Page 21 - THE Journal, April/May 2017

that; this is our first year. We actually have both now. Based on some of the work we’ve done, our district is moving to a 1-to-1 Chromebook model. We have 600 teachers who are getting trained.
I think the Chromebook is preferable. In my experience that I did piloting both, and now having access to both, I find that the iPad is more of a consumption of material device. The Chromebook is more of a creating device. I use Chromebooks to get them creating things — pixel art, colors down the side, learn to format cells. The pixel art is a Minecrafty type of pixilation they do.
THE Journal: What is Genius Hour?
Reese: It’s based on an effort that started at Google, which allows its engineers to spend 20 percent of their work time on a project
these projects. It actually fits right in with the Common Core — they do research, presentation and make some kind of visual.
THE Journal: How do you use Twitter to help other teachers?
Reese: I do a lot of training for teachers using Twitter as a professional development tool. We run a Twitter chat every Sunday night. It’s not just educators. People from other states and countries join in. We just make sure we have moderators and topics. The trainings are on how Twitter can make you a better teacher.
There was a study that indicated out of all the tweets in 2014, 4.5 billion were related to education. Twitter is a huge platform to be learning, sharing ideas, talking about resources that are relevant. Tons of authors that publish
THE Journal: What are some other education technology products you use?
Reese: Google Slides, Docs and Forms. I have a Google Form I’ve created. Students can type in their lunch number, name, how they’re feeling. They can set a goal for themselves each day, such as learning to navigate the trackpad.
I use Seesaw, a digital portfolio tool that parents can connect to. Parents get notified and can leave voice or written comments. Each student in a classroom has an account where they can add pictures, videos and upload work. Then I have the choice to post it to our website. If I don’t, only their families can see it.
I use Google Classroom, Expeditions. We went on a “field trip” where we got to use the Expeditions. We’ve purchased our first kit. As far as teacher usability, Google far surpasses anything else.
THE Journal: Does technology help you teach emotionally challenged students?
Reese: Yes. For my population of students specifically, they don’t have learning disabilities. They’re mostly emotionally challenged. Tech is engaging and of high interest to them. I can start building rapport with them, and building relationships with them. It’s a gateway for me to start building that relationship. They’re mostly kids who have trouble regulating behavior in a school setting. For kids that have anxiety around school, it definitely engages them and brings some level of familiarity.
There are some things they can teach me, too. I work very hard to stay current and keep tech savvy, but the kids take to it very quickly. I find technology a successful tool and it goes a long way toward building trust.
Richard Chang is associate editor of THE Journal. Contact him
at rchang@1105media.com.
of their own choosing. They can play and research things that they’re interested in, and a lot of new projects and ideas have come out of that.
For my students, Genius Hour is when they get to self-select a topic they want
to learn about. Typically it’s about an animal or an insect. I’ve created a hyper doc in Google Docs for them to work on
books on education are on Twitter — “Teach Like a Pirate” (by Dave Burgess), “Innovator’s Mindset” (by George Couros). They respond to tweets, and one might do a Google Hangout with us. It’s really just an unlimited wealth of information for teachers. So you don’t spend all your time on Twitter, hashtags really help you filter what’s out there. You have to use it in a very targeted way.
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