TCAPSLoop Podcast

TCAPSLoop Podcast

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TCAPSLoop Podcast episodes

  • EdTech Loop Ep. 100 - 10 Tips for Digital Parents

    It’s Episode 100 of the EdTech Loop Podcast! Danelle and I are celebrating this shocking centenarian milestone with Stephie Luyt for a very special episode of the Loop; not just because it’s the 100th pod, but because it’s the most potentially useful pod we have recorded, 10 Tips for Digital Parents.

    The Full Presentation: tinyurl.com/TCAPSdiglit2

     

    Transcripts will be coming.

    36 min
  • EdTech Loop Ep. 99 - Hour of Code

    The EdTechLoop Pod is joined by a special guest this week as TCAPS STEM Coordinator, Heidi Skodack, shares her thoughts on the upcoming Hour of Code activities and STEM opportunities for students of all ages. Get involved in the "Hour of Code" December 9-15!

     

    Show Transcripts

    Larry Burden 0:04

    Whatever you say is etched in stone.

    Or at least when I was doing the little research that I did.

    Heidi Skodack 0:13

    Do you agree?

    Danelle Brostrom 0:14

    I do,

    Larry Burden 0:15

    We have to be able to hear you.

    Heidi Skodack 0:16

    Okay, this could go really bad.

    Larry Burden 0:19

    I am unconcerned.

    It's Episode 99 of the EdTech Loop podcast, my name is Larry Burden and she still hasn't figured out how the zombies got into her Minecraft castle, it's Danelle Brostrom, and at long last, our quest is complete, as we joyously welcome TCAPS STEM Curriculum leader Heidi Skodak. I know you have many other titles, but we're just gonna stick with that one. Through a process of trial and error, I have crafted this week's moment of Zen.

    Moment of Zen 0:51

    I have been impressed with the urgency of doing. Knowing is not enough. We must apply. Being willing is not enough. We must do.

    Larry Burden 1:01

    A little Leonardo da Vinci for you there. We've eliminated all the unnecessary ingredients so we could truly appreciate the flavor of this week's meat of the show. Hour of Code. So every year, somehow when we do these podcasts, we make mention of the Hour of Code. We kind of, this is a really cool thing we should get involved in, after the podcast where we've mentioned it, we go, next year we need to have somebody on to discuss this before the Hour of Code so that we can get more people involved. So this year we have the person that knows it all.

    Heidi Skodack 1:37

    Definitely not the case, nobody can know it all.

    Larry Burden 1:39

    Definetly no the case, I was talking about Danelle.

    Danelle Brostrom 1:43

    No, no. We can dive right in though.

    Larry Burden 1:45

    Alright dive right in, I know you have a bunch of questions and I'm gonna throw a lot. I was mentioning to Danielle before the podcast that this is... I'm looking for some marketing materials here, because I have a daughter that's about ready to go off into college, who's a Maker but doesn't really realize that she's a Maker. And I've been trying for years to get her involved, a little bit more involved in, and we're discussing this earlier, Computer Sciences, computer programming, STEM, coding, whatever you want to call it. So I'm going to use all these materials, all the things that we're getting today on her.

    Heidi Skodack 2:20

    That's perfect, you have the sleeper makers are the best. They don't realize they like STEM and computer science, until they've actually gone and done job experiences or job shadows with other people to realize what they actually love to do is create and make and, in the space called early STEM.

    Danelle Brostrom 2:38

    So why, why are colleges and businesses, the workforce, why are we pushing kids to do STEM? Why are they looking for kids that are interested in STEM?

    Heidi Skodack 2:47

    There's a long answer and a short answer to that. The short answer really is that the jobs of the future really are going to be related to computer science, and science, technology, engineering, and math and how those you bring together to actually develop careers, based on those things. So computer scientist is one area that is a big push right now. They talk about, at code.org, they talk about the different areas and careers that you can go into related to STEM.

    Larry Burden 3:15

    So, again, huge researcher me. Not really. It seems like there is a giant gap in what industries need, what our job force, what is needed in the job force and what we are actually preparing kids for. How are we setting up kids, you know, through the Hour of Code, and through our programming in our classrooms, how are we setting kids up to be introduced to coding, or computer science?

    Heidi Skodack 3:43

    Well I think we have a lot of work to do. We certainly aren't where we need to be K through 12. And it's a difficult task because you're really thinking about things, and jobs of the future that don't exist yet. So that's, that's a big hurdle to overcome but getting students exposed at the earliest age; kindergarten, first grade, second grade, you know, that's where it all starts in jobs the future. If you're at all in tune with things that are happening in Traverse City there's, you know, a group called TC Connect, which has now joined up with the Chamber of Commerce, to talk about where the jobs are going to be in the future in Traverse City, and their goal really is to bring high tech jobs back to Traverse City, so our Boomerang students, our kids right, who go off to college and get a, or have education in the area of computer science, programming anything STEM, when they come back they have jobs. And so they recognize the need, our local need for building that capacity in our students and it has to start in K through 12. So how do we build that capacity at a young age, which means building capacity of the teachers to recognize the importance of implementing some STEM based activities and computer science activities in the classroom starting in kindergarten.

    Danelle Brostrom 4:56

    Do you think it's a, think it's a hard sell or do you think that's an easy sell. When you go out and talk to teachers about this, the new kinds of skills that our students need, do you, are teachers nodding and being like, Yeah, let's do it, let's go, or do they have some hesitations? Can you talk about that?

    Heidi Skodack 5:12

    I don't think I've run into anybody who has said, Do we really need that?

    Danelle Brostrom 5:16

    That's crazy.

    Heidi Skodack 5:18

    Yes, exactly. But I do run into apprehension because when I mean we're going to talk about really, you know, Hour of Code, I do run into some pushback in, I don't know how to code, how can I teach my kid, I have no experience at all in computer science or coding, how, how am I going to be able to teach that to my students? And so that's really what the conversation, that's where you get pushback from is, how can I do it I've never done it myself. Because as a teacher, you always want to be the expert in the room. Well those days are kind of gone. You have to be sometimes learning with the students on new ideas in, especially related to computer science.

    Larry Burden 5:54

    I have a weird question, and this is this kind of came to me right before the podcast. It's odd because when I was in high school, a millennia ago, there was a computer programming class, we had to take computer programming, it was just, it was one of those things, we think this is going to be important so we learned how to like, you know, do the if and then type of statements and it was really really basic, and then it seemed to like drop off the map for a while. And obviously now it's starting to be, starting to become re-ingrained in what we do, but why did it between the late 80's, early 90's and now, there was a gap where, I mean it was always it's kind of there but as far as a priority, a curricular priority, I don't think it was there.

    Heidi Skodack 6:40

    And that is absolutely true. What happened I mean, that was one of those like, Oregon Trail. Right?

    Larry Burden 6:46

    Exactly.

    Heidi Skodack 6:47

    Elementary school.

    Danelle Brostrom 6:48

    Right.

    Heidi Skodack 6:49

    So, but I do, I do think there in, in the past, you know, in the 90's people were using coding to do very particular jobs, right. And now everything you touch, a lot of times has some sort of coding in it. I mean, think about your cars, or your phones. I mean that was prior to cell phones really, that where everybody had a cell phone. So the technology that's been developed and just the amount of code that's needed to run those devices, and those different things has completely changed. So before it would be something large, like, you know when you're thinking about NASA, right? They're going to use, we would expect to see a bunch of coding in the 90's. But we didn't expect all those personal devices, and how rapidly the technology changed for the demand for that coding piece, and I also think it is part of that Maker Movement when you're able to go online and YouTube questions and answers on what you're trying to do yourself, and to try to problem solve those things, and do coding yourself. You can find thousands of web, websites that actually teach coding to all age groups.

    Danelle Brostrom 7:54

    That is the most amazing piece of this. My nine year old wants an alarm for her bedroom door for Christmas, that can keep her sister out. And I can go,

    Heidi Skodack 8:03

    She's gonna make it right.

    Danelle Brostrom 8:04

    Exactly, that's the thing. Because of course that's what she wants. But we can buy one for like $40 on Amazon, and it's this kid friendly, blah, blah, blah, that has a swipe card and stuff, or I just googled, how to do it, and found awesome instructions that were in plain English, with items I can go purchase right here, and I'm just gonna give her a box of stuff and she's gonna build it, and she's gonna code it. Like we can we can get the Raspberry Pi, we can do all these things that can make things happen and I think that's exciting for kids, and that's exciting for us, and it's incredible to me the amount of what you can do yourself really.

    Heidi Skodack 8:40

    And just the language like Raspberry Pi, right?

    Larry Burden 8:43

    yeah

    Heidi Skodack 8:43

    A lot of parents are like, the kids will ask for a Raspberry Pi and they're like, that's an easy gift. Run down to Grand Traverse Pie Company and pick up a rasberry pie.

    Danelle Brostrom 8:51

    We could get one of those too but.

    Larry Burden 8:53

    Just had one of those a couple days ago for Thanksgiving. It was fabulous.

    Heidi Skodack 8:58

    That's the interesting piece is that language sometimes, there's a language barrier between kids and their parents. And a lot of times they're purchasing things for their students that are related to technology, and coding, and computer science that they know nothing about. They recognize very clearly the need for, you know, exposing their students to new and different things related to those areas but a lot of times they don't know anything about it. So it's, it's scary, because there's the technology piece, like a lot of times what you deal with Danelle, balanced with dude, they're asking for something about STEM and computer science, tell me what else you want?

    Danelle Brostrom 9:36

    Yes, yes. So you mentioned the apprehension and not completely knowing everything and I totally see that when I'm out working with teachers, so tell us by the Hour of Code is such a perfect introduction, um such a perfect vehicle for teachers to do this.

    Heidi Skodack 9:49

    So the Hour of Code walks teachers with zero, or anybody for that matter, because I mean, part of the goal is to get the teachers interested with their students. The other is, how do we engage parents to do the Hour of Code at home, so they can actually see not only how easy it is, but the resources that are available for them to help their students in the future. So Hour of Code is a step-by-step, small little videos that if you're in the lower El. grades, you can show the video on your screen and then do the steps with the students on their own devices that they have. But really walks them through step-by-step and engaging things. So the, the new one really this year, or maybe it was out last year is dance party. So everyone likes dance party because students get to develop a character that does certain dance moves. You can make it dab right?

    Danelle Brostrom 10:40

    To Old Town Road, I may have been doing in my office this morning, it happens.

    Heidi Skodack 10:43

    You can select, you know, is it a bear, is it a frog, and then select the music that the frog will dance to, and really walk them through the process of movement and using block coding, which is really the basic beginning part of coding is drag and drop. So, it really, very descript, tells you exactly what is going to happen, and then you select features, and then you drag and drop to take those blocks and put them into a program. So it does give you the option if you're more advanced to actually see the code that's actually spitting out. Because you and I remember the days of, you know, what code looked like is very different. Block coding wasn't around and you are actually typing all those things and putting, you know, your pseudo code next to it so the next person who comes behind you, knows what you are coding. So, very different, very accessible, drag and drop clicks. If you don't get it right, there's a helper at the top that you can click on and it will walk you through the steps to fix your programming if it doesn't work. Typically, you can do it under an hour, a lot of times if you have, if you're little kids a lot of times play with video games and things like that. So, it might take you under an hour to do it. Usually kids are faster than the teachers, when the teachers are just learning. But everybody has fun. Jame McCall is gonna do a little coding session for us too. We want to show how easy it is. I'm gonna see if I can recruit some, a couple principals.

    Larry Burden 12:08

    If she could do it, everybody can do it.

    Heidi Skodack 12:10

    Yes.

    Larry Burden 12:11

    Sorry Jame, sorry,

    Heidi Skodack 12:13

    So just to, just to show people with no experience have gone in and done a lesson on coding in an hour or less. And just that exposure to just that process, that thinking process of what do I want to do, you have to really think about what your end product is.

    Danelle Brostrom 12:29

    Code.org has done an amazing job of bringing in all these different Hour of Code resources. They are there aren't just, you know, four or five that you get to pick from. There really are, maybe 100 different ones.

    Larry Burden 12:39

    So many.

    Danelle Brostrom 12:40

    Yep, and some are unplugged so some don't use any devices. There's some, some really really basic ones that are great for pre-readers, where they're just moving along. And then there's, like, like how you mentioned, the ones that are all the way where you can actually write the code, and you can actually develop your own app., or create something from scratch. I think the, the amount of options that are there can sometimes be overwhelming too, but as a teacher I just grabbed one and started playing it and was like, Oh, this one would be great for my kids. And like that, that's an easy way to, to kind of get started. And I cannot stress how user friendly the products are too, because I've been in a classroom with kids, and the kids are like, I'm stuck I don't know where to go, and I look at it and I have no idea where to go, and I can't figure out what the problem is, and I just asked. I'm like hey, anyone got puzzle eight on the Star Wars one, and then some kid comes over and helps them and I'm like woo. Yes, I don't have to do that one. But, just to see the kids persevere and get help from their neighbors, like there's, there's so many good skills that are happening when kids are doing this Hour of Code.

    Larry Burden 13:41

    I can't stress this enough, pre-reader. This is for every single classroom in any school district, even without a device. I was talking to my wife this morning about Hour of Code. She has a toddler classroom.

    Heidi Skodack 13:41

    Yes,

    Larry Burden 13:42

    I'm pretty sure there's probably something for your classroom.

    Heidi Skodack 13:55

    Yes there is, Pre-K.

    Larry Burden 13:59

    So toddler, toddler, all the way to your seniors, every classroom in the school district, could be doing something involving Hour of Code. That's so cool.

    Heidi Skodack 14:12

    And that's just a drop in the bucket, I mean Hour of Code is a drop a bucket. But it really could spur some interest in other things for the students. So, well worth it. So, I mean that's why we want to really blow up Hour of Code, create a little competition. I know really it's a joint collaboration between, you know STEM and the Technology Department to be able to support teachers as they attempt to do the Hour of Code with their students. So I'm really excited about it.

    Larry Burden 14:40

    So, I have a question. How do we embed STEM education, this the big, this is the big question. This is going right in there. How do we embed STEM education in our curriculum, especially in that Lower-El, Upper-El area. You know, we have classes, and we're developing more classes in our high schools, in our middle schools. I don't think we've got enough, really, to and I don't think it's, it's mandated, the way we would probably really need it to be for it to be successful, as successful as it should be in our public schools, but I really think due to time constraints or, again, some mandates, what can we do to get it more embedded in our curriculum in those elementary years? Big question.

    Heidi Skodack 15:29

    Well that, that is the question. I thought you had the answer to that.

    Larry Burden 15:35

    Way above my pay grade.

    Danelle Brostrom 15:36

    I promised her not difficult questions Larry.

    Heidi Skodack 15:40

    That actually is an excellent question. It's one that we have struggled with for a long time because of the time constraints especially Elementary. So, one of the biggest things that came into play was, if we were talking about our Math and ELA, there's a little bit of a hierarchy to, you know, core curriculum. So, a lot of times, ELA and Math gets the majority of the time that teachers spend. And then Science and Social Studies, and the question is is where does STEM fit in. Because STEM stands for: Science, Technology, Engineering, and Math, and it's not those individually, it's the collaboration of all together, right? So where do we find places in the curriculum that already exist, where we can make sure that we're identifying and emphasizing those STEM activities that are taking place. It's really project-based, hands-on learning and the integration of all of that together. And so, the biggest question we had is, how are we going to fit it in? Our answer right now is that we are implementing the FOSS Science Curriculum, right. We're trying to kill two birds with one stone because FOSS has STEM embedded activities within the FOSS program. And so it's not only teaching science, but the students in their activities are incorporating those STEM pieces in there. So we're not only covering topics within, how you do a project-based learning related to STEM, but we're also covering our science standards within there. And so our avenue right now is using the FOSS curriculum to embed some of those STEM activities. Because, I was constantly brought back to the fact that we can do all these outside STEM activities: robotics, tech-girls, you know recycle racers, and the things that we offer in the district, but our goal is to reach every single student, and how do we give every single student the opportunity. Science and FOSS was the solution because it actually embedded it and we could use it all at the same time. Really, that was the passion, how can we include it where kids going to see it every day. So right now we have it rolled into fourth and fifth grade. Third tri we'll get it rolled into the FOSS science curriculum into third grade. So we'll have third, fourth, and fifth grade, with FOSS science and embedded STEM curriculum within those units of study for the students. So, not a full fix yet, but at least we know that we're at least getting it to every student in third, fourth, and fifth grade.

    Larry Burden 18:03

    Definite step in the right direction.

    Danelle Brostrom 18:05

    This kind of transformation isn't going to move as quickly as we want it to. It just isn't because it's so very different and you are talking about more of the project-based learning, and the making, and that's, it's just very different. So I think it's okay to work slowly in that respect.

    Heidi Skodack 18:21

    And Danelle, you and I have had many conversations about silos, and breaking down those silos and

    Danelle Brostrom 18:26

    That's hard,

    Heidi Skodack 18:26

    It's when those pieces happen, when all those are coming together that you see awesome results and excitement in students for learning as well as a deeper understanding because they have the application.

    Larry Burden 18:40

    It could be argued that the STEM curriculum is already there. It's the STEM mindset, and the STEM activities in the curriculum that isn't there. So really, it is, it's just finding, it's finding curriculum that has that, that Maker mindset involved. It's finding that math curriculum, or incorporating a Making mindset into the current math, math curriculum that will bring STEM into what we do in the classroom.

    Heidi Skodack 19:06

    We'll get into it later I think when we talk about computational thinking. And, and those are all aspects of things we want students to experience and do, but it's about how you're doing that together as one instead of, I'm just going to do math, I'm just going to do science, I'm just going to do tech. It's when they all come together.

    Danelle Brostrom 19:24

    And that's where our worlds overlap, because that's 100% what those ISTE Standards are about and specifically...

    Larry Burden 19:31

    Great segue, that was awesome.

    Danelle Brostrom 19:32

    I know right, I was already gonna talk about the computational thinking stuff, but, but yeah computational thinking is a big part of those ISTE Standards so even if the kids don't go into coding, when they're learning to code they're being a better thinker, and they're breaking up problems into simpler parts, and improving their designs over time. All those kinds of things are the core pieces of computational thinking, but they're good to know no matter what you're doing. Right? They're good everywhere, no matter what industry you're in. I mean, I can't tell you how many times, I'm not coding but I'm definitely trying to solve problems and changing up my plan because that didn't work.

    Heidi Skodack 20:08

    Right, whether you're on the side of doing the coding, or on the other side where you're actually operating the machine that has all the coding in it. I mean, there has to be that thought process of, you know, what is happening when a problem occurs? You know, what, how do I solve that problem? Is it a call to tech right away for some support or is it something I problem solve myself? Because the, the tools that we're, even if you're not on the side of coding, the tools that we're using are so high tech now you have to be able to have some of those problem solving skills built in, no matter what your job is or where you are.

    Danelle Brostrom 20:39

    Can you talk to us about the new K-12, Computer Science Standards? I'm so excited about these and I know you are too, so.

    Heidi Skodack 20:44

    So, Computer Science Standards were adopted last year at the end of the year. And those really require all students to have K through 12, computer science experience. And again it's designed around the same things, the ISTE standards, the STEM Standards, getting more STEM into schools, and Computer Science Standards, and what those look like. The good news is, is that the, as a state we recognize the importance of it. Are we ahead of the game? Not at all. I don't think at all in Michigan as far as computer science goes. But we're getting there. And the point is, we're doing it right direction. We have a couple of things going in. I went to Computer Science Summit in Arkansas, believe it or not. So, to myself I said, really, there's a lot of computer science going on, Arkansas?

    Danelle Brostrom 20:45

    Go check it out.

    Heidi Skodack 20:51

    Yeah, go check it out. So I went. And, it really was a summit from all the governors throughout the United States that were there, and talked about what programs they were implementing, and what kind of funding they had behind the support. And Hattie he was there to talk to us. Had a good chat with him, and I was really interested in how far ahead Arkansas was, South Carolina was, in their implementation of computer science standards. But one of the things that was critical was the piece that number one, you had adopted standards in your state, and the second piece is that they had somebody leading it at the state level, which is coming as well. That's coming next, is where we will have a person that actually leads, what is the implementation of computer science going to look like in schools, and what resources do we have available. Because we know, sometimes we get mandates and we don't necessarily have all the resources. But it's how we respond to what is coming that really makes the difference. So I think our attempt at blowing up code.org or blowing up our code this year, we'll, we'll put a little bit of dent in it. But the standards are very clearly outlined, and they're very simple at the elementary levels, but it really is about the process of thinking and problem solving. It's going to be great, but it's also going to, we have to again, adjust and adapt to how is that going to fit in the curriculum. Do we force it in somewhere? So it's really about again, intentionally looking at what is already offered, where does it naturally make sense to put lessons and computer science in K through 12, and starting to think about it before we have some sort of mandate as far as what that's gonna look like. That work excites me, simply because it's good for kids and you're looking for ways to give them more exposure

    Danelle Brostrom 23:18

    And Heidi, I have to say too I'm so excited to see the digital citizenship portions, and cybersecurity written into those K-12 Computer Science Standards because even, and I'm looking at the lower elementary standards right now, and they're talking about networks and the internet, explain what passwords are and why we use them, and why we have to use strong passwords to protect our devices. Like yes, and then there's under impacts of computing, work respectfully and responsibly with others online, keep logging information private, logoff devices appropriately. Like, all those things we talked about in the digital citizenship realm, I'm seeing embedded in these standards too, which is beautiful.

    Heidi Skodack 23:56

    I mean, that becomes, just the way we do business.

    Larry Burden 23:59

    If you're going to teach computer science, you probably should teach how to, teach our students how to do it appropriately.

    Danelle Brostrom 24:05

    And how to do it safely.

    Larry Burden 24:06

    It's a foundational, fundamental piece. We were talking about definitions earlier. So now you know we've dropped computer science and computer programming and STEM and all these things, and coding. They're all separate things. What are some of those definitions when we talk computer science, what are we, what are we saying?

    Danelle Brostrom 24:22

    I get them all mixed up, I'll be honest. Help us Heidi.

    Heidi Skodack 24:27

    I don't know if I have the answer to that one. Computer science is the broader picture, right? Computer science really encompasses all those different areas, and jobs and activities, like the umbrella that then coding and programming, you know, would be under. That's how I would probably define it.

    Larry Burden 24:45

    I think it's important to say that because I think sometimes especially our students and maybe even our parents have a, they see computer science, and they immediately think okay this is Calc three minimum. We're talking about this fear of math that we're trying to get over. And the,

    Heidi Skodack 24:46

    What is that? I don't now what that is.

    Larry Burden 25:06

    And I think sometimes when we say computer science, people immediately go there and that's not, it's so much more than that. A softening of that definition for people that are looking. Again, I'm, I'm looking at marketing to my child. And I'm thinking, if I say, well, honey, you need to pursue a career in computer science.

    Danelle Brostrom 25:29

    Think that's nerds behind their computer, but it's not!

    Larry Burden 25:33

    Yeah that's probably not going to be successful so. But then if I started talking about what coding means, and what programming means, and what work in a 3D realm means, and all the, all the potential applications of computer science, suddenly, that's a lot, shinier.

    Heidi Skodack 25:51

    I think a lot of times when you think of it related to careers. So, if you take those, that language out of there. I mean now that you have to, but if you take the language out of there about coding, and computer science but if you're working with students, you're talking about what are you interested in for your careers, and connecting those pathways of how is computer science embedded in those careers that you think you want to do? That's where you get kids connected. You know, if you talk about computer science or coding, they picture somebody in a cube farm all day just doing coding. That's not what it is. You know computer science could be thousands and thousands of careers related to computer science that people don't realize that, that are there. I mean, I think about the engineering classes at West and at Central, and even in their laser cutting machines and their small CNC machines that they have, that's all computer programming. So the person that's operating that and designing, doing the design and the making, and making decisions on where should that piece be cut out, how deep should the cut be and what is the location on the X, Y and Z axis, that's all, that's all related to computer science and coding. So I think when you have it in the conversations of careers, and then talk about how those computer science principles are linked to those, then that kind of breaks down a few barriers, than the picture of somebody sitting in a cube farm coding.

    Danelle Brostrom 27:12

    I think the more we can lean on their passions too, and then help show them how they can connect. Again, I think of my own child who her passions are animals, and taking things apart, and creating things. And then I watched her, she was reading that "Beauty and the Beak," book where they 3D print the beak for the eagle who doesn't have one, or it gets broken or somehow. And I remember seeing her eyes light up and she was like, "I could do this," and it was like, yes, yes you could. So just sometimes it's connecting those dots for kids because they don't realize that their passion for dance could go along with this really cool thing where they're coding the LED lights on the dance, you know what I mean it just, just connecting those dots.

    Heidi Skodack 27:54

    You know the design prosthetics which what you're talking about which has been, that field has completely changed. Because if you remember this, I always found this interesting because I thought, god if I was going to school again that would be very interesting to me. Right. You know when you think about prosthetics that were done in the 90's right, compared to what we see now, it's basically an artistry, that they do. It's out of chrome, and different materials, and metals and, and the design, in that art piece that design piece is an element that is seen throughout. As well as materials. I mean that science behind, behind the materials that they're choosing. I mean if you're running in the Paralympics we see the different things that they use there. But just that change in, it's not only functional, but it's aesthetically pleasing, and you're making decisions on materials and design. So, that area was always of interest to me because that has changed so rapidly lately.

    Danelle Brostrom 28:52

    There's your "A," Larry. Your "A," in STEAM.

    Larry Burden 28:55

    I was going to bring that up, so what subjects, this is on code.org, their little marketing slideshow had a slide, what subjects do students like a lot in high school? Not surprisingly, the highest was art and design, second was performing arts, third, computer science and engineering. Now I would argue, art and design right now is computer science. If you're going to get into the field of Art and Design, well not even behind. I mean if you're doing, and certainly in performing arts, if you're doing anything in, in theater in the background or in film in the background. You're going to do 3D modeling. You're going to, it's all programming now, it's all computer science, it's all understanding those processes. If you're in computer gaming and doing the art for that, 3D modeling, 3D rendering. Art and design and performing arts, just wrap it into the computer sciences, really. It doesn't sound as sexy.

    Heidi Skodack 29:52

    Yes, and even in architecture. The flip time, and the expectation of time to get a set of plans done in do that modeling, that visualization modeling, completely changed. You used to have weeks in between and now the expectation because we have all these tools, because of computer science that we're able to use and do projects more quickly, right. So now we're spending our money on technology, and our time is decreasing, but the expectation is increasing, of what the expectations are. Same thing in theater arts, when you're designing those stagecraft, and,

    Larry Burden 30:28

    Those sets that they put together now.

    Heidi Skodack 30:29

    Those sets are done all ahead of time, including like how they're going to work. So those moveable pieces, like what do those gears look like, and how is that rotating. So more time is spent on the pre-planning, than it is on actually the design, construct, building so that is all done ahead of time in the design process that's amazing.

    Danelle Brostrom 30:49

    Heidi are we still seeing a gap in the amount of girls and minorities that are going into STEM fields, and doing coding or is that kind of changing do you think?

    Heidi Skodack 30:57

    It is changing. We're doing better, but we're still not there yet. Females and minorities in general, you know, to increase enrollment and excitement about going into those fields is super important. To have those diverse conversations with different people at the table is super important. So the more we can help students or guide them in that direction, you know you don't want to force somebody, you know, to do it. But certainly, you have to make sure that they had an opportunity to make that choice.

    Danelle Brostrom 31:25

    For sure.

    Larry Burden 31:26

    An educated choice.

    Heidi Skodack 31:27

    Yes.

    Danelle Brostrom 31:27

    And girls will typically look at coding in different ways to. Like isn't it true that they'll try to fix the problem, or try to create something that will make a difference. Like that's kind of what usually brings girls to the table. We need those kinds of, of students. And I love what you're doing with TechGirls. Can you talk about TechGirls real quick because I think that's such a cool thing that we're doing in our region.

    Heidi Skodack 31:46

    TechGirls, I actually started a group when I was in Farmington, but we started a group up here at Central in 2016, and their mission really is to increase awareness for females and minorities in anything related to STEM. And they won a grant last year to allow them to expand to West Senior High. They reached out to Elk Rapids, and did a lesson with a second grade class. Within the community, they volunteer at a Senior Citizens Center, helping them with their technology. They've done Recycle Racers with our kids at Eastern and then throughout the district last year. But really, their mission is to, you know, really build that mentorship so it's so important for them to see young women in those roles of leaders, that are leading those areas of technology and in STEM, and to know that there's a pathway for them moving forward. One of our TechGirls actually, you probably already heard the news on her last year, was Elizabeth Sanders won the Congressional App Award, and went to Washington DC, based on an app that she designed. And her app, of course, right about helping people. So her's was the Calc-u-saver, and you can actually download it online, and looks like a calculator, but if you're in a dangerous situation you can punch in your numbers, looks like a calculator, and it will send a message to your person to say, you know, come and pick me up. It has the location sensor on it you know, so they know where to pick you up and to call you back to get you out of that situation that you feel is uncomfortable or dangerous. So kudos to,

    Danelle Brostrom 33:23

    It's amazing.

    Heidi Skodack 33:24

    our TechGirl. So we're still working to expand that. I mean the goal would be lovely to have it at every school in the district but slow growth there. But we're working on it.

    Danelle Brostrom 33:33

    But you are, I mean you kind of do have it in every school because the little's see these high school girls that are, you know, it's a high schooler who, who's interested in the same kinds of things I am, and they're so cool, and I could do that. So, I mean I know that they're just based at our secondaries but man, the impact is so cool across the district.

    Heidi Skodack 33:54

    Getting there. And they're a great group of girls, and they volunteer for just about anything. And we can always count on them. So super proud of them.

    Larry Burden 34:01

    I have to say last question, if you have any other questions 'cause we are way over.

    Danelle Brostrom 34:07

    Well I was just gonna say, is there anything else that, that we didn't touch on that, that you want to share, that you want to talk about. Anything that you're like, oh, I wish they would have asked me that.

    Heidi Skodack 34:15

    Just that Hour of Code, the dates for the Hour of Code are December 9 through the 15th, but we've actually extended it through the 18th. Just make sure you get in your Hour of Code, and if there's any teachers that are interested or need help, contact, Danelle or myself, and we'll be happy to get them set up. Our goal was to create a competition, we want to see how many east side versus west side we're able to do the coding, and kind of have a leaderboard that's going to be on a website that we'll share with teachers and principals.

    Larry Burden 34:46

    Sounds great. TechTool of the Week!

    TechTool of the Week 34:51

    TechTool of the week, I just want to mention there are a ton of great resources for educators who are interested in doing coding in their classroom. Code.org has the HourofCode.com. There are posters that you can download and hang up. There are stickers that you can order. Then all of the different activities, and games, and things. And then don't forget about REMC, our local REMC has some different items that you can do coding with. If you go into their system and search for STEM, you can get things like: bloxals, Dash and Dot, Little Bits, Ozobots, Fearow and the drone, all those kinds of things you can do coding with as well, and they're, they're hands on. And then, if you're not local there are other REMC's do different things. Some REMC's I know have Microbits or the Osmos that you can check out that you can do coding with. But just definitely check and see what your REMC offers through that Classroom Makers Project because there are a lot of great resources over there.

    Larry Burden 35:42

    You mentioned drones and we should have hit on the drone thing. We'll get it next time, we'll get it next time. Tutorials and updates, just wanted to say, you know, last week we did that, the annual EdTech Loop Gift Guide, there's some great STEM gifts, great STEM gifts in that guide, so give that a listen, that pod listen. It was a really fun show. I want to also give a shout out to an upcoming special 100th episode of the EdTech Loop podcast on digital citizenship. It is like a digital citizenship blowout. Has all the information so look for that in the upcoming weeks. In closing, follow us on Facebook and Twitter at @tcapsloop

    Danelle Brostrom 36:19

    @brostromda

    Heidi Skodack 36:20

    @skodack

    Larry Burden 36:21

    Bam! Subscribe to the podcast on Podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store, Spotify or wherever else you get your ear candy. Leave a review, we'd love the feedback. Thanks for listening and inspiring.

    Danelle Brostrom 36:38

    I can't see the time from where I'm sitting.

    37 min
  • EdTech Loop Ep. 98: The Annual Gift Guide
    There's no need to get into any Black Friday lines this year. EdTech Loop already has you covered with the best gifts for the holiday season!
    Podcast Transcript
    Larry Burden 0:03 No, that will not do.
    Larry Burden 0:11 double check we're recording here.
    Larry Burden 0:13 I'm very happy somebody prepped for this pod.
    Stephie Luyt 0:15 I know.
    Larry Burden 0:16 Not this guy.
    Danelle Brostrom 0:16 Let's just scrap this one.
    Stephie Luyt 0:18 Almost 40 is not old.
    Larry Burden 0:19 Bada Boom Bada Bing
    Larry Burden 0:26 It's Episode 98 of the EdTech Loop podcast My name is Larry Burden and she's planning to virtually camp out in Amazon's Black Friday line as soon as this podcast ends. it's Danelle Brostrom. And we are also joined by one of our favorite things Stephie Luyt. I've dug deep into the bargain bin for this week's moment of Zen.
    Moment of Zen 0:46 Blessed is the season which engages the whole world in a conspiracy of love.
    Larry Burden 0:51 This pod might be a little late, as we wait to thaw this week's meat the show: the Annual Loop Holiday Gift Giving Guide. So guys, it's almost that time of the year. Next week, this blew me away by the way, you know, you start to see some Black Friday stuff, you know, coming in the mail and here and there and I'm like oh my gosh. So early this year. And then it hit me, it's next week.
    Danelle Brostrom 1:19 Crazy.
    Stephie Luyt 1:19 Yeah,
    Larry Burden 1:20 So, help, help me out. We were talking before the pod, I am completely unprepared for the holiday season this year so enlighten me as to what, what are some wonderful things we can get for our people that we love.
    Danelle Brostrom 1:33 Do you want to go first?
    Stephie Luyt 1:34 I will, and I have a major theme because all of what I brought are, I brought book ideas. And part of that is because I just came back from a conference. So I was at the American Association of School Librarians conference and there were many authors and illustrators there. And, you know, you can't go wrong with a book. And so what I have is a range of books from our, for our littles up to our high school kiddos. Some you may have heard about because some have gotten some press and some are, were new to me. Let me start with the littles, and this book, it's called "Another," by Christian Robinson, and it is a sci-fi fantasy picture book that is wordless. So that's a lot. If you think about all that in all of those elements in a picture book without words for littles, preschool. The art is beautiful and there's an alternate universe that the kiddo and the animal take a little journey in. And I just, I'm so intrigued by this concept, and already there are multiple accolades rolling in for this book. So as we're getting close to my favorite time with the Caldicot, Newbery awards, I think we'll hear a lot more about, "Another." But put that one on your list if you have littles.
    Larry Burden 2:53 What a great way to introduce our littlest ones to narrative.
    Stephie Luyt 2:58 Yes,
    Larry Burden 2:59 Get them understanding the concept of storytelling and story. So that when we're introducing them to words and vocabulary and reading, they already have an understanding of the structure...
    Stephie Luyt 3:13 Absolutely
    Larry Burden 3:14 of the story. Did you bring it?
    Stephie Luyt 3:16 I didn't bring that one.
    Larry Burden 3:20 The ultimate picture book and it's not here.
    Stephie Luyt 3:22 It's not here but,
    Larry Burden 3:23 because you recognized it's an audio podcast so why would you bring it.
    Stephie Luyt 3:27 Well, partially because it's so popular right now I don't have a copy available, but I also, you know I come here and then I hold it up and you guys make fun of me.
    Larry Burden 3:36 I would, I'm hurt, I would never.
    Stephie Luyt 3:39 In the nicest way possible. So, maybe I'll give you a couple more of the littles and then we can go back and forth.
    Danelle Brostrom 3:45 Deal.
    Stephie Luyt 3:45 Okay, there's a book called, "The Undefeated," by Kwame Ale
    24 min
  • EdTech Loop Ep. 97: MiSTEM Heats Up
    Why is STEM so important in Michigan right now? Because Michigan businesses need STEM educated workers and currently those workers are not available. Businesses struggle to understand why it appears public education is not producing the workforce they need, while educators are attempting to teach kids collaboration, creative thinking and other 21st Century Skills, while navigating another legislative edict, state standards, and school district goals. Our guest Drea Weiner from MiSTEM is attempting to repair that disconnect, and helping to make education applicable to a real world setting by fitting STEM into the curriculum to meet the needs that businesses are desperately crying out for.
    Elementary is Engineering Workshop
    November 26th
    TCAPS Sabin Data Center
     
    Acronym List
    MiSTEM - Michigan Science, Technology, Engineering and Math Network
    TBAISD - Traverse Bay Intermediate School District
    CHAREMISD - Charelvoix - Emmet Intermediate School District
    ELA - English Language Arts
    REMC - Regional Education Materials Center
    METS - Michigan Education Technology Specialists
    EVR - Experience Verification Route
    EIE - Elementary is Engineering
    REMC RITS - REMC Instructional Technology Specialists
    SEL - Social Emotional Learning
    DigCit - Digital Citizenship
     
     
    Full Transcript:
    Drea Weiner 0:02 I'm pretending like I know what I'm doing but I don't actually know what I'm doing most days.
    Larry Burden 0:11 The most important thing we can teach our kids is to recognize that everybody's just winging it.
    Drea Weiner 0:15 Because you need to integrate that with your content.
    Larry Burden 0:19 I want to do that. That looks like more fun.
    Larry Burden 0:26 It's Episode 97 of the EdTechLoop podcast. My name is Larry Burden and she's been attempting to 3D print snow tires for her Hyundai Elantra, it's Danelle Brostrom, and we are also joined by Northern Michigan Sensei of STEM, it's Drea Weiner. Multiple snow days have allowed for additional time to meditate on this week's moment of Zen.
    Moment of Zen 0:47 To appreciate the beauty of a snowflake. It is necessary to stand out in the cold.
    Larry Burden 0:52 After several field attempts to brave the icy roads we've decided to stay home and fabricate this week's meat of the show. STEM heats up in Northern Michigan.
    Danelle Brostrom 1:03 I wasn't ready for any of that Larry.
    Larry Burden 1:03 I worked really hard to come up with a title.
    Danelle Brostrom 1:03 It took you all week to write, didn't it?
    Larry Burden 1:04 So I worked...
    Larry Burden 1:10 Naw, about the last 15 minutes. Come on, there's no prep here. Okay, so thank you for joining us Drea, because I know your schedule is crazy. We've got tons of questions about what you do and what's happening with STEM in northern Michigan. I don't think we've actually covered a lot of STEM so far this year now so fill us in.
    Drea Weiner 1:34 First one in. So yeah, so I'm the Regional Director for the MiSTEM network, and the MiSTEM network is a statewide effort to make sure that there's a cross curricular look at science, technology, engineering and mathematics, are we teaching those areas, are we teaching them in an integrated way, are we teaching them in a way that prepare our students for life beyond school, are we teaching them in a way that's applicable to the workforce. So that's kind of MiSTEM network, in a nutshell. I can talk to you about that for like hours on end but we'll, we'll end on that particular note.
    Larry Burden 2:07 go ahead, you've got questions galore. Don't wait for me to just jump right in.
    Danelle Brostrom 2:11 No, I'm just curious about the connection with business, you know and typically in schools we think about how, how we're teaching these skills, kind of on our own. Can you talk to me about the connection with business, why is that important?
    Drea Weiner 2:22 So I would say that this is important because right now in Michigan, businesses do not want to engage, they do not want to invest in education. They do not
    32 min
  • EdTech Loop Ep. 96: EdTech Inspiration
    It's early November here in Northern Michigan but it already feels like mid December, possibly February, and we're trying to avoid early onset cabin fever, so we look to Danelle and Stephie to provide some much needed "Ed-Tech Inspiration," to get through the bleak early winter.
    Show Transcript:
    Danelle Brostrom 0:00 Obviously it's smarter than I am.
    Larry Burden 0:08 Where's this come from
    Danelle Brostrom 0:08 because you have to edit out all the stupid things that we say,
    Stephie Luyt 0:11 Now the pressures on.
    Larry Burden 0:13 gotta delete that
    Stephie Luyt 0:14 You're like Botox.
    Larry Burden 0:21 It's Episode 96 of the EdTech Loop podcast. My name is Larry Burden and she drank a bit too much of the apocalyptic Kool Aid after binging 16 straight hours of Black Mirror its Danelle Brostrom. And here to reel our Ed tech hero back from the dark side, it's Stephie Luyt. To coax Danelle back from the edge, this week's moment of zen trends hopeful.
    Moment of Zen 0:44 I hope that in this year to come you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world, you're doing things you've never done before. And more importantly, you're doing something.
    Larry Burden 1:06 After checking the unseasonably cold hourly forecast our decision was made to stay in, and partake in this week's meat of the show: Ed Tech Inspiration. It's Northern Michigan here, it's early November, it already feels like mid December, possibly February, and we're trying to not get into that early kind of hunker down mood. So we needed to find a little inspiration today. It was a great idea that Danelle had yesterday, as far as coming up with a topic for this podcast. So we all have lists, let's just jump right into this.
    Danelle Brostrom 1:43 I can start. My first favorite thing that I love right now, Common Sense Media had an amazing blog post on ISTE. It was written by Liz Cline who's their VP of Education Programs, and her idea is to, "Pause for People." We talk a lot about digital lives and how to find balance with your media and real life, and I think this idea of pausing for people is beautiful, and it's simple, and it's a great thing to keep in mind. So when you're in real life and someone is talking to you, pause what you're doing and privilege that human standing in front of you over what's on your screen.
    And she says this, "I'm no tech hater. I strongly believe that technology does help connect us with people in meaningful ways, and it should be used for powerful learning in the classroom. But even with all that potential the face to face interactions that you could be having. You should be having, starting now."
    I love that idea of pausing for people, and I'm really trying to do that when I'm in meetings when I'm, when somebody comes in and interupts me at my desk either turning around for my screen or closing my screen and just pausing for people. It's a great thing to talk about with kids in the classroom to.
    Stephie Luyt 2:45 That's a beautiful way to say that whole idea of a balance between how we use tech and how we, how we function IRL. It's a really good way to think about it. There's nothing more valuable than pausing for someone, and having that conversation.
    Larry Burden 3:02 I love that you're making an active step to do that. Sometimes we want to do that but we still have our device up, or we have our device open and it's amazing how our eyes just naturally fall back down into it. David Noller, the TechNollerGist, mentioned that when he's using devices in his class they're open, as soon as they're not being used, he tells them, close the device, close the lid. It's easy to get distracted by the device. So we need to be probably very, very deliberate in what we do to make sure that we are pausing for people.
    Danelle Brostrom 3:36 And tell people around you that this is something that you're trying to do to
    26 min
  • EdTech Loop Ep. 95 - The Rise of eSports
    Wow! Danelle and I were so thankful to have Ted Kidd and Dylan Chapman join us for this is a jam packed eSports episode of the EdTech Loop Podcast. If you are at all curious about the eSports phenomenon this is a must listen as our guests break down almost any aspect you could think of concern the sport. As the TechNollerGist would say, "Play a game today, it's good for you."
     
    Full Show Transcript:
    Dylan Chapman 0:00 Yeah, I've got you loud and clear here.
    Danelle Brostrom 0:07 We lost Dylan
    Ted Kidd 0:08 He's frozen
    Danelle Brostrom 0:09 I know. Awe,
    Dylan Chapman 0:10 Hi, sorry about that. I got myself kicked out I think.
    Danelle Brostrom 0:13 Larry. Are you ready?
    Larry Burden 0:15 We are ready.
    Larry Burden 0:21 It's Episode 95 of the EdTech Loop podcast. My name is Larry Burden and she'll choose Yoshi over Mario every time. It's Danelle Brostrom. For the first time ever on The EdTech Loop podcast we are joined remotely by the heroes of Michigan High School eSports, Dylan Chapman and Ted Kidd. Before they joined us in our endless quest to level up, we've already discovered this week's Moment of Zen.
    Moment of Zen 0:47 Time passes, people move, like a rivers flow it never ends, a childish mind will turn to noble ambition.
    Larry Burden 0:58 Danelle has taken over the cooking duties and has barred me from the kitchen so she could remotely prepare this week's meat of the show. The Rise of Esports.
    Danelle Brostrom 1:19 So Ted, can you give us a little introduction on who you are?
    Ted Kidd 1:22 Ted Kidd work at Pinckney Community Schools. I'm the Director of Technology Operations and which is kind of a glorified network janitor job.
    Danelle Brostrom 1:31 And Dylan?
    Dylan Chapman 1:32 I'm a high school social studies teacher at Grass Lake High School.
    Danelle Brostrom 1:35 Tell me what is eSports?
    Dylan Chapman 1:37 eSport s is competitive online video game play. It's a multi-billion dollar industry, and it's being played at everywhere from the high school, even middle school level, all the way up to collegiate, and professional play.
    Danelle Brostrom 1:50 How long have eSports been going on here in Michigan?
    Ted Kidd 1:52 At the high school level it's, this is kind of the fourth year. In our experience we've seen some competitive tournaments happen at Lawrence Technical University, they started that about three years ago, and then just recently, Dylan, myself and a few others in the state of Michigan have formed a organization called MiHSEF or Michigan High School eSports Federation, to allow all high school eSports programs to compete against each other for free.
    Danelle Brostrom 2:24 Nice. What kind of benefits are the kids getting from eSports? Like how, how are you selling this to families because I guarantee you there's probably a lot of moms that are like, no that's not a real thing honey, go back to doing what you were doing before.
    Dylan Chapman 2:34 Some of the things that are like life skills or lessons that students learn are things like, communication, teamwork, sportsmanship. In a lot of ways, it's like traditional sports and then a lot of other ways it's not. But they learn a lot of the skills that they would on the football field, but in a just a different environment. So some things that are different that I think that they learn, are things like self learning. They're definitely motivated internally, like by themselves to push themselves further. The players participate as coaches a lot more than, than traditional sports and that gives the students a sense of leadership and control.
    Ted Kidd 3:12 The thing about eSports versus traditional sports, because you kind of mentioned as well, is the esports can be played all year round. So kids don't just play for, you know, a six week period and then leave. Some of them will play all year round. So they really get a sense of community when they enter an eSports program.
    Dylan Chapman 3:34 As far as communities that are in doubt that eSports is something t
    38 min
  • EdTech Loop Ep. 94 - The Light Side of Data
    Last week we discussed COPPA and the thousands of data points children create just by living and using our personal devices. Students also create data points at school which we hope to use to support teachers in helping those students achieve at their very best. It comes in many forms. You have SAT data, mandated state reporting data, but you also have a kindergarten student identifying colors, that's data, too. It's everywhere.
     
    TechTool of the Week:
    Copyrighteous Podcast
     
    Full Transcript
    Larry Burden 0:00 big theme that no one's gonna get
    Larry Burden 0:07 Think Twilight Zone, and then you lose faith in humanity.
    Andy Phillips 0:11 It sounds uplifting.
    Larry Burden 0:11 It's fun for me,
    Danelle Brostrom 0:12 it's very interesting.
    Andy Phillips 0:15 It's my favorite of all time.
    Larry Burden 0:22 It's Episode 94 of the EdTech Loop podcast. My name is Larry Burden and her midi-chlorian count is off the charts it's Danelle Brostrom, and also joining us, the TCAPS Yoda of data, Mr. Andy Phillips. We've learned to trust our feelings, which has revealed this week's moment of Zen
    Moment of Zen 0:40 Pass on what you have learned, strength, mastery, but weakness, folly, failure, also yes, failure.
    Larry Burden 0:50 Stay for some soup, you must, if you are to partake in this week's meat of the show, the light side of data. So, last week, last week's episode, we had, we had kind of a darker, maybe a little darker..
    Danelle Brostrom 1:05 It wasn't dark it was informative,
    Larry Burden 1:06 it was informative, but we kind of talked about data and how maybe the privacy of our children can be invaded and some of, some data points regarding them might be used for a less than helpful purpose in their life. We wanted to have, Mr. Phillips on here, Andy on to discuss what our school districts do with data that can really help them really achieve and grow in their learning. So with that being said, How are we using student data.
    Andy Phillips 1:40 First Larry, let me, let me say that I did listen to last week's podcast. Larry and I had a brief conversation last night at an organization outside of school. And we talked about, COPPA, which, which I learned about listening to the podcast. I also, it was awesome because I was picking up my kid from gymnastics, which is where I saw Larry, and to listen to the podcast and the amount of time it took me to get home, I listened to it I'm double speed.
    Danelle Brostrom 2:07 Nice.
    Larry Burden 2:08 Very high voices.
    Andy Phillips 2:10 It was awesome, yes. And because I know both of you have made it way more entertaining.
    Danelle Brostrom 2:13 It makes me talk even faster.
    Andy Phillips 2:16 And my daughter was freaked out by it to.
    Danelle Brostrom 2:17 Okay, I'm gonna do that.
    Andy Phillips 2:19 So I did listen to it and it was interesting that we call, to me that's, that's data. Yeah, I get it. And you guys talking about the thousands of data points that are out there just by basically living, not doing anything crazy high tech all the time, just living and using your personal devices creates all these data points. Well students have data points to and that's what we'll talk about today, I would assume is how we use student, like, assessment type data which comes in all sorts of forms. So how do we use it? It goes from school board reporting, state reporting, to the best use of data, which is teachers using it to help their students achieve at their very best. So that's a broad question, but that's a super, super broad answer that's how we use it, and it comes, you know, it's all sorts of forms. You have SAT data, which is college entrance and it's also mandated state reporting data, but you also have a kindergarten student identifying colors, that's data, too. Because of that student can identify colors and the teacher sees that, well, that student needs work on colors or patterns or shapes or whatever. So it's everywhere.
    Larry Burden 3:31 You just kind of have, you know, pretty much an
    22 min
  • EdTechLoop Ep. 93 COPPA and Data Privacy
    "The primary mission of COPPA is to place parents in control of what info is collected from their children. As a parent, I find this impossible." - Cheri Kiesecker
    What is COPPA? In 1998 Congress made some value judgments about the potential harm to children due to online activity. That it was important for websites that are targeted towards kids to collect parental consent before they collect, use, or disclose any of the child's information and data. The Federal Trade Commission (FTC), made some rules and suggestions as to how that would happen, and COPPA is the result of this work.
     
    Show Notes and Links:
    COPPA Workshop Video  
    The Digital Playground - App Design, Data Collection, and Policy Implications - Jenny Radesky from U of M Medical School
    State of the World in Children's Privacy - Panel 1
    Twitter: #COPPAworkshop
    Great articles about the FTC workshop:
    https://www.nytimes.com/2019/10/10/opinion/coppa-children-online-privacy.html 
    https://www.edsurge.com/news/2019-10-08-the-ftc-has-its-sights-on-coppa-and-edtech-providers-should-take-notice  
     
    Tech Tool of the Week: It's Digital Citizenship Week!  Follow #digcitcommit. It has a ton of great ideas on incorporating this topic into your classroom. Also visit Common Sense Media for our #TechTooloftheWeek.  
    Show Transcript:
    Danelle Brostrom 0:04 Okay, can I tell you I'm worried about this topic.
    Danelle Brostrom 0:12 What, is today Tuesday?
    Danelle Brostrom 0:14 Danelle was awful this week so
    Larry Burden 0:17 it'll be. We'll see
    Danelle Brostrom 0:19 Can that be your intro. Heck yeah
    Larry Burden 0:21 So there we go.
    Larry Burden 0:26 It's Episode 93 of the EdTech Loop podcast my name is Larry Burden and she wishes she was at the hottest spot north of Havana, it's Danelle Brostrom. It's really cold in here.
    Danelle Brostrom 0:37 It's really cold in here.
    Larry Burden 0:38 After reading the iching's terms of service agreement, we've decided to share publicly this week's moment of Zen.
    Moment of Zen 0:45 They who can give up essential liberty to obtain a little temporary safety deserve, neither liberty, or safety.
    Larry Burden 0:54 The rest of these essential ingredients are copyright protected, but we've, we've obtained the rights to add them to this week's meat of the show. The future of privacy. I had, I had a question to start out with but I really wanted, I wanted, I had these quotes and I'm like I want to start out with this and see where you go with it. So the quote this time was from Twitter, because Twitter, the primary mission, first, am I pronouncing right is it Copa?
    Danelle Brostrom 1:20 COPPA,
    Larry Burden 1:21 COPPA because they don't want it to be the Copacabana, which is the reference earlier.
    Danelle Brostrom 1:24 I got'cha. Now I get it.
    Larry Burden 1:27 There we go, and it's really cold in here. Did I mention it's cold in here?
    Danelle Brostrom 1:29 It's cold in here.
    Larry Burden 1:31 "The primary mission of COPPA is to place parents in control of what info is collected from their children. As a parent, I find this impossible." And that's from Cheri Kiesecker @cherkies. I do believe on Twitter, and I read that and I thought to myself. Yep. Yep. So, what is COPPA?
    Danelle Brostrom 1:55 The original COPPA was passed in 1998, and it was enacted in 2000. So just, just think about that in terms of where we've come in ed tech first of all,
    Larry Burden 2:04 First what is COPPA?
    Danelle Brostrom 2:06 You're gonna kick me back there aren't you? Okay.
    Larry Burden 2:08 Acronym time.
    Danelle Brostrom 2:09 So, essentially Congress made some value judgments about the potential harm to children due to online activity, and so that it was important for websites that are targeted towards kids to collect parental consent before they collect, before they use or disclose any of the child's information and data. So the FTC, which is the Federal Trade Commission, made some rules and suggestions as to how that would happen, and COPPA is kind of the result of t
    24 min
  • EdTech Loop Ep. 92 - Graphic Novels Are Good
    "The comic strip is no longer the comic strip. But in reality and illustrated novel. It is new and raw in form just now, but material for limitless intelligent development. And eventually, and inevitably, it will be a legitimate medium for the best writers and artists. It is already the embryo of a new art form." - Will Eisner
     
    Show Transcript:
    Stephie Luyt 0:01 I'm not fuming.
    Larry Burden 0:02 She's fuming.
    Stephie Luyt 0:02 I'm the opposite of fuming.
    Danelle Brostrom 0:04 Aww, that's more calming.
    Stephie Luyt 0:11 We just might ramble.
    Larry Burden 0:12 This is a safe space. If you haven't noticed through the years that this is a safe rambling space.
    Stephie Luyt 0:18 That's meaty.
    Larry Burden 0:24 It is Episode 92 of the EdTechLoop podcast. My name is Larry Burden and she has yet to reveal her secret identity. It's Danelle Brostrom. And also joining us, her spunky super sidekick Stephie Luyt. Up in the TCAPS tower we gaze over the troubled streets of TC pondering this week's moment of Zen.
    Moment of Zen 0:44 Grown ups are a strange breed. Their brains weigh close to three pounds. And that's not three pounds of cheery delight.
    Larry Burden 0:53 We've added sweet onions, garlic, tomatoes and potatoes but today's stew isn't completed until we add this week's meat of the show: Graphic Novels are Good, 'Nuff Said.
    Danelle Brostrom 1:04 Stephie, I'm so excited that you're here today.
    Larry Burden 1:06 She jumps in.
    Danelle Brostrom 1:07 I did jump in
    Larry Burden 1:08 That wasn't the quote.
    Danelle Brostrom 1:10 You told me to jump in.
    Larry Burden 1:11 That wasn't the quote. I had the quote.
    Danelle Brostrom 1:13 Oh, Larry.
    Danelle Brostrom 1:14 Edit!
    Larry Burden 1:15 We're gonna keep this goin'
    Stephie Luyt 1:16 Graphic novels are good. You like said it all.
    Larry Burden 1:21 I wanted to share this from Will Eisner.
    Stephie Luyt 1:23 Yes.
    Danelle Brostrom 1:24 Ok
    Larry Burden 1:25 The comic strip is no longer the comic strip. But in reality and illustrated novel. It is new and raw in form just now, but material for limitless intelligent development. And eventually, and inevitably, it will be a legitimate medium for the best writers and artists. It is already the embryo of a new art form.
    Stephie Luyt 1:45 Excellent.
    Larry Burden 1:46 And go.
    Stephie Luyt 1:48 I'm glad we let you go past the rest.
    Danelle Brostrom 1:51 Stephie, you're always my "go to" about good books for kids. So you've got quite a few graphic novels there. Talk to me about graphic novels. Why are they all of a sudden, the thing to read for kids?
    Stephie Luyt 2:02 Okay, well, and can I just loop back a little bit to something Larry just said, because I think there's an interesting discussion to be had about comic strips versus graphic novels, you might find them in the same spot in the library. And they have so much in common because the story is told so visually and both but a comic strip is often told over many installations. Like if you think about a traditional comic strip it'd be in a newspaper.
    Larry Burden 2:29 It's serialized.
    Stephie Luyt 2:30 Yes. And a different way to think about a graphic novel is the whole story is usually told in a book or two. And sometimes there's a trilogy or whatnot of you know, it can be...
    Larry Burden 2:39 It's like a movie versus a TV show.
    Stephie Luyt 2:41 Excellent example. 'Nuff said. When we're thinking about, you know, graphic novels and comic strips and that art form, one of the reasons it's become so popular is because of the quality of what is being produced, and especially for kids, young readers, and middle grade and I was never aware of the extent of graphic novels that are available for adults too. I was surprised. I shouldn't be surprised. But that's not a medium that I was spending a lot of time reading. I was spending a lot of time and do spend a lot of time on children and Y.A.. But there's a whole world of adult graphic novels, not adult in theme but adult, geared toward adults. One re
    20 min
  • TechNollerGist Ep. 12: Practical EdTech
    Liz Kolb, the originator of the Triple E Framework, visited us over the summer delivering this year's WiredTC keynote. The TechNollerGist gives his own practical take on the "Framework" and how best to apply it to your technology use in the classroom. 
     
    Show Transcript:
    Larry Burden 0:00 What is this app with the little things poking out of it?
    Larry Burden 0:05 Like, uh-oh, uh-oh something has gone amiss.
    Larry Burden 0:15 All right, here we go. It's Episode 12 of the TechNollerGist podcast. The number is still correct. I know you debate. I'm Larry Burden, and he's been actively developing a framework to avoid frameworks. It's the TechNollerGist, David Noller.
    David Noller 0:28 That's not inaccurate right there.
    Larry Burden 0:30 You are the agent of chaos.
    David Noller 0:33 I am an agent of chaos. That's great.
    Larry Burden 0:34 Today's topic, should he, should he choose to accept it? practical Ed Tech, with the Triple E Framework?
    David Noller 0:40 Yeah.
    Larry Burden 0:41 So Liz Kolb, the originator of the Triple E Framework visited us over the summer. Did a little WiredTC keynote, which I thought was fabulous. We kind of discussed it a little bit in an earlier EdTech Loop podcast regarding the fact that she just got right into it, and went into the research it was your professional, I'm a professional, let's talk about professional stuff.
    David Noller 1:04 Right, right.
    Larry Burden 1:05 Um, but for those of us that did not attend the keynote, what is the Triple E Framework?
    David Noller 1:12 So, I like to slow roll it in terms of just providing, like just the, the bare bones of the framework, right? Because I think in many ways, the framework reflects what has been good teaching all along. But highlights in a way that's, that's certainly useful for our teachers to know, and is great as a way to reflect on our practice. So the three big things of the framework are that we use, whatever resources we're using, whether it's a technology piece, a website, a tool, whatever it happens to be to engage, enhance, and extend learning. Those terms are pretty self explanatory. In terms of extending, we want to build a bridge to real world experience with the kids with the things we're doing with them. And if we can use a technology tool to do that, then we've met our duty to extend. We want to enhance the kids experience by helping them build to a more sophisticated understanding. And we do that through scaffolding. And that's where I keep coming back and saying, and that's always been good teaching. We've always tried to scaffold from simple to complex. But with some of the available tools we have, we can go higher than we could without those tools. When we're talking about paper and pencil, you can only go so far. If you can run a simulation, online, using these tools, we're taking this scaffold and we're building and higher.
    Larry Burden 2:43 I hadn't thought about this before. But not only are you creating, and I think we lose this sometimes when we talk about using technology, you're creating scaffolding that goes higher, you're also creating scaffolding underneath. Because there's foundational skills that you need to have developed in yourself and in the students to get to the stuff up high.
    David Noller 3:09 Sure. Sometimes we throw kids into the practice of the high stuff. And they learn those foundational things as they go. So the next time they encounter that tool, it's easier for them to use. There's no way around, you're going to have to use, you know, this library media research tool, the first time once. Once you've used it the first time once, then it's no longer the first time and you build those foundation, as you go through that process. When we do our senior research project in the spring. By the time they're seniors, they've used that library tool so many times that it's, I have to spend less time building the basement, and we can spend more time being intentional about our information gathering.
    Larry
    21 min

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