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Four Tech Tips to Prepare Your Smart Classrooms

by Guest Blogger
written by Guest Blogger

iGens, also known as Gen Zs, are the new minds of our future. And the next generation won’t learn everything they need to know in the same way as previous generations. The iEverything world of cloud computing, AI (artificial intelligence), VR (virtual reality), AR (augmented reality), and now MR (mixed reality) will lead to a unified Smart Education. Chromebooks, mobile phones, smart watches, and other media consumption devices will form the hub of lesson delivery both inside and outside of classrooms. How can schools prepare for the current and future technology needs to support smart classrooms?

Planning is the key, and knowing the most important factors to consider can help you save time and dollars down the road. Here are some tips to get you started.

Tip 1: Invest in the next generation WiFi infrastructure – the 802.11AX standard

WLANS make the heart of your infrastructure. Next generation WiFi standards are now coming to market that will allow delivery of the mixed media necessary to deliver Smart Education. Focus on reliable, high-speed connections that are capable of performing in dense, multi-user, and indoor and outdoor environments. Make sure your new infrastructure is ready for this new 802.11AX standard. Learn more about 802.11AX and what it means for schools here.

Tip 2: Support your high definition video needs with compression technology

High intelligence video is a part of smart classrooms.

IVS can help improve security in smart classrooms.

Both 4K and 1080p cameras allow for high quality Intelligent Video Security (IVS). The use of Wide Dynamic Range (WDR) and high-grade CMOS sensors result in a clearer picture with more detail. But most importantly, the use of H.265 compression technology can reduce your storage and bandwidth needs by 50 percent. Share clearer video in less space.

 

 

Tip 3: Automate your storage management

You can better control your budget by building a smart storage infrastructure with intelligent automation. This includes faster response for increased capacity, anticipation of failure, and data replication. Automating your store management improves the overall network performance and availability.

Tip 4: Design an open ecosystem

Animals in an ecosystem as a metaphor for smart classrooms.

An open ecosystem allows for technology to live and work together harmoniously.

When planning a network ecosystem, the interoperability between devices from different manufacturers is an important factor to consider. If devices from different vendors are designed within an open ecosystem and interoperate seamlessly, you are free to select devices that best suit your needs and budget rather than the limited selection that is typically available in proprietary systems. In other words, make smart choices now so that you will have more choices in the future.

In the end, great planning with an experienced team is key. Being prepared with innovative technologies that support your current and future classroom needs is the ultimate goal. With that in mind, you will be prepared to support the demands of iGens in the Smart Classroom.

This is a sponsored post written by Tom P. Yarbrough, Regional Director at Huawei Enterprise USA, Inc. Tom has over 20 years of experience working with K12, higher education, and research education organizations to build the most advanced technology environments that they can envision. 

Huawei, a global leader in Information ICT, serves over 170 countries with their partners to offer network infrastructure, storage, SDN, cloud computing and data center solutions. Huawei has 180,000+ employees on every continent. In 2017, Huawei ranked 83 on the Global Fortune 500. Learn More about Huawei’s Education Solutions >>

 

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customer service
STEM/STEAMTechnology Applications

TCEA Responds: Teaching Digital Media

by Miguel Guhlin
written by Miguel Guhlin

Dear TCEA Responds:

Earlier this week, my high school principal told me I would be teaching digital media. School is starting and I’m not sure what to do next. Can you get me started? This is an area I have little or no experience in.

-Jan

Dear Jan:

“Breaking your own mold can only make you stronger and more confident to reach higher levels in your professional and personal life,” says Dr. Elizabeth Lombardo, psychologist and author of “Better Than Perfect” as cited by Thomas Oppong. Thomas suggests that the only time you are actually growing is when you are uncomfortable. Certainly, your situation qualifies as an opportunity to break your own mold. “Seek out discomfort. Be deliberate about doing things that push your limits magnificently. Difficulty helps you to grow,” advises Thomas.

Pushing your limits does not mean you have to be alone. You can push your limits in collaboration with a vast network of fellow educators. Let’s explore some tips and ideas to get you started.

tcea responds

Tip #1 – Grow Your Network

If you are not using Twitter as a professional learning network (PLN), then begin now to follow teachers who are concerned with teaching digital media in high school. To get you started, I have compiled a list of twenty-three folks on Twitter you can follow and connect with. Or, if you prefer, just view the Twitter list “HSDigitalMedia” that I have prepared for you. I will add to this list over time, and you are encouraged to contact people on Twitter to grow your network to facilitate just-in-time professional learning.

Tip #2 – Champion the Value of Teaching Digital Media

Teaching digital media and video in a classroom is important for several reasons. Here are a few from Brown University:

  • Increase student engagement: Students working on digital media assignments feel a deeper sense of empowerment as they act as producers–rather than just consumers–of meaning and knowledge.
  • Help students work through difficult concepts: If students are making media, digital tools help them express concepts using multimodal representations.
  • Promote critical awareness: Students must be prepared to critically understand and interpret meaning presented in various forms.

“Research has shown that connecting educational experiences to real-life opportunities is an effective way to get students excited about tcea respondswhat they’re learning,” say Kristin Houser and Karla Lant (Futurism). Digital media combined with project-based learning and STEM topics can engage students. Engaged students learn more and do more in class. In addition to PBL activities, Stephen Solomon urges you to consider these strategies:

  • Adopt inquiry-based strategies. One example includes Genius Hour , which encourage students to engage in passion-based learning aligned to specific learning goals.
  • Adapt service-based learning for class projects: Foster a service mentality and a sense for real-world effectiveness by building service learning into lesson plans and units.

These three strategies (PBL, Inquiry-based Strategies, and Service-Based Learning) offer great learning opportunities. They provide fodder for creative digital media projects.

Tip #3 – Use a Range of Technologies

While you may be tempted to embrace expensive technologies to teach digital media, aim small. You can model the use of mobile device technologies (e.g. green screen apps) that can have a big impact. These small creations can get your class started, then be incorporated into more expensive production tools.

Online curriculum

Software Resources

  • Free Adobe Alternatives
    • Scribus: Create great-looking, print-ready posters, newsletters, and magazines
    • GIMP: Refine your photos or create your own artwork from scratch; includes support for Photoshop plugins
    • LightZone: A digital darkroom for converting, editing, and managing photos in batches or individually
    • Inkscape: A versatile open source vector editor that’s ideal for hobbyist illustrators and web designers
    • Unsplash: Professional-quality stock photos in the public domain – totally free to download and use

Some more audio and video editing tools:

Image Editing Tools

Worried that you have too much to learn? Remember that there are many resources available online for free. Your job is to curate those resources, create situations that engage student learners, and assess growth. You do not have to be the expert in everything! Let the students learn from each other as they grow.

Tip #4 – Build Towards Certification

In a TCEA interview with Mark Simmons (Sabine Pass ISD Director of Technology), he advocates a continuum of learning opportunities that lead towards certification. It’s not enough for your students to learn digital media tools. They need to be able to make a living with these tools.

Graduates should qualify for employment as web designers, graphic artists/designers, multimedia specialists, web developers, web content specialists, media specialists, information specialists, digital media specialists, animation specialists, interface designers, and many new jobs yet to be defined in this expanding field. (Source)

Consider establishing a partnership with a local college/university. Begin with the end in mind and then build your digital media course with assistance. Here are some examples:

And, finally…

Tip #5 – Embrace Digital Media as a Tool for Digital Storytelling

Learning to use digital media tools is only one aspect. Another component, perhaps more important than technical expertise, is learning how to tell a compelling story using digital media. Rely on resources like these below to have your students start telling and showing their own powerful stories.

It can be daunting to begin a new class. Remember that you will need to start with relevant TEKS and design a syllabus. Then, set up specific projects that solve an overarching problem or are service-based learning oriented. You’ve got this!

 

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lumen5
Good Teaching

Lumen5-Powered Videos

by Miguel Guhlin
written by Miguel Guhlin

Want to capture people’s attention with video? Then Lumen5 may offer you a way to create powerful videos from blog entries, news articles, and online text. If you’re like me, you are not a video designer. I have no idea how to better arrange pictures with quotes to create a video segment, or what accompanying music to use for the soundtrack. Therefore, my videos often lack punch and engagement because I’m uncertain in my arranging skills. Allow me to introduce you to a tool you can use in the classroom to create a technology anticipatory set.

Lumen5 Saves the Day

The good news is that Lumen5.com has some absolutely beautiful video arrangements and tools for the video challenged. Take an existing blog entry or web-based text and then let Lumen5 do the rest. Here are two examples that I shared via YouTube.

[youtube https://www.youtube.com/watch?v=iMsqo6m5-Fs]

Read the blog entry, Creating Worlds of Tomorrow, from which the video above was created. Here’s another example, Enhancing Parental Access with OneNote Class Notebook.

Creative Process

After getting your free account at their website, you can click on the CREATE VIDEO button and see a screen similar to the one shown below:

lumen

The process is drop-dead simple, allowing you to paste in a website address. You will have the option of grabbing the text from the first section of the article. You can also cherry-pick choice sentences. Each sentence series gets a slide with its own picture. Longer text is split across slides with matching images. You are able to edit sentences once selected for readability. You can put (a.k.a. upload) your own pictures in the slides. Another option for finding relevant images involves an internet search, which is built-into the Lumen5 interface. Placing pictures in the slideshow is drag-and-drop easy.

A few other screen shots:

lumen

In the shot above, you can see the results of an image search with “Minecraft” as the search term. Below, you see stock soundtracks you can add to your video. You also have the option of NOT adding sound, saving the movie as an MP4, and then modifying it in iMovie, WeVideo, Shotcut, or another video editor.

lumen

Rendering the video can take anywhere from 10 minutes to over an hour, as shown below:

lumen

Once the video is done rendering, you can save it as an MP4 to your computer/device in anticipation of putting it on YouTube or another online storage location (e.g. OneDrive, Google Drive).

lumen

In the Classroom

It wasn’t until high school that I started figuring out how to read non-fiction text, picking out what text would make it into a test. Now, much of the non-fiction text that students read finds its way online. Pull text from anywhere, such as Dogo News, Newsela, Newseum,  or Tween Tribune and then paste the web link into Lumen5 for a quick summarization tool.

lumen

For example, the video below was generated from the Tween Tribune article, Watching Others Play Video Games the next big thing. It might be fun to create a summary of online content using Lumen5.

[youtube https://www.youtube.com/watch?v=sJIURH2NWCw&w=560&h=315]

Rendering Time: 90 minutes*

*Note: When I checked with Lumen5 crew, they mentioned that the long rendering time is atypical. Most videos are rendered in ten minutes or less. They asserted that my experience may have been due to some unfortunate server errors they experienced early on. As I recall now, the server did crash while I was using it, so this supports their assertion. Let me know in the comments if your experience matches their assertions.

Closing Thoughts

How do you see yourself using Lumen5 in your K-12/adult learning situation? Given the rendering time, it’s not a quick tool to use. Another piece that needs tweaking involves the slide editing component. Although I uploaded a picture, a screen shot of the actual article at Tween Tribune, I was unable to place the picture on its own slide alone. I would have had to replace the image and text of an existing slide. That may just involve some planning ahead, adding slides you don’t need so you can replace the image.

One thing is for certain, students can easily adapt the technique Lumen5 introduces with a variety of video editors. Lumen5’s approach serves as an excellent starting point for beginners like me.

 

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Jim Knight talking about video coaching
Professional Learning

The Power of Video Coaching: A Conversation with Jim Knight

by Guest Blogger
written by Guest Blogger

In today’s technology-enabled world, using video for professional learning is easier than ever. It is a readily-available and powerful tool that can transform teaching practice and positively impact teachers and administrators alike.

But how do schools get started using video? And what factors should they consider when implementing a video coaching initiative? I recently had a (video-based) conversation with respected author and researcher Jim Knight about these topics and how video can support a personalized and collaborative professional learning process.

How do you create an environment that supports video coaching?

It is crucial to create an environment that’s psychologically safe when educators are going to share with others. Teachers don’t want to bare their souls to a “Debbie Downer.: They want to receive feedback that’s encouraging and validating, not feedback that squashes them down. Video is all about opening up; so if school leaders can create a culture that’s psychologically safe, amazing things can happen. Really tight bonds can be made and a lot of learning can happen really, really fast.

I do believe that educators should have a choice about participating in using video however. It shouldn’t be a forced thing. And school leaders have to be the first ones to model the use of video. A teacher shouldn’t be expected to record him or herself if the principal or coach isn’t also recording themselves. Coaches have to get comfortable watching video of themselves and see what it looks like firsthand. And then once they’ve gotten some credibility because they’ve done it, they can share with teachers.

I also suggest coaches approach respected, informal leaders in the school to start the video process. Once other teachers see this person doing it, they will say “Well I guess if they are doing it, maybe I should do it too.”

How can you encourage educators who are new to video to start using it?

I think they just have to do it! Nobody likes to see themselves on video, at least not initially. And nobody ever says, “I’m younger and thinner than I thought when I looked at the video.” Sometimes you just have to get people to start recording themselves just to get used to it. Once educators get beyond the notion that they have to look like some movie star, they can start using it in meaningful ways. And that doesn’t take too long.

Another issue is that video presents individuals with a clear picture of reality, and that reality does not always match up with what’s in one’s mind. If teachers have it in their minds that they are really amazing at something, and then the video shows that’s not the case, they have to rethink who they are a bit, and that’s a difficult thing to experience. But most people want to be good at what they do, and to be good at what you do, you have to get a clear picture of where you are.

How can video expand the geographical scope of teachers’ professional learning and increase collaboration?

Video is a really powerful tool that has the ability to connect teachers in new and exciting ways. For example, say I was an 11th grade social studies teacher and I wanted to get really good at using a Frayer model to teach concepts. If I had a big enough group of fellow teachers who were using the same platform as I was to share videos of their teaching practices, I could watch their videos and find out how they are using the graphic organizer effectively and discuss instructional ideas. This opens up enormous potential for communication globally. How cool would it be if we could find teachers and start to share actual videos and discuss teaching strategies beyond Twitter groups and 140-character responses?

Even on a district-level, video can allow best practices to be shared more broadly. In large districts with multiple schools spread out, it might be hard to get all grade-level teachers to meet face to face. But with video, teachers can just open up their computer, share a video, and have the conversation right there. Plu,s it can be done asynchronously.

What factors help lead to technology – video coaching technology or other – being embraced by educators?

When technology is quickly embraced, it is usually really powerful and really easy. An iPad is a good example – anybody can pick it up and access the world through this little thing. It’s easy, it’s powerful.

Using video for professional learning has to be the same way. We already know it’s powerful. However, if it’s a real hassle for educators to share and upload the video, then it’ll fall by the wayside.

 

To watch the video of the conversation with Jim Knight in its entirety, visit blog.edthena.com/knight.

This is a guest blog by Adam Geller, the founder of Edthena. Jim Knight is a research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. 

 

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AndroidiOS Tips and TricksMicrosoft Tips and Tricks

Moviemaker Is Dead; Long Live Story Remix

by Miguel Guhlin
written by Miguel Guhlin

Windows 10 embraces its movie-making roots, bringing storytelling to life with a new app Windows Story Remix that takes the place of the old favorite Moviemaker. Although not due out until later this year, Windows Story Remix boasts some features that should get educators excited. Let’s do a quick review of three exciting features.

Feature #1: Cloud-Based CreativityStory Remix

The new program has students start online using the mobile device of their choice (Android, iOS, and Windows) and then save their work to the cloud. Images and video from all of those devices gets mixed into their creation. That means that if a student makes a story on an iPad, they will be able to finish it on their Windows 10 device later on.

Feature #2: 3D Virtual Designs and Digital Ink

With Paint 3D, a re-designed Paint program, students can create designs and then import those into Windows Story Remix. They can take objects and pin them to scenes. Those pinned objects can also follow throughout a scene. Students can also import content from Remix 3D, an online warehouse of user-generated 3D designs, and they can take advantage of digital ink to write text directly on their creations, dropping in 3D graphics and adding special effects.

remix

Feature #3: Add a Soundtrack

Adding soundtracks to a video is easy with Windows Story Remix, allowing students to pull royalty-free content from a variety of places:

remix

Watch the Video

To get a grasp of the possibilities of this new software, check out this video. Then start planning how you’ll have your students don their filmmaking hats and tell their own stories!

 

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TCEA responds
CTO/CIOTechnical Support

TCEA Responds: Video Surveillance Solutions

by Miguel Guhlin
written by Miguel Guhlin

Welcome to TCEA Responds #10.  Submit your own question(s) online. Today’s topic offers tips on video surveillance cameras in schools.

Dear TCEA Responds:

I’m new to the technology coordinator role and have to set up video surveillance cameras across my district. Could you give me some pointers on what to keep in mind as I roll video cameras out to schools?

-Tim

Dear Tim:

Thank you for your question! Video surveillance is a big part of any school district technology program. Although video surveillance typically falls under the purview of the school district police department, deploying video cameras can be challenging. Often, district leadership perceives video cameras as an appliance that can be placed anywhere. Little consideration is given to the maintenance of video cameras or the expertise needed to configure and connect them to the network. Here are some tips as you consider launching video surveillance in your district or at your campus.

Tip #1 – Consider what vendor solutions are available

The answer many Texas districts will give is Video Insight. This vendor provides excellent, almost turn-key solutions to video camera setup and deployment. This solution also allows integration into Active Directory so that groups can be created to give users access to only their campus cameras. Not only do they provide onsite support, they also provide remote support using their software. Having experienced a video camera failure at a high school, I can attest to their customer service. They resolved the issue, working after hours into the early evening to get video surveillance back up and working before a busy weekend. Another solution that is more do-it-yourself is Guardian Security (video cameras in use are from GeoVision). Both vendors feature no recurring annual costs unless you need more support.

I’m often asked, should we be using IP or analog cameras? To optimize management, you will need to get an IP camera. Video Insight provides IP cameras, and you can replace your analog cameras as they fail. Although Video Insight will sell you cameras, you can also get Advidia video cameras. The Advidia cameras are compatible with the Video Insight management software.

tcea responds

Left to right: Woodrow Thomas (Mt. Vernon ISD), Miguel Guhlin (TCEA)

Meet Woodrow Thomas of Mt. Vernon ISD. Rather than server-based storage, Woodrow is using video camera based storage. Listen to a conversation I had with him at the TCEA Technology Leadership Summit.

Tip #2 – Remote management and viewing of video cameras

If taking advantage of Video Insight, then it comes with a solution that’s available and ready to go. For the price you pay, you get camera and the software it comes with.

Be aware that a hidden cost of video surveillance often involves providing key personnel at each campus, as well as at the district level, with the ability to view video from any video camera on their campus (or elsewhere, if they are district staff). Unfortunately, clerical staff tasked with watching video feeds during the day usually lack the computers with the necessary processors and upgraded video card needed. For that reason, some districts purchase a second machine with dedicated components. This second computer enjoys enhanced features and is placed in close proximity to the receptionist’s location. Some data you need to collect includes:

  • How many internal video cameras are in place?
  • How many external video cameras are in place?
  • What is the age of the receptionist’s desktop computer?
  • How much RAM does the computer have?
  • Are dual monitors in use?
  • Is a dual monitor card needed?

Finally, you can issue tablets to police and administrators, enabling them to monitor activities via video feed to that device while on the go.

Tip #3 – Placement of video camera server(s)

Depending on how much video you want to retain (two to three days isn’t unusual), you will need a Windows desktop computer (with terabytes of storage space) to serve as your campus video server. The cost of these machines is fairly low, although you can get a low-end server instead to house content. Again, your storage capacity on this machine should allow you to retain several days of footage, especially for long weekends or vacations. For high traffic areas, a more robust server may be needed with ample storage. As you might imagine, since you can access servers remotely, having a server on campus may be more convenient, but you can centralize your server. Avoid using a virtualized server due to performance hits that a virtual machine will endure.

As to where to place the servers, it is typically recommended that the server be placed onsite to minimize bandwidth used through the transfer of video over the wide area network. This may be less of a concern in districts who own their fiber network.

Tip #4 –  In-district support of equipment

“Should we TCEA Respondssend the network engineer up that big ladder to clean the video camera lens?” That’s the question that comes up when a fuzzy picture appears or there’s a network connectivity problem. Providing in-district support can lower costs, depending on the total number of cameras you have in your district. You may want to either hire a media technician or re-task a portion of an existing technician’s time. Here is a description of what they need to be able to do, along with a chart to use as a starting point.

The primary purpose of a media technician involves installing and maintaining computer equipment and multi-site video cameras throughout the district. This person will need to respond promptly to work order requests and work collaboratively with multiple departments (e.g. police department, technology, and administration) to ensure minimal disruption of service. Some additional duties include the following:

  1. Install/upgrade video surveillance cameras, as well as perform monthly inspection of surveillance cameras to retrieve and record backup video logs as needed
  2. Assist district staff with video monitoring, troubleshooting, and repairs
  3. Install/maintain cables, terminals, and connectors for all video equipment
  4. Compile and maintain accurate inventory of tools, video equipment, servers, and equipment as directed by supervisor
  5. Keep records of repairs, maintenance, and other service costs
  6. Serve as a liaison with the vendor
  7. Schedule backups of SQL server used for video surveillance camera

Additional questions to consider when deciding on placement of camera servers include: a) What will be the impact of video traffic?; b) Will you be storing video from special education cameras (that’s a completely different blog post) and for how long?

Tip #5 – Several miscellaneous points

Do you have special locations where there might not be a network drop? Some examples of remote locations include the bus barn, press box, or barn where livestock are kept. To take care of this, you can rely on long range wireless access bridges.

Another point to keep in mind is to turn off the skip video setting. The problem with the skip video recording setting is that you may inadvertently miss recording during a hallway situation. While turning off this setting will consume more space, you will at least have video recording of events.

 

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live video
Content AreasDigital LiteracyWeb 2.0 Tool

Engaging Students with Live Video Feeds

by Susan Meyer
written by Susan Meyer

This spring, a giraffe named April at the Animal Adventure Park in Harpursville, New York has captured hearts and minds around the world. Thousands over live video watch her stoically stand and pace in preparation for the end of her 15-month pregnancy and the birth of her fourth calf.

While the world waits with baited breath for April to give birth, I started thinking about the value of live camera feeds. Why are people of all ages so enchanted? There is something incredibly compelling about live video. And therefore, it can be a powerful tool when used in the classroom.

Live feeds usually involve stationary webcams that observe the same place over a period of time. They enable students to experience the world in new ways, allowing them to travel to far-off places and see unique moments in nature. For example, they can observe how animals behave both in zoo environments (when a field trip to the zoo isn’t in the budget) and in their natural habitat.

Sources for Live Video Feeds

Here are some great sources for live camera feeds to bring into your classroom:

  • From nesting bald eagles to fish swimming in kelp forests, Explore.org has a great collection of live webcams. In addition to dozens of cameras that are live at any given time, the site also shows “off hours highlights” so that you can catch up on the best things that occurred on these feeds when they were live. My personal favorite is the live cam of Brooks Falls in Katmai National Park in Alaska. You haven’t seen truly skilled fishing until you’ve watched grizzlies catching salmon swimming up a waterfall.
  • For learning about the solar system and allowing your students to observe planet Earth from above, NASA has you covered. There are live streams from the International Space Station. The station orbits the Earth every 90 minutes. You can watch the Earth’s surface changing below, the sun rising and setting, and even follow the path of the ISS on a map.
  • After watching the Earth from above, students learning about landforms, biomes, and climate can see what is happening at some of the most beautiful places in the country: our national parks. The National Parks Service has a number of live feeds throughout the park system. You can find a listing of all of these feeds here. Where else can you visit the cliffs of Acadia in Maine, watch Old Faithful erupting at Yellowstone, and see mountain goats at Glacier National Park, all without leaving the classroom?
  • EarthCam.com also provides many live feeds at cities and landmarks all over the world. Students can visit the Eiffel Tower, the Statue of Liberty, and the Washington Monument. Social studies students can travel the globe seeing world landmarks in real time. They can view places that have been inhabited by people for thousands of years and they can witness people interacting with these places.

Curriculum Connections

Here are just a few ideas for how to use live video feeds in the classroom:

  • When teaching a lesson about life cycles, show a nesting eagle (or other bird) and have students check in daily to see how the eggs and chicks are developing. Research the life cycle of the bird being observed and have students make predictions about when they think the next stage will happen (example: when the eggs will hatch, when the chicks will start developing feathers). Have them track their observations in their science journal.
  • To support a lesson on world geography, let students pick a city in the world and share live footage from landmarks in that city. They can see not only the place or landmark, but also the number of people who visit it during the day. They can present their observations from the live feed, along with their research about the place or landmark and why people might want to visit it.
  • When learning about habitats, students can study a live feed of a particular place (such as a coral reef or a rainforest). They can record what plants and animals they see there. They can also take notes on the type of weather that appears. Visiting the feed over the course of several days or weeks, they can notice if the weather changes or the animals that appear are different. Over time, they will develop a well-rounded understanding of that particular place.

These are just a few ideas for how to use live camera feeds in the classroom. Do you have any live video feeds that you particularly like? Or do you have any of your own ideas for how you have used camera feeds in your classroom? If so, please share your thoughts and ideas in the comments.

 

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recording on iOS device
iOS Tips and Tricks

iOS Recording Tools

by Miguel Guhlin
written by Miguel Guhlin

“I love using my iPhone for on-the-go audio and video recording, but the built-in mic just isn’t doing the job. What can I use to better record audio for those critical interviews?”

Every TCEA event, I find myself reaching for my iPhone to record audio and video and snap photos of people I’m having conversations with. And I try to take a fresh look at the tools I’m using. This past TCEA conference, I decided to try several tools for recording audio/video on my iOS device.

Come along with me as I share my journey finding iPhone microphones and apps that work well at a distance. And, please, if you have your own solution that works, share it in the comments below.

Audio Recording Tools

Image 023What is a problem that stumps amateurs like me? The answer is recording at a distance. When you’re standing next to someone, it’s not a big deal to get great audio. When you’re five to six feet away, however, then things start to get a bit tougher. Here are two great mics that can help you capture better audio.

  1. Mikey Digital ($99) – Unbelievable that such awesomeness comes in a small package. This lightning-connected microphone attaches to your iOS device. This microphone captures audio quite well, in my experience, and is perfect for that six-foot space, both inside and out. My son has used this microphone with his iPhone when recording audio outside and loves the sound quality.
  2. iRig Mic Cast for iOS/Android ($35) – Less expensive that the Mikey Digital, this iosoffers 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.” (The featured image for this blog post shows the iRig Recorder 3…I can dream, can’t I?)

Favorite Recording Apps

As you might imagine, while you can use your built-in iOS Camera app for recording audio or video, you may not get the best results. As a result, here are some of my go-to apps:

  1. iRig Recorder: This free app offers many features and is definitely worth mentioning for those of us who sometimes need custom recording options. It works for both audio and video recording.
  2. ProMovie (Free but with $2.99 in-app purchase): What I love about this app is that it allows me to choose the microphone that I want to use. With other apps, I’m never quite sure if I’m using the Mikey Digital or iRig Mic, but ProMovie allows me to specify in the settings. What’s more, there are tons of settings for video recording. The in-app purchase ($2.99) removes the watermark.
    ios
  3. Voice Recorder ($1.99 to remove ads): This easy-to-use voice recorder goes for a nostalgic look (cassette recorder appearance that makes using it easy and familiar) and it does a nice job in close quarters. It allows for WiFi sync, as well as cloud uploads to Microsoft OneDrive and Google Drive. It also allows for pausing a recording and can export the audio as M4a format. You can take advantage of the “Open In” option to drop the audio file into Hokusai Audio Editor, also on my must-have list, which gives mobile users features similar to Audacity, a desktop audio editing program.
  4. Voice Recorder Pro (Free): Although boasting a host of features, including converting to MP3, this app suffers from a poor user interface. But it does offer audio editing, which makes it a must-have tool if you need that feature. Audio engine calibration at the start of  a recording can also delay start, which is a problem if you’re recording a keynote or speaker who has begun to speak. Still, it is the best audio recorder available on iOS at no cost.

Conclusion

There are many other tools that could be included in this list, but my goal was to share a few that I’m using now. Armed with an iOS device, there’s no reason why you can’t record audio/video and publish online in the moment, on the go!

 

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MySimpleShow
Good TeachingWeb 2.0 Tool

Easily Creating Explainer Videos

by Lori Gracey
written by Lori Gracey

Having students (or teachers in professional development learning opportunities) create short videos that explain a key concept can be very powerful in terms of content mastery and retention. Unfortunately, it’s very easy to get lost in the video creation process with much less time and thought spent on the learning being showcased. MySimpleShow can change that.

What is MySimpleShow?

MySimpleShow is a free website that builds a simple slideshow of three minutes or less for you. You begin by answering a few questions so that a Storyline template can be found for you. Then you create your script. Next, the Explainer Engine automatically generates a storyboard for you to fine tune, along with recommended illustrations. (During this phase, you can also import a PowerPoint or Google Slides presentation instead of writing, making it the perfect tool for flipped lessons.) And finally, you select your video speed and then publish to YouTube or download the video as an MP4. It’s just four simple steps, with the first three of them focusing on the content and not on the video itself.

MySimpleShowThe video is done primarily in black and white with hundreds of simple cartoon-ish illustrations provided. But you also have the option of uploading  your own image, logo, or text, if you wish. When it’s time for the voice over, you can upload a recording of you talking that is then automatically synchronized with the story or use the very sophisticated text-to-speech function that provides a voice over in seconds. This is a great resource for students with speech disabilities.

The finished product will have audio narration and some light background music, and your images will be timed exactly to the script, brought onto the screen by a pair of hands. In between slides, the hands will come back to sweep everything away and clear the screen for the next slide.

There are several examples available on their website. Here’s one introducing carbon dioxide. To use the site, a free registration is required, which means students will need to have an email address or a Facebook or Google account. And did I mention that MySimpleShow works on any device with Internet access?

How can MySimpleShow be used?

The possibilities for the use of explainer videos in school are almost unlimited:

  • Use them as part of a blended learning or flipped classroom strategy.
  • Introduce a new unit and grab students’ attention.
  • Encourage students to create them about things they’ve learned in a makerspace or during Genius Hour.
  • Have pairs of students create very short (one minute or less) videos as formative assessment to demonstrate what they already know about a topic.
  • At the end of a unit of study, learners can demonstrate their mastery through a video of key concepts, adding it to their portfolio.
  • Do a book review or character analysis with video.
  • Create a short video outlining common classroom procedures, such as using standard lab equipment or how to select a center activity.
  • Introduce students new to the school to what they need to know by having other students create videos that they can watch anytime.
  • When doing a book study or mastering a new technology skill, teachers in learning communities can create videos showcasing what they’ve learned. These can then become part of their portfolio.

What will you do with MySimpleShow? I’d love to hear from you!

 

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Minecraft
Microsoft Tips and Tricks

Minecraft: Education Edition Tutorial Videos

by Miguel Guhlin
written by Miguel Guhlin

Are you a Minecraft: Education Edition digital native? If so, do we have a treat for you! Take a look at this new video series focusing on introductory videos to everyday tasks in the popular program. These short videos walk you through some common tasks, such as changing a skin, finding materials in creative mode, using the compass and map, and mastering the teleport command.

Minecraft

The Three Little Pigs

One of my favorite activities involves asking participants to narrate their own Three Little Pigs story using Microsoft Office Mix. One fun activity involves building straw, stick, and brick houses. In this Minecraft video series, you will learn what you need to know to re-create this famous story.

Video Series

  1. Changing a Skin (2:00)
  2. Finding materials in creative mode (2:24)
  3. Compass Map Teleportation (4:08)
  4. Survival and Finding Materials (0:57)
  5. Smelting and Torches (1:05)
  6. Building a Straw House (1:33)
  7. Building a Stick House (2:19)
  8. Building a Brick House (4:59)
  9. Make/Spawn a Wolf and Pig (3:17)

Note: Notice a young voice? I’d like to thank James E. Guhlin (@jguhlin) for his work creating these video tutorials. You can follow his Minecraft video creations here.

These videos are intended for teachers to learn some of the simple things they need to know to get started and offer an easy entry that scaffolds your efforts. Need more support?

Register for Minecraft Professional Learningthreelittlepigs

Several professional learning opportunities are available! Be sure to check the TCEA Minecraft: Education Edition (TCEAMEE) Professional Learning Resources.

 

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