers in the classroom. At the time, computers for student use were usually located in a computer lab that was primarily used to teach students basic computer literacy.

In the late 1980’s, districts began to explore ways teachers could use computers and other types of technologies to support their instructional goals. In order to do this, the teachers first had to be trained on how to operate a computer and various software applications. When the goal expanded from basic computer literacy to integrating technology into the instructional process, teachers’ professional development changed from learning how to operate the technology to the best way to use the technology to support the student learning. 

Terms Evolved to Describe Technology Use 

Because technology has been used in a variety of settings and in different ways to support the instructional process, different terms and phrases have been used to express the different models of technology use. Sometimes these terms are misunderstood and misused. In order to try to provide some clarity, I would like to provide some descriptions for the different types of technology used to support student learning.

But I need to provide a disclaimer. Nailing down an agreed-upon definition has not been easy. I reviewed definitions used by associations and entities, as well as reviewed the Texas Education Code to see if some of these terms have a legal definition. And although most of the definitions are similar, there are some differences. 

I decided that the best way to understand these terms is to place them in a Venn diagram. On one side of the diagram are the uses of technology that are used within a brick and mortar building where both the teacher and student are present. The other side of the diagram is where the student and teacher are not in the same physical space. The shared portion of the diagram are the uses of technology that are often used in both face-to-face and virtual interactions between the teacher and student. 

Synchronous vs. Asynchronous 

Before you review the diagram, you need to know the difference between synchronous  and asynchronous learning. Synchronous learning is when the teacher and students participate in learning activities at the same time. Asynchronous learning is when students and teachers are learning the same material but at different times.

Definitions:

Digital Learning is any instructional practice that effectively uses technology to strengthen a student’s learning experience. It emphasizes high-quality instruction and provides access to challenging content, feedback through formative assessment, opportunities for learning anytime and anywhere, and individualized instruction. It is important to note that digital learning may be used in all of the other models except courseware. (Source: Digital Learning Day)

Courseware refers to any instructional software that is delivered on a computer. This is typically used to describe a self-contained course. A student receives all of their instruction via the computer and the software application. There is little to no personal interaction with a teacher. This could be done within the school building or at home. (Source: The Learning Coach) 

Blended Learning is an instructional approach that includes a combination of online and in-person learning activities which provide some element of student control over the time, place, path, and/or pace of their learning. At least some of the instruction is supervised in a brick-and-mortar location away from home. (Source: The Learning Coach, Raise Your Hand Texas, The Christensen Institute, and the Texas Education Code)

Flipped Learning is when students are introduced to the learning material before they come to class through video lectures, readings, or labs. Classroom time is used to deepen understanding through discussion with peers and problem-solving activities facilitated by the teacher. (Source: Advanced HE and Project Tomorrow)

Distance Learning occurs when students and their instructors are in two different locations. It usually involves a digital device and the internet. The learning can be synchronous or asynchronous. The following are types of distance learning: 

  • Online/Virtual Learning refers to a digital learning environment that takes place over the internet rather than a physical classroom. The teacher and student are not physically in the same location. The instruction delivery is primarily asynchronous, but could include some synchronous instruction. Courses provided by the TxVSN are an example of online or virtual learning. (Source: The Learning Coach)
  • Remote or At-Home Learning is a new term that describes distance learning, but has been closely associated with the COVID-19 pandemic. In the Spring of 2020, this term described a school district’s attempt to help their students remain connected and engaged with the content while working from their homes. In a remote learning setting, a student receives instruction through online learning and/or via paper packets that are distributed to the students. People are now making a distinction between what transpired in the Spring of 2020 (Emergency Remote Learning) and what districts are preparing to offer their students in the 2020-2021 school year. Remote Learning is now being used to describe a class that intends to meet face-to-face in a traditional format, but may be transitioned (or started) online due to unforeseen circumstances. The difference between now and the Spring, is that districts have more time to prepare curriculum and teaching strategies to assist in this new learning environment. Remote learning is different from virtual or online learning. The latter typically refers to courses intentionally designed from the beginning to be delivered online. It was never intended for these courses to ever meet in-person, and students were never intended to work on these assignments in the same space. .

Update: This paragraph was updated on July 10, 2020 to reflect the changing nature of the term remote learning.

In Conclusion

These are not the only terms that have been used to describe the use of technology in schools. However they are the most popular terms that are in use today. 

Hopefully this helps clarify the different models of technology use as we grapple with how to plan for the future. Technology has never been and will never be a silver bullet that will fix the education system. However, if used effectively in the hands of a good teacher, it has the potential to assist students acquire a deep understanding of the content while preparing them for future careers that will be dependent on the use of technology.

This blog was updated with additional content on July 10, 2020.

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Educational TrendsGood Teaching

Making Online Discussions Meaningful

by Elaine Plybon, Guest Author
written by Elaine Plybon, Guest Author

As the education world continues to plan for digital learning options, online discussions may be one of the most important elements for maintaining a meaningful classroom environment through dialogue. Yet it is most often overlooked.

This is because, as generations of teachers who have taken online classes where the standard for discussions includes a “post your response and then reply to two of your peers” protocol, ineffective discussion practices continue to be perpetuated. The result is a group of students who believe that discussions are intended as “make-work” and a group of teachers who think discussions are not a valuable part of their online classroom.

Thinking Differently

This does not have to be the case. Studies have shown that online discussions can be extremely valuable as an instructional tool, but more importantly, as a way to even the playing field for English language learners, students with verbal processing disorders, and students who traditionally do not participate in a traditional classroom discussion due to anxiety or reluctance to speak in front of a group.

It can be difficult for an educator to make the transition from traditional classroom discussions to online class discussions. Fortunately, several online discussion protocols have been developed that can encourage quality online discussions. 

The Crux of the Matter

To keep discussion protocols from becoming mundane or irrelevant, it is important for an instructor to use a protocol that fits the objective for the discussion. For example, if an English teacher has asked her students to do a first read of a text, the teacher might use the Crux of the Matter protocol.

This protocol uses four threads where students post significant sentences, phrases, words, and insights from the reading including why they think it is significant. Student posts must be unique, so it encourages early reading and posting. During a second read of the same text, a teacher might use the Final Word Protocol, having students post a single phrase they believe is the most significant in the text without saying why.

All students discuss why the original poster may have believed that phrase was significant, whether they agree or disagree, and why. After a designated amount of time has passed to give all students an opportunity to respond, the original poster posts a reply to their own thread revealing why they originally thought the phrase was significant and how their thinking has changed or remained the same as a result of reading the posts from their peers. In this post, the student would be required to use evidence from their peers’ feedback.

When using more than one protocol in this way, students can see the logical transition of learning. They can view their original discussion as the beginning of their learning journey, then watch their own understanding progress to mastery.

Teachers may develop summative reflections which are driven by the student learning in the discussions of the course to determine whether students have achieved mastery of the desired objectives. In this manner, discussions become an integral part of the learning process, as well as having the possibility of being used for assessment.

The What If Protocol

In the interests of both valuable discussion and differentiation, another valuable protocol is the What If protocol. This harkens back to a time when our students were assigned to be the line leader in kindergarten.

For each discussion in an online class, one student is assigned to be the What If. This student is exempt from all the other requirements of that discussion. Their job is to read every post and add a “what if” or “yes, but” question or statement to each one. The original poster is required to respond to this prompt. Even though the What If student has been exempted from the requirements of the discussion prompt, they will get the benefit of learning as they read and think about each prompt. This can be especially empowering to students for whom the original discussion prompt may have been overwhelming, or who need fewer instructions to be successful.

Discussion protocols can be adapted from tried and true, familiar classroom protocols. When this happens, the benefits of longstanding best practices can be realized in the online classroom. As educators adjust to the increasing demand for digital learning, the first step toward being effective is to understand how many practices can be translated from the traditional classroom into the digital classroom. Discussion protocols are easy to plan, but reap great benefits when used effectively.

Getting Adjusted

It may take students some time to adjust to the new protocols. Being consistent and holding students to the standards required in the protocol is important. For example, if the Timely Discussion protocol is used and a student claims to be finished with it in one day, they obviously have not complied with the expectations of the protocol, which requires students to wait a period of time between posts so that their thinking can deepen their understanding of the content before they post their responses.

Next time you see “post your response, then thoughtfully respond to two of your peers,” think about a protocol that will work best for your objective and change the prompt. As you work with discussion protocols, you will find your own mastery of meaningful online discussions increasing as you think of new protocols on your own!

Do you use a valuable discussion protocol in your online class? Share it with us!

Resources

Discussion Protocols mentioned in this article:

Crux of the Matter

This protocol is a great way to introduce a new concept and activate prior knowledge. Because students are asked to choose unique concepts, larger classes may need to be divided into smaller groups and given their own group discussion board. If this is done, the Insights discussion thread should be a whole-group thread.

  1. Instructor sets up four new threads: Sentences, Phrases, Words, and Insights.
  2. Each student posts a sentence from the reading that they feel is significant. Each post has to be unique, so students are encouraged to post early.
  3. Each student posts a phrase that they feel is significant. Again, these should be unique.
  4. Each student posts the word they feel is significant. As with the other posts, these should be unique.
  5. The students all go to the Insights thread and post what they understand about the reading based on what everyone else in their group posted.

Final Word

With this protocol, students are able to explore their own thinking. It also helps students to feel more connected to the conversation. It shifts ownership of the discussion to the students involved, rather than the instructor. It encourages critical thinking skills as students develop the ability to consider feedback and develop strong, evidence-based arguments.

  1. Each student identifies what they think is a significant idea from a reading without saying why they think it is significant.
  2. Each student starts a new thread by posting the quote or excerpt from the text that represents the point.
  3. Other students in the class reply to the thread with their thoughts on the quote and why they might find it significant or not.
  4. The original student then posts a comment to reveal their initial thoughts on why the quote was significant and how their thoughts have been validated or changed because of the comments of their peers. The original student is not allowed to add their thoughts until after the commenting period has ended.

What If

This protocol should weave through the body of discussions throughout a course. In this protocol, a teacher assigns a specific student to be the “what-if” for a particular discussion. That student is exempt from the rest of the assigned protocol for that discussion and is solely tasked with commenting frequently with thought-provoking “what if” statements or “yes, but” statements.

Timely Discussion

Use of this protocol is best when approaching a topic that students may have initial thoughts about then develop different or deeper ideas after time/learning. It is similar to the Final Word Protocol, with a stronger emphasis on evidence and reasoning. This protocol strengthens student understanding of how to state a position and use evidence to support and defend it, as well as introducing the idea of changing one’s mind because of evidence provided by others. In some cases, this could result in new assignments or discussions about the quality and reliability of evidence.

  1. The instructor prepares a prompt for students to think about. 
  2. Students create a thread with their initial thoughts, including their reasoning and evidence to support their reasoning. In a science class, this may be an opportunity for students to make predictions.
  3. Students do not respond to any peers for a period of time (usually two-three days). It is important that the instructor have a deadline for everyone to post their initial post.
  4. After the initial posts are due, students return to the discussion and read ALL the posts of their peers.
  5. Students post a response to the peers they disagree with, including evidence and reasoning. (If the class size is large, determine a number of students they will need to post to. This may get tricky because what if there are not that many who they disagree with?) Again, the teacher needs to establish a deadline to get this step done.
  6. After the responses are due, students return to the discussion and read the posts that disagree with their position.
  7. Students post a new comment on their own, original post, that restates their position or introduces their new position, citing evidence from the comments they read on theirs (and other’s posts). Use of informal citation, such as “As George stated on Lucy’s post, “quote quote quote,” is encouraged.

For a curated list which includes these and others, download the Discussion Protocols document.

Photo by Volodymyr Hryshchenko on Unsplash

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Bitmoji
Educational TrendsGood Teaching

The Latest Educational Tool: Bitmoji Classrooms

by Lori Gracey
written by Lori Gracey

I was wandering around Facebook recently and was surprised to discover the interest that educators were expressing in creating virtual, Bitmoji classrooms (and office and libraries and so much more). I had not heard of this resource before, but was interested to see what it was all about. So I joined the Bitmoji Craze for Educators Facebook Group. Wow!!!!!

What’s a Bitmoji?

Bitmoji

Bitmoji of @GwynethJones, the Daring Librarian

A Bitmoji is a personalized cartoon avatar that can appear in your Facebook, Snapchat, Slack, or G Suite tools. You create a cartoon version of yourself that can add fun to your communications. Of course, with remote learning recently, this resource became even more valuable as dedicated educators created virtual worlds for their students and themselves to live and learn in.

You create your character using the free Bitmoji app, available for Android, Chrome, and iOS. Then you can go on to design your virtual space and furnish it with more choices available to download and use than you could ever possibly imagine.

Use of a Bitmoji in the Classroom

While having an avatar is certainly a lot of fun to create (I think of it as being similar to playing with paper dolls, but with technology!), it also has a TON of uses for learning in the classroom. You can decorate the classroom with virtual furnishings from rugs to bulletin boards to shelves of library books. Each item in the classroom can be linked to a video or audio recording or a website or activity. Thus, they become interactive centers for learning. Take a look at these examples below from WeAreTeachers:

Bitmoji

Learn How to Create Your Own Bitmoji Space

TCEA is pleased to offer a two-webinar series on creating your own virtual classroom, office, or library. The first webinar will be held on June 4, 2020 from 9:30 to 11:00 a.m. CST. (If one or both dates have already passed, you can still sign up to receive the full recordings from both sessions.) During this first webinar, participants will learn:

  • Uses of a virtual cartoon classroom (as a launchpad and for personalization)
  • How to create a Bitmoji of yourself using the free Bitmoji app
  • How to set up up your basic classroom with a background, furniture, your avatar, and more
  • Additional resources to use in your Bitmoji classroom

The second session will be held on June 18, 2020 from 9:30 to 10:30 am. CST and will help you to take your virtual classroom to the next level as you:

  • Add hyperlinks to key resources for student access
  • Add audio
  • Make an animated Google header
  • And more!

The cost for both webinars is just $25 for TCEA members and $74 for non-members, which includes a one-year membership in TCEA. Participants will get hands-on practice creating and will walk away with their own Bitmoji and a strong start to their virtual space. I urge you to register now for this fun adventure that will really add to any remote learning that you may do in the future!

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ed tech news
Educational Trends

Ed Tech News Roundup: Building More Connections and Looking Ahead

by Andrew Roush
written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know.

The Graduates

Across the nation, high school and college students — along with their friends, family, communities, and schools — are celebrating graduation every way they safely can.

  • The University of Missouri offered to assist families of graduates with virtual celebrations. [EdTech]
  • For one example in Texas, here’s how Tomball High School seniors are being celebrated. [ABC 13 Houston]
  • In north Texas, seniors from 30 high schools gathered for a socially-distanced graduation at the Texas Motor Speedway. [KERA Dallas]
  • Some seniors, however, are voicing concerns about in-person ceremonies, including one Houston valedictorian. [Texas Public Radio]
  • A graduating college senior reflects on the realities of finishing college at a distance. [EdTech]

Making Connections

The jump to remote teaching this year highlights the difficulty some have accessing high-speed internet, a necessity for most remote learning. Here’s how different groups are hoping to close the “internet gap.”

  • Educational groups are attempting to persuade Congress to action to help connect families. A proposal under consideration would allow lawmakers to “direct $5.25 billion through the existing E-Rate program” for the purpose of connecting American homes. [Education Week]
  • Other policies might affect access to remote learning. Texas expects to receive $1.29 billion from the federal Elementary and Secondary School Emergency Relief Fund, but how that is disbursed is still being debated. [Texas Tribune]
  • Meanwhile, Texas Gov. Greg Abbott and the Texas Education Agency are launching “Operation Connectivity” to get Texas students the resources they need for at-home learning. [KHOU 11 Houston]

Looking Ahead

As the school year winds down, educators, schools, districts, and industry are looking ahead to this fall, and beyond.

  • Four ed tech executives share their thoughts about the future of technology in education. [Tech Crunch]
  • Dallas ISD’s superintendent, Michael Hinojosa, says the fall semester will not be “business as usual.” [Dallas Morning News]
  • How will our present moment change the future? The Stanford Graduate School of Education set out to find out. [Stanford]

Photo by Christian Widell on Unsplash

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Content AreasEducational TrendsGood TeachingPodcasts

Blog, ‘Cast, Engage!

by Miguel Guhlin
written by Miguel Guhlin

How are you showcasing student accomplishments in your classroom now? One great way to do so combines video, audio, and text in a simple interface. That interface? Blogs. At the TCEA 2020 Convention, I had the opportunity to share a few ideas and resources with educators. Let’s take a moment to revisit some of those ideas, even if you missed the TCEA 2020 Convention.

Make Conversations Happen

Blogs and podcasts make it easy to engage students. After all, who wouldn’t find their own voice and performance engaging? Here are few examples of educators sharing how they are making conversations happen or how to create conversations.

Ready to explore some specific ideas? Let’s begin!

Step 1: Select a Blogging Platform

castOne of the first steps you need to take is to select a blogging platform. This is an online space to share content. Avoid getting caught up in the strict definition of a blog (e.g. RSS feed or an online space with content you can subscribe to). Another point you need to consider is that you need something you can control as the teacher. Students are often blocked from using tools like Blogger because they are for students older than thirteen years old. As a teacher, you need an online platform that makes it easy for you to manage content online and student posting.

Fortunately, we have access to a wide range of tools. You are looking for something that’s easy to set up, maintain, and support. Here are a few blogging platforms that give you control over publication content and commenting:

  1. Wakelet
  2. KidBlog
  3. Write About
  4. Edublogs
  5. Seesaw Class Blog (View sample blog)

Items two through four above cost money, while blog platforms one and five are free. Although Wakelet isn’t a true blogging platform, several educators have chosen it. The ability to embed all sorts of content, including Flipgrid shorts videos, make it a choice worth exploring. You can see one example from Jon Forney’s Wakelet class blogs collection above.

Seesaw Class Blogs is a great free alternative, but your work does end up in a system that may cost money in the future. Another possibility not listed above is the new Google Sites. While Google Sites is a wiki rather than a blog, it is easy to maintain and update. Schools may also want to use G Suite EDU’s Blogger, which is full-featured and allows for close control.

Before you commit to any one solution, be sure to run it by your organization’s technology team.

Did You Know?

Sign up for one of our Google Certified Educator certifications. You’ll learn about more than Google Meet, as well as earn 12 CPE hours per course. Use these courses to get Google Educator certified. Find out more online.

Step #2: Select Podcasting Solution

castUnless you’re engaging in full-blown podcasting which involves scripts and audio editing, use Voxer to record interviews of less than 15 minutes and then post to social media (e.g. Instagram, Twitter). Be sure to combine your media shares online via Instagram, Twitter, Facebook and Tumblr. In the meantime, here are some suggested tools for working with podcasts:

Need to Record on the Go?

If you are in a classroom situation, it may be prudent to set up a microphone on a desktop computer. This makes it easy to edit audio using a free program like Audacity Sound Editor. If you need recording on the go, then get a portable microphone for your smartphone or tablet.

Here are a few choices:

  • iRig Mic Cast for iOS/Android ($35) – Less expensive that the Mikey Digital, this offers solid audio recording. This is what I carry around with me for interviews. It also comes with iRig Recorder software. I like the fact that it plugs into your microphone jack on your device and includes another headphone jack for earbuds. You can also get a handheld microphone that plugs into your iPhone or iPad. As the website says, it features “unidirectional pickup pattern that minimizes background noise, making it ideal for single-source audio recording.” Learn more online.
  • Shure MV88+ (>$80) – While this version is iOS only, the MV88+ works with iOS and some USB-C enable Android devices.Learn more online.

Remember, you don’t have to have a microphone for your smartphone. But audio quality will improve if you decide to use one.

Quick Ideas for Podcasting in the Classroom

Wondering how you can use podcasting in the classroom? Here are a few.

  • Current Events Newscasts: Practice nonfiction reading skills by having your students do weekly or monthly podcasts on an interesting current event.
  • Reading Radio: Have your students make short radio broadcasts summarizing the books they are reading.
  • Roving Reporters: Send your students out into the “field” (a.k.a. the school) to interview key players in important school events.
  • Celebrate Culture: Have your students record podcasts about important cultural months like Black History Month or Hispanic Heritage Month and then present them to the school or parents to commemorate the events.
  • Podcasting Library: Have your students collaborate to create a library of podcasts from which future students can learn.
  • Music Casts: Have band or orchestra students create podcasts for each instrument, detailing specific notes, sounds, and characteristics of each instrument.

You can find more ideas online with a quick Google search. Start small and build up.

Step #3: Decide Where to Save Content

When podcasting, it can be difficult to find a reliable place to host your audio or video over the long term. Consider one of these locations:

  • Enhanced podcasts (video)
    • YouTube
    • Google Drive
    • OneDrive
    • Seesaw Class Blog (vidcasts)
    • Flipgrid
  • Audio only
    • Google Drive
    • OneDrive
    • Seesaw Class Blog (vidcasts)
    • Write About

My recommendation? Rely on YouTube for video-casts (vidcasts), if possible. Otherwise, take advantage of whatever cloud storage solution your school or district uses. For example, G Suite EDU provides unlimited storage, and Microsoft OneDrive for Schools is about the same. Need more inspiration? Check out the TCEA TechNotes podcast series.

Step #4: Make an App

Want to reach your audience, which includes students and parents? Appify your podcast using a tool like Glide. It is a service that lets you add information to a Google sheet, then quickly create an app from its contents, all without coding.

You can save your blog entry links (or links to audio/video) to a Google Sheet, then have Glide put it into an app. Just pick one of your sheets and Glide assembles it into a polished app that you can customize, share with a link, and even publish to the app store. You can view a tutorial online.

Showcasing student work has never been easier. With a few quick steps, you can publish your students’ creations online to a global audience. You can then appify that content and make it accessible for your local community.

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remote teaching
Educational TrendsGood Teaching

Five Resources to Help with Remote Teaching

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Remote teaching has its challenges. Though you may be able to tweak many of your classroom lessons to work in a remote learning situation, you may discover that the learning activities have to be completely rethought.

Here are several resources for ideas and support as you look to make learning for your students meaningful and fun without driving their parents crazy.

TCEA Community – Remote Learning Resources

The Remote Learning Resources group is focused on resources, ideas, and solutions for enhancing student engagement in digital learning. Share best teaching practices, websites, apps, tools, and creative ideas for helping students to learn with technology. Access to this online community does require TCEA membership. Other Community groups include Student Engagement, Ask Your Fellow Techsperts, STEM, and Robotics, as well as others.

COVID-19 Parent/Teacher Learning Resources (SplashCircle)

The Parent/Teacher Learning Resources group is a Facebook group that has lots of ideas and support to help teachers and parents manage the shift to remote learning. You’ll find answers to questions, learning resources lists, daily schedules, interesting links, tips, and updates related to PreK-5 learning.

Educator, Parent, and Caregiver Resources

Cartoon image of owl and books

The Ohio Department of Education has provided a nicely categorized set of Parent and Caregiver Resources to help support engaging students in learning during the school building closure period. A separate but equally organized set of Educator Resources is also provided. Consider exploring both lists for helpful ideas and activities.

Scholastic Learn at Home

Scholastic Learn at Home contains four weeks of activities to help your child with day-to-day activities to foster reading, learning, and growing. Besides the grade-level grouped resources, you will also find a section for families, teachers, and tips and tricks.

Teaching Ideas Group

The Teaching ideas is a closed group on Facebook and averages about 75 posts a day. Even if you don’t post, be sure to look through what others are asking and the resources shared. If you are a “specialty” teacher, then here are some groups that may be a better fit for you: Teaching Theatre thru Remote Learning, K-12 Art Teacher Group, Teaching Choir Remotely, Early Years Remote Learning, and Remote ASL Teaching.

What other resources would you add to this list? Be sure to let us know in the comments below. We look forward to hearing from you.

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Educational TrendsGoogle Tips and TricksMicrosoft

Creating Virtual Backgrounds for Zoom

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

If you happen to be using a PC or Mac (not a Chromebook) to connect with Zoom, then you may have noticed that you have the ability to do virtual backgrounds (assuming it has been enabled in the settings). Other than using the background photos that Zoom provides, where can you find additional great choices that will set you apart in your next Zoom meeting? Continue reading to find out!

The Specs for Zoom Backgrounds

Before we jump in, we should clarify that photos for Zoom virtual backgrounds should be in 16:9 ratio with the ideal resolution of 1920 px by 1080 px. If you use a photo with a different ratio, then you can expect to have black bars appearing on the sides since Zoom will fit the photo in the 16:9 space. This will definitely identify you as a newbie.

GIF, JPG/JPEG, or 24-bit PNG images can be used. Be aware that, if you have a photo with any transparent pixels, these will show as white. Also, if you are planning to add a logo or text, don’t add them to the bottom of the background photo, as Zoom may superimpose your name over it while in the meeting.

Step 1: Find Good Photos

Having a great photo is the key. You don’t want something that is too busy or distracting and you do want something that is true to who you are. Be sure to check out the copyright to see what attribution is required.

Here are five websites to get you started with finding great photos.

Pixabay has so many great photos for you to choose from. Plus, they offer some fantastic ways of filtering through the photos so that you can find that perfect graphic quicker. After you search for the topic of background (i.e. wall, nature, sunrise, clouds, celebration, trail, etc.), set the orientation to horizontal and choose the most relevant category; I usually choose backgrounds/textures.

NOTE: If you create a free account with Pixabay, you don’t have to identify that you are not a robot each time; logging in with your username/password allows you to skip that step.

Pexels is another great tool for finding images that you can use with hesitation. Be aware that there is an overlap between Pixabay and Pexels so you will find some commonality in the search results. But there is enough difference to check out each. Similar to Pixaby, just type in the topic of interest.

Though Pexels doesn’t provide as many filters, you can set the orientation of choice as horizontal. You can’t specify the ratio or the pixel width/height, but you can choose the size (small, medium, or large). I recommend choosing large and seeing if you are satisfied with the results. You can always trim down a photo, but you run the risk of pixelating the photo if you try to enlarge it to fit the Zoom ideal.

A few other sites to consider include Unsplash, Reshot, and RawPixel. Each has its own interface, so you’ll have to explore each one and learn how to best search and filter to find the photo that you want to use.

Step 2: Edit Your Photo

You can use a simple online photo editor such as Pixlr, BeFunky, Fotor, or Adobe Spark if you need to work in the cloud to edit your chosen image. Here is how I go about creating Zoom backgrounds in Photoshop, PowerPoint, or Google Slides. The main thing to remember is that the end result should be a photo that is preferably 1920 px by 1080 px, but at least fits the 16:9 ratio.

Editing in Photoshop

Begin by opening your photo and select the Rectangle Marquee Tool. For the sake of instructions, we’ll assume we don’t know what ratio the photo is. With the Rectangle Marquee Tool selected, choose Fixed Ratio from the dropdown and set the width to 16 and height to 9 (refer to the image below).

Video demonstration for cropping a photo to 16:9 ratio in Photoshop.

You are now able to click and drag a selection area of the photo. If the photo is already 16:9, you should be able to drag from one corner diagonally to the opposite corner and encompass the whole photo. If the photo is NOT 16:9, you’ll notice that the selected area doesn’t fit perfectly. That’s okay since we can move the selection around to choose the area we want to use. Once you have a 16:9 area selected to use, click on Image –> Crop. If this photo is now the finished product you want, click on File –> Export –> Quick Export PNG. If you would like to continue editing to add a logo or text, save your file now as a Photoshop (PSD) file; this will allow us to continue editing it with layers which we are about to add.

Now to add text to our image. This could be your district or school name or it could be some other information that better identifies you and/or connects you with other viewers in the Zoom meeting.

Let’s begin by clicking on the Horizontal Type Tool and then click on the photo where you would like to start typing – but don’t start typing just yet. On the screenshot below, you’ll notice what appears when you are using the Horizontal Type Tool. Select your font from the drop-down list and set the size. Click on the appropriate alignment option and confirm the color of your text (indicated by the color box just to the right of the alignment options). Once you have these set, it is now time to start typing. NOTE: We can start typing before setting these options, but I typically find that I have to select the text and go back and change the options afterwards when I’m in a hurry.

Video demonstration for adding text in Photoshop.

You may have noticed that a new layer appeared when you click on the photo. Though it looks like you are typing on the photo, you are really adding text over the photo in a transparent layer. If you realize that your text should be moved some, then click on the Move Tool and then click and drag the text to the new area; be sure that your mouse is over some of the text itself as it will assume you want to move whatever is under the cursor.

If you are looking for fonts to use, my go-to sites include dafonts, FontSpace, and 1001 Free Fonts. You’ll find plenty of fun, festive, and even professional-looking fonts to use on your background.

Video demonstration for adding a logo in Photoshop.

In our final step, let’s add a logo. This could be a school mascot, your bitmoji, or other image. Open the logo in Photoshop as you initially did the original photo. Click Select –> All to copy the logo to the clipboard. Now go to the Photoshop tab with your Zoom background photo. Click Edit –> Paste. If your image does not have a transparent background, you may need to remove it.

You may also need to resize the image. Click on the image to the right to view the brief tutorial showing how to insert, remove the background, and resize the logo.

Editing in PowerPoint

Video demonstration for creating a simple Zoom virtual background in PowerPoint.

You don’t have to have a high end photo editing tool to get great results. And you might find that using more simplistic tools (or actually re-purposing such tools) may make the process much faster.

I prefer to start with a blank slide in PowerPoint – that is, no text boxes for the title or anything. Click on the Design menu –> Slide Size –> Wide Screen (16:9). We now know that the ratio will match that of the Zoom background. Insert your photo and resize to perfectly fit the slide. If it doesn’t fit perfectly and you don’t want to stretch part of it, consider centering the photo on your slide and adding a border to hide the gap, similar to adding a mat over a photo that doesn’t fit a picture frame perfectly.

We’ll use the border of a transparent rectangle placed over the image for our border. Begin by inserting a rectangle. With the rectangle selected (and sized to fit the slide), set the shape fill to transparent (Shape Format menu –> Shape Fill –> No Fill); you should now be able to see the photo. Now make the border coordinate with the photo by clicking on Shape Format menu –> Shape Outline –> Eye Dropper. As you move the eye dropper around, you will notice that a small color square is indicating what color will be picked if you click at that location of the photo. Click somewhere to choose a color.

Now let’s make the border thick enough to cover those gaps. We don’t want to add a border directly to the photo because it will just highlight the fact that it is a different ratio; adding the border to the transparent rectangle on top retains the 16:9 ratio and hides the imperfection. With the rectangle still selected, click on the Shape Format menu –> Shape Outline –> Weight –> More Lines. Increase the width until all gaps are covered. Don’t be surprised if the number is large.

You are now ready to save the slide out as an image. To do so, click on the File menu –> Save As and locate the folder where you want to save the Zoom background. For the file type, choose PNG Portable Network Graphics Format. When asked if you want to save All Slides or Just This One, choose Just This One. Your background is now ready to be used in Zoom.

Editing in Google Slides

Video demonstration for creating a simple Zoom virtual background in Google Slides.

Editing in Google Slides is very similar to the PowerPoint process. Begin by clicking on the Insert menu –> Image. You have several options as to where get your image (upload from the computer, search the web, Drive, Photos, by URL, or camera).

Once you’ve located your image and added it to your slide, resize the photo (making it larger or smaller) to cover the slide area. If you want a logo, locate that image and add to your photo noting that the ideal placement is most likely the top left or right corner but allowing a bit of a gap between it and the edge of the photo.

Since Zoom will have your name showing at the bottom (assuming that the host did not turn off showing names), any text that you add to your background should probably avoid the bottom third (where the name may appear) or the middle section (where you will appear). You may find it helpful to put contact information such as a phone number, email address, or social media identifier to encourage other users to connect with you outside of meeting times.

Knowing that these words may not be very legible if other participants are looking at a small stream of you, consider keeping the text to a few words at best. You don’t want the text to compete with you in the video stream, but you do want it to be readable.

Step 3: Enjoy

You are now ready to enjoy attending Zoom meetings with your fantastic virtual background. You may even find that other folks will ask you for a copy of your background or to create one for them. You don’t have to tell them how easy it was. That will be our secret.

twitter-bird-looking-at-laptop

So, what will you create? Will you use Photoshop, PowerPoint, Google Slides, or another tool to edit your image? The main thing to remember is to be creative without being distracting. We’d love to see what you create! Share your background via Twitter and use the hashtags #tcea and #zoombg.

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10 years ago
Educational Trends

Things That Didn’t Exist 10 Years Ago Challenge

by Diana Benner
written by Diana Benner

It’s hard to believe that it’s the year 2020! Looking back, 2010 seems like it was eons away. It’s amazing to think that many of the things we use and take advantage of today didn’t even exist 10 years ago. Many inventions introduced in these 10 years have fundamentally altered the course of our lives. Let’s look at a few things that didn’t exist 10 years ago, and then let’s see if you accept the challenge and add a few yourself.

Alexa

10 years ago

Amazon debuted its smart home speakers in 2014 with the Echo. If you had called out, “Hey, Alexa!” prior to 2014, you probably would have been talking to a human, not a robot. Alexa is just one example of a personal virtual assistant that can do anything from turning on the lights and providing you with a news briefing to making online purchases for you. Many people have gotten hooked on the convenience of having a virtual assistant. In addition to performing pre-set functions. Alexa can also perform additional functions through third-party skills that users can enable.

Sideways Elevators

Elevators usually travel up and down, but in 2014, a German company, ThyssenKrupp announced another option. They created an elevator that would travel from left and right. The elevator, named ‘Multi’, transports passengers sideways.

Touch Screen Gloves

If you wanted to text while wearing gloves 10 years ago, you couldn’t do it. However, in 2010, the first pair of gloves that enabled us to type at the same time debuted. Agloves were launched on September 29, 2010, and the gloves incorporate silver-nylon yarn to conduct the body’s bioelectricity to the touchscreen device.

Siri

iPhones weren’t new 10 years ago, but voice command on the iPhone was. Who would have thought that you could ask your phone to call or text someone simply by saying, “Hey, Siri”? Apple debuted the Siri voice command feature in 2011.

10 years ago

Drone Delivery

The way we used to get our packages ten years ago is a lot different from the way we get them now. In 2014, Amazon, Google, and FedEx started testing drone delivery. Now we can receive our packages in no time.

Take the Challenge Now

Can you name one or two things that didn’t exist today? Take the challenge and let us know in the comments.

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