Troy Patterson

Educator, Thinker, Consultant

Page 33 of 40

Creating a Teacher Resource Folder in Moodle

Sometimes, it is helpful to have a Teacher Resource Folder within Moodle. Generally, when I create a course that others will be using as well, I create a teacher resource folder for each topic. I don’t want the students to have access to this folder, so I remove their ability to see it. Before I learned this little trick, I would use the Show/Hide function. However, that runs the risk of the teacher inadvertently showing the folder. That’s why I love using permissions to accomplish a Teacher Resource Folder.

This is actually very easy to do, once you know how. Let’s start by turning editing on. Then simply create a folder and title it “Teacher Resources”. I also add a description of “Teacher Resources are available only to a teacher or non-editing teacher in this course.“, and click Display description on course page to on.

Teacher Resource Folder

*I usually leave the folder empty at this point. This is because I generally will duplicate this folder once it is set up. Once the folders are done, I add the appropriate resources into each one.

*If you have completion tracking turned on, make sure that you turn it off for this folder.

I scroll to the bottom of the page and click “Save and return to course.

So far, I’ve added a folder, but it can still be seen by anyone in the course. So I choose to Edit Settings for that Folder. This will seemingly take you right back where you were, but there is one significant difference, now you will have a Folder Administration Block.

Premissions Magic

In the Folder Administration block, you will have Permissions. For our purposes, this is magic. Click on the Permissions link. This will open a window where you can adjust permissions. We are only going to change one.

Permissions in Folder

Find the last plus sign on the line “View folder content” (under the Prohibited Heading). Click the +sign. This will result in a new window. Here, click the drop down to select “Student”.

Permissions in Folder: Teacher Resources 2016-03-20 16-12-31

Click “Prohibit” and you are done. What you’ve just done is to prohibit anyone in the student role from viewing this (and only this) folder.

Next, I duplicate the folder by clicking on Edit and then selecting Duplicate. The duplicated folder keeps the same permissions. I simply drag this duplicated folder to the next topic. I repeat this until each Topic has a Teacher Resource Folder. Then, I just add the appropriate material to each folder safe in the knowledge that the students won’t see this material. Generally, I use this folder to provide teaching tips, thoughts and additional resources for teachers. Sometimes, the folder will include full blown lesson plans. Sometimes it includes background material that is useful for the teacher.

Naturally, you can use this tip for hiding any resources that you don’t want students to see. This is best for resources that you will never want students to see though.

Enjoy.

More on Moodle FlashCards

The Moodle FlashCard database preset file has been updated. There have been a couple of improvements/corrections. The preset now works with any theme. Additionally, the Random button and next/previous buttons work on sites without JQuery installed.

So, how does this work? It is simply a database activity. This makes it powerful and easy to learn. Oh, and if you are so inclined, highly customizable. Since it is a database preset, all you really have to do is drag and drop one file and you are set to go.

Remember, database activities are available to all students. When students complete an entry, the entire class can view that entry (approved by teacher if so desired). This makes it possible for students to contribute the knowledge to the class. (Of course, the teacher could create all the cards, but I really think that misses out on the power of student creation and learning.)

So, what does this look like for a teacher? Simply head over the Moodle Courses and Content page and download the Database Preset: FlashCards file. (You’ll need this in a few minutes, so just make sure that you know where you are saving it).

Use these instructions to quickly make FlashCards. Log into a Moodle course where you have editing rights.

  1. Click the green box to turn editing on.
  2. Click on Add activity or resource
  3. Select Database from the list.
  4. Click on Add button.
  5. Enter a name for the activity. For our purposes, we used FlashCards.
  6. Enter a description. This is a good place to put directions. For our purposes, we used “Add interesting words that you find for the class”.
  7. Click Save and Display.

Now we’ll select the preset. You should see a couple of text boxes. One will say that “There are no fields defined for this database.” The other will say, “Please create some below or choose a predefined set to get started”. The choose a predefined set will be a hyperlink. Click that hyperlink.

On the next screen, you will have the option to Export or Import. Locate the file that you saved and drag and drop it in the box under Import for zip file (or use the Choose file button and navigate to the saved file that you downloaded a couple of minutes earlier). Then click the Import button. A new screen will load. Just click “Continue”.

You are now ready to go. Click “Add entries” in the box OR use the Add entry tab (do NOT click the “Continue” tab – it is pointless).

You will have four boxes available. Frontside of Flashcard has Picture or Question. Backside has the same options. (Note that there is also an “Alternative text” box under the picture section. This is used for ADA compliance as screen readers use that information). Something MUST be entered into the “Answer” box (even a space will do).
*Note that there is currently a bug in the database activity for Moodle which prevents the “Save and add another” from actually working. This will need to be to fixed in Moodle with an update. This is not specific to this activity, but to all database activities in Moodle.

That’s it. Now turn your students loose and let them create FlashCards.

Alright. Maybe you want a little more control. Maybe you want to approve the FlashCards before the other students can see them. If that is the case, look to the Administration block. Click on Database activity administration to reveal all the options, then click on Edit settings. Now click on Entries to show those options. Under Approval required select “Yes”. Scroll to the bottom and click “Save” (either one will do)

There are even more options. If you’d like to know more, contact me.

Moodle FlashCards

I work with some truly wonderful people. Chris Kenniburg, Bob Harrison, Amy Gwizdz and Sean Williams are four of those terrific people. Together, they have developed a way to do FlashCards in Moodle.

Why FlashCards? Well, there are several sites that allow for FlashCard creation. However, these all take the user out of Moodle. FlashCards can be a terrific way to study vocabulary and other concepts. Even better, doing so in Moodle means that the students can create the FlashCards. (I’ve noticed that teachers tend to create flash cards for students to study. I believe that this is backward. Let the students create. That is where the learning really happens.)

So, Chris was the lynch pin in this project (he is after all, a particularly helpful moodler). He put together a few disparate pieces of information: a request for FlashCards, a post by the Moodle Fairy (AKA Mary Cooch) on postcards, and a post about CSS tips. Chris started running with the CSS. Unfortunately for us, the CSS “flips” the card on mouse roll over. This is not ideal for kids and flipcards. Fortunately, Chris was able to change the CSS so that the card “flips” on click, not roll over. We also wanted a way to select a random card instead of just moving along in a linear fashion. Enter Sean. Sean whips up some javascript so that we have a Random Card button that, well, displays a random entry instead of a sequentially ordered card. Perfect.

Off to the Tech Coaches for thoughts and feedback. Bob and Amy propose some changes. They provided several tweaks to make things look and work better. One of those suggestions was the addition of “Next” and “Previous” buttons. This allows the students to work through the cards in order.

There are many things about this that I really like. First off, it allows for the students to create the flashcards. I’m really, really big on the students creating the content. Since this is a database activity, the teacher could set it so that the students would have to create some FlashCards before they would see any of the already created ones. The teacher can also approve the FlashCards before the students see them. Since it is a database activity, the FlashCards are visible for the entire class (again, once approved if the teacher wants to review them first). The FlashCards can contain text, images and/or video. Text, images and videos are available for both the front and back sides of the cards.

We still have a few things to work out. We are working on Ratings. We’ve thought about tagging. However, we aren’t sure if tagging would just make things too complex and not really solve anything. Using FlashCards per unit, for example, might be better than creating a large FlashCard set that is tagged with the each unit.

The teacher ends up having significant control over the FlashCards. For example, we’ve removed the Card numbers from the side of the screen. The teacher can easily have those displayed if that is desired. (We removed them for several reasons. First of all, it clutters up the screen. Secondly, a number doesn’t really say what is on the card. Third, in large datasets, this could quickly be over) We certainly understand that the teacher may want those displayed. Thus, it is easy to remove by visiting the CSS template (where there are directions on adding the page (card) numbers back in).

What does this look like?

Here is the front of a card that just contains a picture.

6th Grade LA Part 1: FlashCards 2016-03-04 22-34-40

The buttons say:

  • Previous
  • Flip the Card
  • Random Card

Here is the back of another card:

6th Grade LA Part 1: FlashCards 2016-03-04 22-37-07

The buttons say:

  • Previous
  • Flip the Card
  • Random Card
  • Next Card

Notice that these are adaptive. Since the front card is the last one in list, there is no Next. However, the back card is one that isn’t the first or the last, so there is a Previous and Next available.

Here is an overview of FlashCards from Chris.

If you’d like a copy of the template, just contact me. I’ll share. (It has been submitted to Moodle, but hasn’t been approved yet.)

*UPDATE: See the Moodle Flashcard Update Post for, well, an update.

Here is an example file that you can install.

OER Returns

OER (Open Educational Resources) is in the news again. The United States Education Department has launched a campaign to encourage schools, districts and states to Go Open (actually, it’s #GoOpen, thus further acknowledging that everything must have a hashtag). The GoOpen movement is being touted by the The United States Education Department as a way to “ensure that high quality resources created through our public funds are shared with the public”. The underlying idea is to provide high quality materials for all students. This movement is directly connected to materials that are created through grants from The United States Education Department.

Andrew Marcinek was hired as the first open educator adviser for the U.S. Education Department.

Additionally, a ten districts have taken up the #GoOpen challenge to replace at least one textbook with openly licensed educational resources within the next year. Additionally, there are Ambassador Districts which have committed to help more districts move to open resources.

I’ve written before about OER (Open Textbooks). In that post, I noted that the movement had begun a few years ago, but seemed to have died down. California has an Open Educational Resources Council, but California pivoted from PreK-12 to focus on Community Colleges. This happened in 2012. Utah similarly seemed to be pushing for open resources, but the latest post on their blog is from January of 2013. The Utah Open Textbook Calculator has moved off of the Utah Open Textbook site to the Open Ed group.

Michigan has supported open textbooks through the 22i TRIG program. Michigan has developed four social studies books. These books cover fourth grade, fifth grade, sixth grade and economics. There was quite a bit of controversy when they were first released. The books were criticized for grammatical issues and cultural bias. (There was very little follow up that I could find from WXYZ about the corrections made in the book).

The optimistic side of me is extremely pleased that we are focusing on open resources. As I’ve noted in other posts, I think that open resources could be extremely powerful and useful for schools. Open resources have the potential of providing better content at a lower cost. These could be customized and adapted for schools much more quickly and effectively than the textbooks that we traditionally purchased. Most of the textbooks that we purchased were targeted to the standards and expectation of Texas and California. Open textbooks could be tweaked to be much appropriate for states and districts around the country. As a middle school principal, we used textbooks that were older than the students. This was in large part due to the high cost of textbooks.

The pessimistic side of me is concerned that this will be the latest trend. Several schools, districts and states will “jump on board” with the OER movement. However, the hard work that is necessary to create, refine and implement OER will be missing. Some of those schools, districts and states will move on the next big thing before the true value of OER is realized. I’m also somewhat concerned that we won’t truly create open resources, but resources that are heavily dependent upon something else.

The President and First Lady have announced an initiative to provide ebooks for Title I schools and special education teachers. While this isn’t an Open Education Resource program, it is being billed in the same vein. The problem is that the resources aren’t open, most are private copyright enforced. Rather the resources are available only through an iOS app. So, the irony here is that the students who are identified as living in poverty (Title I), need an expensive device to access the free materials. It is better that this option exists than not, but I find the situation somewhat frustrating. (In full disclosure, I’m a really big proponent of the iOS eco system. I have a lot of Apple© products. I even bought Apple© stock long ago because I believed in the products.)

OER resources will remain a challenge. CK-12 is a leader in providing open resources. It is not an oversight that most of their materials are Math or Science. 3+4=7 can’t be copyrighted. Language arts becomes much more difficult. Copyright issues will continue to be a consideration when creating and using open textbooks. This is partly why the Department of Education announcement is crucial. It does mean that things created using Government grants must be open source. Most of the things that a government agency creates are open source. Thus, we get some great resources through NASA.

I truly hope that OER takes off. I hope that education will make the long term commitment to make OER an instrumental part of the educational process. I will work and support options that make that happen. But, let’s be clear. Creating resources is hard work. Making them easily available is a challenge as well. However, I believe in the many hard working, forward thinking, dedicated educators in America.

What should schools be like?

I love getting into classrooms. Recently, I visited a couple of classrooms that made me think. Both classrooms were in the same building. This was a middle school. One was down the hall and around the corner from the other. Thus, both had a similar student population. Both classrooms had two teachers (i.e. were co-taught classes).

The first classroom was a very traditional classroom set up. The students were seated in rows. The assignment was projected onto a screen. The teacher was leading the discussion. The teacher had set up a scenario in which the students were to respond. The students responded in their journals. Each student was to made a choice over which of the three options was the best choice. After a few minutes, the students then responded as to which one they chose. A few students volunteered why they made the choice that they did. The co-teacher was seated in the back of the room working directed with two students.

The second classroom was arranged into groups of tables. Each grouping of tables had four to five students sitting around the table. The students were working very collaboratively. The students were working on solving a problem. They were encouraged to talk to each other and check their answers with others at the table. Both teachers circulated and encouraged the students. One teacher had led the set up of the problem. The other teacher led the discussion of the answer (using a document camera to project onto the screen).

It was clear that the second classroom was much more participatory. The students as a whole were seemingly more engaged, more active.

In a follow up discussion, I was asked which classroom I visited was “better”. I think that this misses the point completely. Clearly, the second classroom showed the traits that we have been pushing to see in classrooms. The students were actively doing. It was different than what we would’ve seen even a few years ago. The first classroom was much more in line with what has traditionally happened in classrooms for years. Yet…

For some students, the “old” strategies work. Rather than saying this method is better than that method, we should insure that students have a varied experience in the classroom. There is not one single strategy or method that will work for all students. We never know exactly what the future will bring. Can we sure that getting kids to be active learners is good? Absolutely. We also know that novelty is crucial in learning. If every class is structured the same way, novelty goes down. By providing a variety of experiences, we truly reach the widest range of students.

The trick is to make sure that there is variety. This is not an excuse for each and every teacher to say “Cool. I’ll keep lecturing and let the other teachers be more interactive.” But, it is also a call to administrators and teachers to make sure that not every class looks and feels the same to students. We don’t need to sanitize education into a new standard. We need true variety, true novelty, true interaction with real students. Learning is messy.

So, let’s get out there and create positive experiences for students. Let’s make them do stuff. Let’s make them create. Let’s let them learn. But let’s not think that there is only one way to do that.

Reading the Test 2

In the last post, I shared an experience of teachers using Moodle to provide an audio version of a common assessment. Well, the results are in. The teachers are happy as the process was more efficient for them than reading the test to each student. They remarked that they were able to test several students at once (about 10). More importantly, they were able to assist students that needed help while the other students were listening to the test.

Of course, this led to a discussion of how we could make this even better. This test was a paper/pencil test with the questions in a fixed order. The answers were also in a fixed order. However, our teachers love the ability of Moodle to shuffle test questions and answers within those questions. So, is it possible to record the test question within the test question itself? Would there be a reason to limit audio to certain students? Or, would it be OK for all of the students to have access to the audio version of the test questions? What about shuffling the answers?

Moodle will allow for an audio version of the question to be included within the question itself. Answers work the same way. Thus, if a teacher wants to read the question and answers, Moodle will provide an avenue for this to happen. This means that teachers could shuffle the answers within the presentation of each question.

Thus, the question would work like this for a student. The student would see the question text and an audio player right under the question text. The answers would similarly have an audio player under the response. The screenshot below shows what this looks like.

Preview question: Can Moodle Read a Question? 2016-01-31 12-12-53 The students can click on the “play” button to hear each item. Since the teacher has recorded the question, it is a familiar voice. This is not speech recognition software at work. These are audio files recorded by the teacher.

The end result is fabulous news. Assessments can leverage the power of Moodle and provide accommodations to those students who need them (or all students). Providing an audio version of the assessment can meet the needs of a wide variety of students. The audio version can help students truly identify what they know. Additionally, some of the national tests are now including audio portions.

However, there are some negatives as well. There is not an audio recorded built in to Moodle. This increases the work flow since the audio is recorded in a different application and then linked. Also, some of the national tests don’t allow any accommodations. Thus, there will be the argument for “preparing” students.

Next up will be working on a system to allow students to read and record questions. I always liked to have the students write test questions. I would use some of the student created questions on the exam. Now, I’d like to think of a way to have the students write and record questions in a way that the teacher could accept the questions for use.

At the end of the day, this is a truly powerful opportunity. The ability to provide students with another means of accessing the questions to prove what they know is really cool. It helps students. It keeps the power of Moodle in place in terms of reporting, restrictions, reuse and more.

Reading the Test

Soon, our students will be taking some common assessments. The common assessment will be a paper/pencil test. (They’ll also be taking state-wide tests too, but that’s another story). Some of our students require special accommodations. One of the accommodations that is fairly frequent is to have the test read to the student. Traditionally, this has meant one of two situations:

  1. a parapro has been assigned to read the test to the student individually or
  2. a teacher (usually a special education teacher) has read the test to an individual or a small group of students.

Neither of these situations in particularly positive. The parapros work really hard. Sometimes though, they can be a little too helpful. Taking a highly trained special education teacher and having that specialists read the test, well, there are probably even better ways that their talents can be used. Either of these takes some of the control out of the classroom teachers hands. Either of those solutions come at a high cost as well.

I was approached with this situation. A teacher had planned on using Screencastify (which is a Chrome extension that allows for users to record video and audio) and recording the test. The plan was to put up a black screen and then read the test. The teacher was asking about how to share the recording.

We are also a Google Apps district, so the teacher knew that the recording could be shared via Google Drive. However, this lead to some problems. Once the link was shared, the teacher would lose control over the file. The file could be copied and disrupted. Not good.

However, Moodle allows for restrictions on users and files. The teacher already had a Moodle course set up. We set up a group for the students who need the test read (test listeners). Then we restricted a Topic (Tests Read) to just the group test listeners. This means that only the students who are part of the group test listeners will even see the Tests Read topic in the course. Within that topic, we created a page for this specific test. The teacher broke the test into sets of 10 questions. Using Audacity, a free audio recording program (but really, anything that could record audio and share the file would work), the test questions were read and recorded. Each set of questions was then uploaded onto that page within Moodle. Further restrictions on the time and date of the topic were instituted.

This allows the teacher to have control over the reading of the questions. The teacher only has to do it once. The reading can be used as many students as the teachers wants. The teacher has total control over which students have access to the files (remember, if the student signs into Moodle, that student MUST be a member of the group or they won’t even see the Topic). Once the students sign in, they can scrub through the test questions as they need to. The playing of the audio is handled directly in Moodle. For the students, it is very user friendly. For the teacher, the necessary control over access is present.

Moodle Glossary

Two examples of the Random Glossary Block.

Two examples of the Random Glossary Block.

Recently, I attended the Michigan Moodle Moot. This is an extremely well run conference. I also had an opportunity to present. My presentation was all about the Moodle Glossary. I find the Glossary to be a powerful tool. It is one of the under utilized activities.

The Glossary allows students to create a resource for the entire class. There are two broadly general types of activities in Moodle, those that are “private” between the student and teacher and those that are available for all the class to see. Assignments are generally private between a student and a teacher. The student completes the assignment and turns it in the teacher. The Glossary is very different in that the work that the students do is viewable by the entire class.

This is one of the great things about the Glossary module. It allows the class to create class resources. The Glossary Module allows the students to create a glossary of terms (pretty obvious). However, it can also be used in many more ways. The students can create a list of “dead words”, complete with synonyms, of words that shouldn’t be used in writing. Many teachers do this with a poster in the classroom. The problem with a poster in the classroom is that students don’t have access to it at home (or in another classroom). By creating a list of dead words as a Glossary, students have access whenever they are connected to the Internet (which is pretty much all the time for many students).

Another potential use of the Glossary module is to have the students pick topics for research, presentations or other in class assignments. Using the Glossary means that the students will be able to see what others have chosen. A teacher could further lock this down by providing the students with a list of potential topics and then having student enter their choice. By not allowing duplicate entries, the first student to type in the topic “wins” that topic. (There are other modules that would allow students to pick from a list as well). With the Glossary module, students could provide feedback to each other about the topic as well.

The Glossary module could also be used for students to write a little bit about themselves to share with the class. This can be a great way for the class to get to know each other. Simply have the student’s enter their name as the concept and then some facts about themselves as the definition. This can also be used in conjunction with two truths and a lie. Comments can be enabled so that other students could guess the lie.

There are a couple of things to know about the Glossary module that make it very powerful.

  • The teacher can set the Random Glossary block to display for the students. This will put a block on the student page that displays, well, a random glossary term.
  • The Glossary module can allow Comments. This makes it very easy for students to provide feedback to each other.
  • The Glossary module can also allow ratings. Students can rate an entry by stars, thus providing more feedback.
  • Glossary entries can either be allowed to be duplicated or not.
  • There are several different types of Glossary entries (including an FAQ styled entry list).
  • The Glossary module can be linked so that new entries automatically are defined throughout the course. This means that when a new entry is created, that word or concept will be identified. Students can then click on the word (phrase, concept) and a pop up will show them the definition.

Here are a few more ideas on using the Glossary:

  • Student List/Introduction
  • Presenter List
  • Teaching Strategies
  • Dictionary
  • Resource Collection
  • About Me
  • Rating Feedback
  • Vocabulary (Random Glossary Block)
  • Recipes
  • Grammar Tips
  • Student Created Definitions/
  • Student Debate Topics (with feedback)
  • Media Elements
  • Math concepts
  • Dead words
  • Restaurant activity (site a restaurant and why someone should go there) Community involvement
  • Ice breakers
    • You might be surprised that…
  • Review for a quiz
  • Students Write quiz questions (export / import into Quiz)- can be private or open
  • Historical Figures
  • Science: Human Anatomy
  • Acronyms
  • Thought of the day
  • Quote of the day
  • Simple Peer Assessment

This is just a quick overview of the Glossary module in Moodle. Hopefully, you will be inspired to check it out and use it in your classroom. If you are interested in more specific instructions on using the Glossary, please let me know.

Gamification and Driving to Virginia

Generally, I’m not really big on gamification. I do try to keep an open mind though. Recently, I experienced something that reinforces my “open mind” policy. Whilst driving back from Virginia, I was reminded why.

Usually, “gamification”, at least in education, involves turning everything into a game. I still don’t believe that any one strategy or method will be the “silver bullet” of education. Rather, using a variety of strategies is what really good teachers do. Edutopia has a nice write up of gamification. Notice that one one teacher “completely gamified his sixth grade classroom”.

My youngest daughter has graduated from the University of Virginia. I’m really proud of her. She’s grown a ton in four years and is a smart, intelligent caring adult. Next up, she will be heading off to Berkeley. In the meantime, I was off to collect her and her things. This meant a road trip.

I fired up Waze. Waze is the “world’s largest community based navigation app”. I usually use this for a couple of reasons:

  1. The app provides alerts to upcoming traffic slow downs.
  2. The app provides alerts to law enforcement professions.
  3. The app gives some positive feedback to participating.

However, when I opened up the app, I was given an error message. “The routing server” couldn’t be contacted. Bummer. I fired up another service, got my route and started off. (Interestingly, I know the way to Virginia by now. The GPS service is mostly a comfort level or habit.) Yet, I kept trying Waze periodically. Eventually, Waze figured out a route and I kept Waze as the front most app.

This same set of circumstances played out again on my return from Virginia. Once again, Waze couldn’t find a route. I opened another GPS app and started off. But, I refreshed Waze every once in a while until it found a route.

For some reason, the positive feedback from the app was enough to get me to return to the app even though it failed in the beginning and another app worked perfectly fine.

This reminds me of being in the classroom. At one point, I taught in a lock up facility. The kids were locked up for a variety of reasons. Most of them were between 14 and 18 years old. These were mostly kids from the streets. Kids that had a hard life. One of the other teachers had a whole passel of stickers. Cheap, cartoonish, elementary style stickers. I kind of laughed. I asked what the stickers were for. The teacher responded “the kids”. Really, cartoonish stickers for kids from the streets? Stickers for kids who were older than 14 and had committed crimes? Yep. A few days later, I bought my first bunch of stickers.

I’ve written about badges in Moodle. How sometimes I found myself doing something extra to get a badge. This is how I think that gamification can actually work. It may not work for everyone, but creating positive feedback can be powerful.

For some students, gamification can truly make a difference. For some, they just won’t care much. It’s not a silver bullet, but it may be an extremely useful strategy.

Being Quoted

Every year, I give an update on technology in our district. The update is presented at the district Board meeting. Board meetings are public and broadcast. One of my favorite sections is the question and answer after the presentation. That is when I find out just how successful I’ve been at the presentation. I look for the questions that the Boards asks. On point follow up questions to what I presented provide feedback that I was clear and engaging.

I also look forward to the write up in the local paper. It’s also of interest to read what the reporter thought was the most important (or interesting) points. Sometimes these line up nicely. I’m pleased with the way that the latest presentation lined up in the news story.

Katie Hetrick captured my hope that YouTube filters will eventually progress so that we can have multiple levels of approval. Currently, all videos are either approved or not. There is no way of approving a video for high school students but not elementary students.

Ms. Hetrick also quoted me when I said, “Our goal is to use technology to leverage learning for students”. I’m please that they quoted this because this is a core belief for me. Technology use shouldn’t be about using technology, but about student learning.

Additionally, I was quoted as saying that “we are not about doing cool stuff just to do cool stuff”. Again, this is a core belief for me. I’m really pleased that that stood out. Also captured was the concept that technology should do one of two things: solve a problem or provide new opportunities (which was written as “improve instruction” but that’s close enough).

The one part that I’m afraid may not have come across too clearly was my dry comment of “I don’t know if you know this, but there is some inappropriate stuff on YouTube”. I’m afraid that written out this way it loses the context that it was a intended to be a joke. Our Board is very bright. It was intended (and taken) as a dry, inside joke.

All in all, I’m happy with the write up – even if the restorative practice presentation got top billing.

If I can get out the message that technology needs to have a reason, that we will pursue technology where it makes sense, and that we will always keep student learning in mind first and foremost, well, I’ll take that.

« Older posts Newer posts »

© 2026 Troy Patterson

Theme by Anders NorenUp ↑