Monday, November 24, 2014

About Homework: It's not what you think



What we think about homework is not substantiated by research:

  • It does not improve grades or scores
  • It does not improve character development
What is the research?

From a Review of Current Research Study 
"First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.

"Was there a correlation between the amount of homework that high school students reported doing and their scores on standardized math and science tests?  Yes, and it was statistically significant but “very modest”:  Even assuming the existence of a causal relationship, which is by no means clear, one or two hours’ worth of homework every day buys you two or three points on a test.  Is that really worth the frustration, exhaustion, family conflict, loss of time for other activities, and potential diminution of interest in learning?  And how meaningful a measure were those tests in the first place, since, as the authors concede, they’re timed measures of mostly mechanical skills? " and "There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”  by Alfie Kohn in Washington Post




Update 1//7/15 Homework and Poverty

North Carolina

"Supporters of homework claim that homework in the elementary grades can develop character traits like self-discipline and time management skills. However, this view lacks solid evidence."
University of Alaska

The main idea: Face Poverty -- this is one link, but the key idea from many sites: to face and accept the realities of poverty. Focus on school work.


From Educational Leadership  ASCD 2001 :

"Homework reinforces the social inequities inherent in the unequal distribution of educational resources in the United States. Some students go home to well-educated parents and have easy access to computers with vast databases. Other students have family responsibilities, parents who work at night, and no educational resources in their homes. A principal once told us that he had solved the homework problem for students in poverty simply by not assigning them homework."

 From Myron Dueck, "Poverty and the Grading of Homework":

To subject students to the grading of standardized, impersonal homework is questionable on so many levels, and I would argue that poverty-related challenges should be at the top of the list.  When any student arrives with incomplete homework, we as educators can never be certain of the reasons.   We should never assume that it is due to a lack of effort, but perhaps a safe assumption is that our most financially-challenged students have faced negative factors well beyond their control.
From the Center for Pubic Education [2007]:
"students from lower-income households may not have as much support at home as those from more affluent families; as a result, homework may not be a valuable learning experience for them."
 "Homework also has potentially negative associations, one involving students' economic status. Some have argued that homework can increase the achievement gap between students from affluent and poor families. High-achieving students who have extra resources from home, they say, benefit from homework because they have more opportunities to complete it and often get help with assignments. Low-achieving students from poor families, on the other hand, suffer due to home circumstances caused by economic deprivation. Such circumstances as parents working several jobs, frequent moves, and crowded homes make it difficult to complete homework or any at-home academic learning (Scott-Jones 1984; McDermott, Goldman, and Varenne 1984). Thus, higher income students who are high achieving gain the most from homework when compared to other high-income or high-achieving students, which begs the question of how much lower-income students—and especially low-achieving lower-income students—can benefit from homework."
This is an extensive and inclusive article, reviewing all areas. The only students for whom research shows a positive effect are students with diagnosed learning disabilities who have parents who work at home with them on specific skills. There are many possible negative impacts, so assign homework with care -- not as unfinished class work, not the same for everyone. It's worthwhile reading.


What can we do for students living in poverty?

From Julia G Thompson's First Year Teacher's Survival Guide:

• Students who live in poverty have not been exposed to broadening experiences such as family vacations, trips to museums, or even eating in restaurants. Spend time adding to their worldly experience if you want poor students to connect their book learning with real-life situations.
• Listen to your disadvantaged students. They need a strong relationship with a trustworthy adult in order to succeed.
• Work to boost the self-esteem of students who live in poverty by praising their school success instead of what they own.
• Provide access to computers, magazines, newspapers, and books so low-income students can see and work with printed materials. School may be the only place where they are exposed to print media.
• Keep your expectations for poor students high. Poverty does not mean ignorance.
• Don’t make comments about your students’ clothes or belongings unless they are in violation of the dress code.
• Students who live in poverty may not always know the correct behaviors for school situations. At home, they may function under a different set of social rules. Take time to explain the rationale for rules and procedures in your classroom.
Conclusion

Homework is not the helpful strategy many believe it is.  Focus on school work.

For students who have not had the advantages of rich experiences and opportunities, we need to provide opportunities to enrich the curriculum with worldly experiences. Remember that many of our students do have homes rich in cultural experiences of many kinds, and many families spend time watching educational shows such as the Discovery Channel. Many learn from YouTube Videos.

The most important strategy is to have rich discussions so those who have had experiences can share and all students can learn from our enrichment activities. Build experiences and vocabulary through enrichment and conversation.

Addendum -- Conversations in the Twitterverse to consider:


 Griffith University
 "Personality traits like conscientiousness and openness are better indicators of long-term academic success"
"The review examined what are known as the five fundamental factors of human personality: conscientiousness, openness, agreeableness, emotional stability, and extraversion. A person's conscientiousness and openness exerted the largest influence over how well they learned new things. "
In searching for strategies that will improve learning, what implications does this information on homework, poverty, 2015, and personality suggest?


Please remember this is a school-related site. Model digital citizenship. Thank you.

Sunday, October 19, 2014

Connected Learners #ce14 #clmooc

Connections.  Everywhere. A network of sharing and growing.
That's what being a connected learner is.  My connection with #clmooc has expanded my focus from one classroom and one teacher, to a networked community from which I can give just as much as I can learn.

Here's a network, a small one:
Note: You can enlarge the MindMap and click the related links.


Create your own mind maps at MindMeister


I've made several connections by following blogs of people I admire and learn from on Twitter and in other communities. Here you see and can link to the Two Writing Teachers and Grant Wiggins. Their blogs brought me information about projects, workshops, rubrics, and checklists. I had already read about and started using the question strategies noted in the Right Question book, but Grant Wiggins brought it new dimension.

I designed a project based on a focus question:

"Thousands of kids from Central America are entering the United States illegally -- and alone."

Students wrote and considered open and closed questions before reading an article about it. Then they answered their top three questions.

By this time I had read the blogs and Grant's book, so I designed an authentic task that would include several Common Core State Standards as students collaborated, investigated, discovered relevant content, designed a campaign, and edited each presentation:

"With a team of peers, collaborate to create an informational or persuasive campaign for an audience of your choice to share the information you research about "Thousands of kids from Central America are entering the United States illegally -- and alone." Each team member will create a project for your campaign that meets the expectations of an investigative researcher and project designer. Together, your artifacts will present a thorough, factual, and detailed explanation, and perhaps solution, of the topic. "
Along with the task, considering the Common Core State Standards,  I drafted a set of Essential Questions which we will consider all year:

Essential Questions:
  • Investigate: How do researchers investigate successfully?
  • Collaborate: What strategies and processes do collaborators need for success?
  • Discover and Develop Content: How do readers and writers determine and develop relevant, accurate, and complete topics?
  • Design and Organize Presentation: How do publishers design and organize content for their audience and purpose?
  • Edit Language: Why and how do editors and speakers use and edit with the rules for standard English grammar and language?
I had already drafted a rubric, and now revised it to include the Standards and the five topics of the Essential Questions. Finally, I created draft checklists that explain the rubric and allow students and I to connect and confer on the progress and growth of their work. We now have authentic work: Kids Alone.

Student chose their focus, audience, and purpose and began their investigations, collaborating in teams. I confer with each team as we discuss the checklists and transfer our progress to see how we meet the expectations on  the rubric.

Here are the project documents:



As we work on our campaigns, students are connecting with each other and with me. I provide feedback towards learning goals and standards, and peers teach peers as well. Here is one example from a team of four students: Debate: Are You For or Against Obama?  There audience is bloggers, and their purpose is to consider both sides of an issue.

So, through my connections in blogs, on Twitter, and through blogger's books, I have developed a learning progression that differentiates student learning, expects high standards of work, and provides a venue for students to connect and collaborate as well. Since many have chosen to publish work online, their connections could grow globally.

We are all connected learners.

Please remember this is a school-related site. Model digital citizenship. Thank you.

Monday, October 13, 2014

Twitter Sunday #ccss #ce14

What did I learn on Sunday [Monday] Twitter?


I focused on Common Core State Standards.


ASCD presents several resources in a Pinterest Board you can follow:



A WA State teacher shares her #CCSS resources for parents; you may find them useful as well.



And Stanford has free online classes, including for #CCSS
And a teacher recognizes that students need to part of the #CCSS equation -- participants in the process:

I stumbled upon and old tweet about authentic learning, so relevant to #CCSS college and career ready:

Which led me to this one from Buck Institute -- how that authentic learning leads to success on the new #CCSS assessments:

So --- I've got some ideas to play around with.  How about you?

Please remember this is a school-related site. Model digital citizenship. Thank you.

Sunday, October 12, 2014

Google Drive and more from Susan Oxnevad #ce14

Power Up Pedagogy presented Susan Oxnevad's ThingLink experise.

On her site I found this terrific -- amazing -- professional development slideshow of tips and strategies and how tos:

ThingLink on Google Drive
ThingLink on Differentiation
ThingLink on SAMR -- tech integration
Webinars -- 2014 Schedule


Being connected provides a world of resources at my fingertips -- and those finds I share with others so they may learn and grow as well.

Thanks what being a connected educator --- a connected learner --- is all about.

Enjoy and learn:




Link to slideshow

Please remember this is a school-related site. Model digital citizenship. Thank you.

Sunday, October 5, 2014

#ce14 Twitter PLN Shares

What did I learn from my Personal Learning Network [PLN] on Twitter this week?



1) Email Etiquette from Vicki Davis

How should we respond to all those emails and requests? How do we help parents and guardians? Good advice here from Vicki Davis @coolcatteacher:


2)  Reading, Writing Twitter -- or Twitter-on-paper, and Bloom's Taxonomy


Since students don't have Twitter accounts, read the Twitter stream and ask them a "Twitter" assessment question using 140 characters.

3) Why use Twitter?  a retweet by Michelle Lewis links to this Seattle Pacific University PD in 2 Minutes:


4) Homework?  What is the research? Thanks Assistant Principal Dan McCabe:
5)  Google Tools Videos in One Place from Richard Byrne

 Image Source:

By Peeragogia (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

The image is an excellent overview of HOW to develop your PLN.



Please remember this is a school-related site. Model digital citizenship. Thank you.

Friday, October 3, 2014

#ce14 Connected Learners





It's Day 3 of Connected Educator Month. I've been promoting CE14 at school.  So, I thought I'd take the time to download the starter kit for Connected Educator Month at the site http://connectededucators.org/  and get started, sharing a little of my own journey.

Maybe you haven't downloaded it yet -- so here's a few important ideas to help explain this important event.

What is Connected Educator Month?

From the handbook:

Millions of educators and others around the world have participated in hundreds of professional development opportunities as part of Connected Edu- cator Month (CEM) the past two years. Originally developed by the U.S. Department of Education and its partners as part of the Connected Educators initiative, CEM offers highly distributed, diverse, and engaging activities to educators at all levels.
Why Connected Educator Month?

Millions of educators are connected to learning communities and networks to obtain [and give] "just in time" connections to information and collaboration to empower teachers and students in their own agency. However, many educators still do not understand the learning power of connected networking -- and most districts don't honor the professional learning occurring in these interest-driven, personal choices to access a network of resources that inform instruction and pedagogy.

Since 2007, I have participated in online courses, webinars, events, conferences, and collaborations that directly affected the teaching and learning in my classroom so that my instruction prepares students for their futures, which are far different than my past, and my prior educational experiences.  I became a connected learner.

As the handbook states:

You know that the world is changing...

New and emerging Web technologies are connecting our children in ways never before possible. Through blogs, social networking sites, multimedia and other Web 2.0 tools, their world is becoming more and more net- worked and participatory. Your students spend time every day in virtual environments that are highly engaging and encourage creative thinking and problem solving. They frequently participate in games and social me- dia where they routinely acquire and apply knowledge and collaborate with friends.

...but schools are not.
I accepted the challenge these changes expect of both my professional and personal learning practice.

From the handbook:

If you want to become a 21st century connected educator — and prepare iGeneration students for an exciting but unpredictable future — you first have to become a 21st century learner. That’s right. The “connected learner” is YOU. To become a connected educator, you must first become a connected learner.
Connected Educator Month helps you become a connected learner, learning in small steps some of the strategies, tools, and pedagogy that our students expect from us. A connected learner connects with others online, collaborating through social media and other venues such as Google Apps to discuss and practice this 21st Century shift to personalized, just-in-time learning, bringing the ideas back to the classroom and the school.

Connected Learners open up their doors and let the world in -- learning together what works and what doesn't. The conversation turns towards collaborative practice -- asking critical questions and listening to perspectives as they add to their personal and professional network with global connections and conversations.  Will Richardson explains it better: Click here.  Whether a classroom has one computer, one iPad or tablet or smartphone, or more, a classroom with a connected educator can connect easily with other classrooms.  Read about it here.

In 2007, I began my journey with Steve Hargadon who started Learning Central and Classroom Live.  Classroom Live is still going strong -- a Saturday 9:00 am adventure in educational technology. One hour of amazing learning. Saturday, October 4th is Michael Fricano's Research with Google Drive. I'll be watching the archives of that one. Check out the archives -- find one you're interested in -- any time of the day.  That's the beauty of online education -- just in time, and 24/7. It fits your schedule!

My professional/personal learning network comprises some amazing educators, principals, superintendents, authors, and middle school teachers just like me. I've had the honor of vlogging with Ben Wilkoff, Director of Personalized Professional Learning at Denver Public Schools, and Susan Spellman-Cann, counselor and psychologist in Calgary, Alberta, Canada, and others in our Fellowship of the Open Spokes. I've collaborated on a connected learner beginner's presentation for CEM 2012 using Twitter and Google Apps with Denise Krebs and Karen Fasimpaur. And so much more -- because I chose to take a small step forward in 2007. I chose the path of a connected learner, whose pedagogy you can read about here in the MacArthur Foundation supported Digital Media and Learning Research Hub, where connected learning is researched and shared. Again, a connected educator starts as a connected learner -- and we all know learning is not easy, but as one of my students quoted me this year, "Learning is hard fun." It also helps me understand the learners in my classroom because I am always learning.



So. Are you ready?  Do you accept the challenge? One small step ?????

Day 1:  Learn "What is a connected educator?" 

If you've read the above info -- you've taken the first step.  The handbook also links to these books and these books and these books.

How about:
Gee, James Paul
Next, the handbook asks you to create a Google account -- but wait!  You already have one!  In a new document,  take your notes from the above wiki information to answer the question:


What might Web 2.0 mean for learning and why should I care?

Here's mine:  Web 2.0 CE14 SRE  

Your turn!


Day 3:Twitter

Yes: Twitter -- microblogging in 140 characters.   Learn about it here: Twitter in Plain English.

 How to Twitter by Sue Waters of Edublogs

Create a personal account, then download the the starter kit  Connected Educator Month handbook for Day 3 to earn a badge!
 I follow Steve, Sue, Shell, John, and Sheryl already and so should you.

Now you've started your journey as a connected learner -- and a connected educator.

Come on!  You can do it!  Join the unofficial Google Plus CEM community hosted by Sheryl here

This is where I started after signing up for Twitter to follow my granddaughter and discovered all the educational resources and connections -- my first tweet:



It's your turn!  Take that first step...  then return here to comment on -- share -- your experience as a connected learner.

Please remember this is a school-related site. Model digital citizenship. Thank you.

#ce14 5 Ideas to Connect

 

Connected Educator Month: 5 Ideas to Connect:


1 Check out the starter kit for Connected Educator Month:

http://connectededucators.org/
2 Or read what a Connected Educator is by Tom Whitby

http://www.edutopia.org/blog/connected-educator-begins-with-collaboration-tom-whitby

3 Or take the Edublogs "Build Your PLN Teacher Challenge"
[I'll help you set up your blog!]

http://teacherchallenge.edublogs.org/creating-a-pln/

4 Or just find an event of interest to you and participate.
Arme Duncan would be proud of you!

http://connectededucators.org/calendar/

5 Or just read your colleague's Digital.Is National Writing Project post on Student Collaborative Practice [Sheri Edwards] :

http://digitalis.nwp.org/site-blog/building-student-collaborative-practice-ce14/6192

Take a small step and begin your journey as a connected, life-long learner -- a connected educator.


"Millions of educators and others around the world have participated in hundreds of professional development opportunities as part of Connected Educator Month (CEM) the past two years. Originally developed by the U.S. Department of Education and its partners as part of the Connected Educators initiative, CEM offers highly distributed, diverse, and engaging activities to educators at all levels. Based on its success in 2012 and 2013, the initiative is poised to reach even more educators in 2014, through expanded partnerships and enhanced programming."

Please remember this is a school-related site. Model digital citizenship. Thank you.

Monday, September 29, 2014

#ce14 Connected Educator Month Choose One And Share

It's Official!  It's happening! 

Connected Educator Month



Connected Educator Month: Those who do, teach. Own it, worldwide. October 2014.

A celebration of community, with educators at all levels, from all disciplines, moving towards a fully connected and collaborative profession. Convened by the connected education community, with the full support of the U.S. Department of Education, building on the success of previous years with hundreds of new events and activities from dozens of organizations and communities. We’ll be working together, in October and beyond, with all stakeholders, leaving no device unturned, no country or learning environment unexplored. Get involved at connectededucators.org.




First Theme Kick Off: Student Agency, Student Voice

Check out the newsletters: CEM Newsletter for National Writing Project's Kick Off October 1

Wednesday!

 
7 PM ET, [4 PM Pacific ] October 1 Making Space And Time For Student Agency And Voice  
Led by Educator Innovator, powered by the National Writing Project with support from the MacArthur Foundation/Connected Learning Alliance, CEM's Student Agency, Student Voice, and the Maker Movement theme officially kicks off on CEM's opening day witha panel focusing on how we can create opportunities, space, and time for all youth to be agents in their own learning.

Panelists will include Elyse Eidman-Aadahl, Executive Director of the National Writing Project, Paul Oh, National Writing Project senior associate, Laura Bradley, Kim Douillard, Jo Paraiso, and special guests, including you!  Reserve your seat (and/or get a link to the archive if you can't make it) today...

http://bit.ly/student_agency_kickoff_signup

About Connected Educator Month

 

Millions of educators and others around the world have participated in hundreds of professional development opportunities as part of Connected Educator Month (CEM) the past two years. Originally developed by the U.S. Department of Education and its partners as part of the Connected Educators initiative, CEM offers highly distributed, diverse, and engaging activities to educators at all levels.

CEM 2014

 

As successful as CEM 2013 was, there are still educators who are not connected, and many more who are not yet taking full advantage of the opportunities connected education affords. More broadly, the field of connected education itself is still in need of further stimulation and development. Based on participant feedback, we hope to:
  • Make the event more fully global, to better incorporate learnings from around the world, supporting multiple countries in the development of full event slates as part of the celebration
  • Make the celebration more fully mobile and blended, in reflection of trends in educational practice and educator use
  • Provide a greater emphasis on collaboration in our planning, tools, and activities, as the logical next step beyond connection, and address participants’ desire for a more action-oriented approach (2x+ as many events were collaborative in 2013)
  • Launch a series of ongoing connected education initiatives during the month (our own and others) to keep momentum building throughout the year, as well as develop more year-round resources (like 2013’s district toolkit)
  • Include more events/activities that pull in other education stakeholders—parents, students, whole school communities, policymakers—to magnify the event’s creative impact We also expect to enhance CEM’s editorial programming and infrastructure to keep the event fully accessible as it continues to grow, as well as engage in more extensive capacity-building to empower the broader community to take more ownership of the celebration.
Connected Educator Month 2014 is being convened by a group of core partners in collaboration with a wide range of participating organizations and funders.
Want to know how others started their Connected Educator Journey?  Check out this CEM 2012 site and presentation by Denise Krebs and Sheri Edwards [planned through Twitter and Google Slides / Docs ].

Check out the schedule  -- choose one and share what you learned!

 Source: Swipe Permission Copy and Newsletter

Please remember this is a school-related site. Model digital citizenship. Thank you.

Sunday, September 28, 2014

Twitter Sunday

Twitter Sunday!

What did I learn this Sunday?

First, I tweet a lot. I learn a lot. I have two for learning. @nsdedwards is for school. @grammasheri is my own Personal Learning Network. Twitter is a river that flows constantly, swirling and twirling in conversations and debates, flowing and sharing resources for teaching and learning. You can't possibly catch them all. I can't catch them all. But, I can take the time to dip my toes in the Twitter River to gather conversations, connections, and resources that improve my teaching and my learning -- and  that of my students.

Second, Sunday is a day I can usually spend some time reviewing the stream. This Sunday I was invited to the #TPEPchat sponsored by @PSESD It was an invigorating conversation about setting growth goals. You can sense the many different leaders in the discussion bringing the issues, practicalities, and realities into the conversation. Many "Whole Child" advocates provided information; principals chimed in with specifics; and teaches expressed what they needed from school leaders.

So, here are four resources from many from that chat:

1) To Question 7: Q7: What are some ways evaluators can support the goal setting process? came these responses:


 Trust. Relationships. Whether it's with our students or with our evaluators, true growth comes with knowing each person's best interest and support is valued. Encouragement and hope, knowing that options are available -- for students and teachers -- help improve learning for us all. [Note: the Miranda B is my granddaughter, who chimed in on the chat; she's our future, and we need to understand the vision our students have in order to design the assessments and plans that will encourage them to try.]

2) Student Growth Resources:

PSESD Growth Wiki
 
Data, Data, Data My Student Growth Data Story by teacher Lindsey Stevens [Also read here ]

Evaluator's Role by teacher Kristin Bailey-Fogarty

3) How many ways can students demonstrate learning?

Greg Miller, Superintendent says:




4) How can we differentiate for the students in our classrooms?  Resources:

Actively Learn   Link to your Google Account; set up classes for students

NEWSela  Link to your Google Account; set up classes for students

ReadWorks Leveled Reading Passages

ReadWriteThink Lessons, Online Interactives


 So, are you ready for Student Growth Goals?  How can we as a team help each other and our students?


Please remember this is a school-related site. Model digital citizenship. Thank you.

Tuesday, September 23, 2014

New Google Drive

Faster. Better. Smarter.

Your docs.nsdeagles.org will be or has updated to the new version of Google Docs called Drive.

Here's an overview:



Tips:

1. Browser: Always be sure to update your browsers.

Chrome

Firefox

Statistics show that the Chrome Browser is now the most used in schools and around the world.


2. iPad Apps: When on the iPad, use all the available apps for Google -- use the FEATURED apps on this page: iOS Google Apps

3. iPad Browser: When on the iPad, use the CHROME browser instead of Safari browser. You might want to put it in your iPad Dock.


4. Find Documents:  On the desktop computer, to search for your documents, slides, or sheets, go to your "Drive."  If you are only in Docs, the search will be for only documents.


A. Go to drive.google.com   or docs.nsdeagles.org

B. If you are in Docs or Sheets or Slides, choose the "pancake" menu [three horizontal lines in a stack]:

C. If  and when you are in DRIVE, enter your key words for your search:

Notice the word "Drive" in the image below and "Docs" in the image above. Search from "Drive" unless you know its a document, sheet, or slide. If the document is yours or shared with you, it will show up.  In the image below, notice "Incoming." Click that for any documents shared with you. 



D. If you need a document, sheet, or slide you know has been shared with the whole district, here is how to search just for those documents in Drive.  Click the triangle to the left of the Search icon and select the box for nsdeagles.org, as indicated in the image below.


E. If you are on an iPad --- be sure to use the Chrome browser and Choose Drive, or just start with Drive. At this time, there is no way to do the Advanced Search for domain documents on the iPad. Once you find your document, it will open in the appropriate App: Docs, Slides, Sheets.

Finally, refer to this Twitter Google post for more tips on iPad and Google.

Please remember this is a school-related site. Model digital citizenship. Thank you.

Sunday, September 21, 2014

News PR with iPad and Calendar

Making it easy....

Great things are happening in our classrooms!  Snap a picture! Then share it in our Staff Events calendar and invite Sheri or Jenny to the event, who will then email the image and description to whoever needs the information [Star, Tribal Tribune, Principal, Superintendent].

Here's the 11- Step process-- click image to enlarge.

Wowser!  What is your class learning?



Please remember this is a school-related site. Model digital citizenship. Thank you.

Twitter Teaches Google and iPad

What I learned on Twitter on Sunday....

Tips for Using Google Apps on the iPad

Note: the most common tip from the experts:  Use Google Chrome app.
To keep up with all news Google Drive, follow their blog: Google Drive
or the official Google Blog

1. Five Tips for Google + iPad: Click here to go to article: Tips




Summary:

1. Download Google Apps: Install all of the featured apps on this page: Google Apps for iOS. All of Google’s mobile apps work as a team. Links will open in Chrome instead of Safari.

2. Google Search App: Enable hands-free, voice search trigger for the Google Search app.
Now simply say, “Okay, Google,” your device will beep, and start “listening” for your search query. If you ask a question, Google will read the answer back to you! Think of how much this can help students.  “Okay, Google,” can be enabled in Google Chrome on the desktop. Chrome on the iPad can also do voice search, but not “Okay, Google.”

3. gMail App: Use the gMail app, not the native iOS Mail app, which sucks up your storage space. The Gmail app is better, faster, and is cloud-based. The Gmail app will also let you connect multiple gmail accounts. If you don't have a personal gMail account, consider getting one for all the benefits of the spam filters, speed, and the other apps associated with it.

4. Use a Google Calendar App: Google Desktop Calendar plays nicely with most other calendar applications out there, but to get the gcal functionality you have on the desktop, use a Google Calendar app.  Although Google does not offer an official Google Calendar app for the iPad, choose one with gcal functionality. Kasey recommends Sunrise (free) or Calendars 5 by Readdle ($6.99).

5. Google+ Google Plus is currently the fastest growing social network. With Google+ app on your iOS device you can auto-backup your photos and videos to Google! What is the number one storage hog on iPads?  photos and videos. Let Google+ back up to your Google+ account.

Also, Google+ is builds your personal learning network and your collaboration with like-minded educators. Kasey's 5 Reasons Educators Should Use Google Plus.




2. Add images to Google Docs on the iPad




Watch the video in the link; read the directions.

Summary:
1. Chrome app works best.
2. In Chrome choose "mobile site" and go to drive.google.com to log in.
3. Create a new document-- stay in Chrome; don't go to the Drive app.
4. Choose Document and add a title, click create.
5. This is the important part: When the page loads with your new document, click on ‘Desktop’ for the page mode type at the bottom of the page. See bottom of above image.
6. Now you can click "insert ---> image" from the menu. [screenshot]
7. Click the blue Add Image button in the middle of the pop-up that appears. Choose Camera Roll.
[screenshot]
8 Choose your picture.


3. Google Drive's Magic 'i' -- the iPad and Google  = Collaboration



On the desktop, when you click a document [pdf, slides, document, spreadsheets] in  the list on your Drive, the new Drive asks "Open-in" from which you can open virtually any document.

How do you get to the "open-in" on your iPad?

When you click the "i" button in an iPad app, you discover the choice to "Open in.Almost any product you make on the iPad can be uploaded to Google Drive and housed in the cloud.

Example: Students [or teachers] create an iMovie. They go to Google Drive, choose the upload button and then upload that iMovie from the camera roll into their Drive accounts using the "Open in" choice. They can share that file and/or movie/photo with their peer from Google Drive, and now the students can collaborate in iMovie -- or what ever app file you're working with.



As you can see, I've added to my knowledge from the experts on Twitter, where anyone is an expert if you know an answer to the questions asked. It's an open forum that levels the field: experts and novices become collaborators with their own expertise.

Sunday, I focused on learning about Google Apps with the iPad since our teachers use their iPads with our Google Apps for Education.

How do you start Twitter? Start with a personal account. Here are several resources:

Twitter 101 
Twitter Prezi 
Twitter Handout
Twitter Post

If you are an NSD teacher, I hope you create your Twitter account [ I'll guide you -- just ask ] following our protocol of nsd+lastname [  example: nsdedwards ].  We can use the hashtag #nsd14ed I do suggest starting with a personal account; that's the one you'll grow your network with the most on all your topics of interest.



 As Steve Jobs said, "Just ask." What are your questions?



Please remember this is a school-related site. Model digital citizenship. Thank you.