Minecraft for Learning

by Colleen Worrell, Secondary Technology Integration Coordinator

Punching trees, creepers, cobblestone, enchanted pickaxes, and defeating the Enderdragon? Welcome to the world of Minecraft! 

Students playing Minecraft in cafeteria after school

Chances are, if you know a child between the ages of 6-16, you have heard of Minecraft. This digital game is like having a virtual set of Lego blocks that can be used to create whatever the player might imagine, from the mundane (a table for their house) to the spectacular (new worlds and creatures). It is a sandbox game that can be played online with laptops and desktops, mobile devices, and video consoles, so users can collaborate with friends as they create or survive in their virtual world. 

In existence since 2009, Minecraft captured the attention of teachers and researchers well after it garnered a loyal following of young gamers. Recently educators have begun to explore ways to use it in the classroom. Nick Bilton’s NY Times editorial “Disruptions: Minecraft, an Obsession and an Educational Tool” (9/15/13) is a good introduction to the challenges and possibilities of using Minecraft as a learning tool. Here are some ideas Edutopia blogger Andrew Miller shares on Using Minecraft in the Classroom.

For me, both as a mom and a teacher, there are two clear benefits that make the game a learning tool, whether used in school or for fun outside of it: (1) kids learn to collaborate to achieve their objectives, and (2) kids exercise their capacity for being imaginative and inventive (read a blog post by Alexander Hiam of UMass Amherst on the importance of this!). 

Today kicks off a month-long series on Minecraft in Education at Connected Learning. The series asks us to think critically about this question:  Is Minecraft the Ultimate Educational Tool?. Check out some of the events in this series if you are interested: Minecraft in Education: Leveraging a Game-Based Learning Environment for Connected Learning. 

Who knows? This series could help Hopkinton educators, students, and parents find ways to use Minecraft as a learning tool to support HPS' mission: "learn, create, and achieve together." 

But watch out for those creepers...

"Kids Can Do Amazing Things!"

by Colleen Worrell, Secondary Technology Integration Coordinator

 

Chris Lehmann, the Principal of Science Leadership Academy (SLA), a magnet school in Philadelphia), was an inspiring keynote speaker at this year's MassCUE. He talked about SLA, where students learn in a project-based environment and the core values of inquiry, research, collaboration, presentation and reflection inform every course. Yet for me and many of the other attendees, it was his thoughts on why we need to help students become "Thoughtful, wise, passionate, and kind" that stood out. He encouraged us to remember that kids are capable of doing amazing things and to consider ways we can best support and encourage them to discover and develop their passions. This, he argued, is the only way to truly develop life-long learners who can and will help to make the world a better place.

 

MassCUE's annual conference brings together educators from across the state to share ideas and best practices. It also give technology staff direct access to vendors and other specialists, allowing them the time and opportunity to explore tech tools and services that might benefit their district. 

 

This year had a great showing for Hopkinton, with teachers and administrators attending and facilitating sessions. HHS teachers Fred Haas and Sterling Worrell led a session entitled "Building a Student Journalism Program: Empowering Project-Based Learning & Digital Literacies." HPS Tech Director Ashoke Ghosh shared tips on launching a 1:1 program. Elmwood School's Lauren Mack presented on "flipping" the elementary classroom and Hopkins School's Nili Bartley led a session on "going digital" with Animoto. Finally, I led two think tank sessions (one on 1:1 laptop programs and another on blended learning).  A number of other teachers including Devon Grilly (Science) and Shari Meyer (English) from the HS, Linda Colby (Tech Integration Coordinator) from the MS, Christine Gniadek and Stephanie Doty (Elementary Tech Integration Coordinators), and David Bernstein (4th Grade) from Hopkins were in attendance and brought back great ideas to try out in the classroom and share with colleagues.

Great job everyone!

 

“George, it’s Over”: Breaking Up in US History Class

by Colleen Worrell, Secondary Technology Integration Coordinator 

It’s mid-October, not April 1st. However, that didn’t stop Ms. Williams and Ms. Potito from hatching a plan to fool their students today -- all in the name of learning. Their 10th grade US History students are studying the American Revolution and the teachers used a fake break up note to set the stage for an activity designed to help their students reconsider the significance of the Declaration of Independence.  

“Hey. I’m not sure how to start this letter…" 

Class began with a break up note that each teacher allegedly “found” and read aloud to the class. (Full Disclosure: they later told their students that they would never share anything personal about a student, especially out loud in class!) The letter had “AC” breaking up with “GB” for a variety of reasons, including being taken “for GRANTED” and wanting to “see what it’s like on my own.” Students tried to guess at the initials (“must be two Freshman!”) before each teacher shifted the discussion back to the topic at hand by playing a humorous music video, “Too Late to Apologize: A Declaration.” The video caught students’ attention by remixing Timbala’s popular song “Too Late to Apologize” in order to playfully comment on the historical moment surrounding the Declaration. Only after they watched the video and responded to hints from their teachers (“hmmm, the video reminds me of that break up letter I found…”) did students realize that the note was a hoax. They laughed as they figured out that they had been played. Many students commented on the fact that they should have known; after all, “No one breaks up in a letter anymore.”

Students enjoyed bouncing thoughts about the video and its images off of the fake break up letter their teachers used to set up the activity. The discussion helped to set the tone for the in-class writing assignment:

To show you understand why the colonists wanted to “break up” with King George III, you will create a break-up letter yourself, but with a twist. Because no one really writes letters anymore, you will write a series of text messages between you and the King to explain WHY you want to break up using all the nitty-gritty details that we’ve studied in class so far.

Crafting their text messages with break up songs like Taylor Swift’s “We Are Never Ever Ever Ever Getting Back Together” and Justin Timberlake’s “Cry Me a River” playing in the background, students drew on their understanding of the events leading to the Declaration of Independence, as well as their own creativity and sense of humor, to construct their digital break up scenarios. The two classes merged to create a sort of narrative role-play, with one student taking on the voice of the King and the other the Colonists.  Using a shared Google Doc, each student pair simulated text messaging back and forth in order to “break up” in a thoroughly modern way.

Toward the end of session the teachers prompted them to think about consequences of their carefully chosen words: “How do you want to leave it? What are your final words going to be? Do you ever want to work with them again?” (See this Sample Break Up Texts to see how one pair of students ended their “relationship”).

In the wrap-up for the lesson students shared some of the reasons their texts pointed to as a reason for the break up. Their examples linked events like the Boston Tea Party to larger issues of representation and self-governance. As importantly, students were able to reconsider their original misconceptions about the Declaration of Independence. Rather than signalling the end of the Revolution, as they originally thought, the document was the start of a long, complicated process. In the simplest of terms, the Declaration was a break up letter.

Put to song and translated into contemporary “text speak,” this is a lesson that these US History student are not likely to forget.

Back Up Your Files

by Ashoke Ghosh, Director of Technology

The most important practice you can develop when using a laptop is backing up your work. Hard drives can fail or become corrupted. If this happens you can lose all of your important files. Please don't wait until it becomes a problem (i.e., the night before a paper is due) and all of a sudden your files are gone. Here are steps to take to make sure this doesn’t happen to you. 

The Bare Minimum: The first step students should take to make sure this does not happen to them is to use Google Drive as much as possible. Since all Google tools and apps store files/work in the cloud, students can access their work anytime, anywhere, with any device. That means if a laptop hard drive fails, you still have access to all of the papers, videos, slide presentations, images, etc. in Google Drive. Google Drive allows you to upload all of the most commonly used file types (read this Overview to learn more) and has loads of space (30 GB). Additionally, Picasa (the free photo sharing site from Google) is great for storing videos and photos. We encourage you to take advantage of this free storage and backup system that comes with students' hillers.org accounts.

 The Safer Bet: Google Drive can’t do it all. The best way to back up all of your files quickly is to purchase an external hard drive and use Time Machine, the built-in backup application that comes on your Mac. I would recommend buying a 500gb external drive or larger unless you are only going to save small files. You can purchase them from stores like Best Buy and Staples or you can get competitive prices with online retailers like Newegg and TigerDirect.

Once you have your external drive, follow these instructions for using Time Machine to back up your laptop: Time Machine Basics (video tutorial) and Mac Basics: Time Machine (how to site).

There are also cloud solutions, which are convenient but can be more pricey over a long period of time. Many vendors charge by month or year and you can expect to pay at least $60/year. Here are some vendors to explore if you are interested: Carbonite, Dolly Drive, Justcloud, Sugarsync and Mozy. 

We encourage students to stop by the Tech Center if they need advice on backing up their Macbook Airs!

AP Bio’s Jello Lab

by Colleen Worrell, Secondary Technology Integration Coordinator

 
Michelle Odierna’s AP Bio classes are having fun learning with jello this week. The jiggly blocks of pink are part of a lab on the limitations of cell size. As I visited the class, students were happy to explain that they were working in groups to learn how molecules diffuse through the cell membrane and the cell’s surface area limits how large cells can get. The lab assignment posed this question to the student teams: “If you put each of the [jello] blocks into a solution, into which block would that solution diffuse throughout the entire block fastest? Slowest? How do you explain the difference?”

Each group of students worked together to plan, design, conduct, and document their investigation. The pink jello would be cut into different size cubes, added to a beaker, and covered in an acidic solution so the students could measure the rate of diffusion. Along the way students would record the procedures, claims, observations, and data. At least one student in each group had a laptop open and worked to add relevant information to a shared Google doc. They worked collaboratively, asking questions, finding answers, sharing ideas on steps to take, joking about jello (and the inability of certain students to cut a straight line in a piece of jello!), and determining what information they might need to successfully complete and record their lab. Students also used their phones to take photos (before and after images of their jello cubes) which they would use as data to support their claims in the lab reports each of them would write up.

Conversations happened throughout as students wrestled with pink jello, typed in their Google docs, measured their cubes, and tackled calculations to support their claims:

“Will a lopsided cube work?”

“Does it have to be perfect?”

“This is the best cube you’ve made yet.”

“Mrs. O, do we need to know how much acid is in the beaker?”

“Make sure you are putting this on the Google doc and it is shared with everybody.”

“Would it be easier to cut of the clear part and just measure the pink part that’s left”?

“I can’t grab it. It’s jello!”

“Can I try that?”

“Absolutely, it’s fun.”

“Hey, take a picture of that with my phone for me.”

"What was the final dimension?”

Students negotiated slippery cubes of pink jello, laptops, smartphones, and plastic rulers throughout these conversations, all the while learning about diffusion and osmosis. "Ms. O," one student remarked, "This is fun."

Next step: writing up their lab individual reports. Keeping with the science lab theme of this post, my claim is that students won’t find this part half as fun the lab itself.

Digital Distractions

by Colleen Worrell, Secondary Technology Integration Coordinator

 

Last spring I shared an article from Slate.com (You’ll Never Learn!), which confirmed what most teachers and parents already know: doing homework while texting, watching TV, and occasionally jumping on Snapchat or Twitter can be hazardous to a student’s grades. With a new class of 1:1 learners, I wanted to share this with parents of the Freshman class, since they, too, should be aware of a research study by the Kaiser Foundation on the downsides of “media multitasking” while doing schoolwork.

The goal of the HHS 1:1 Laptop program is to create an environment that enhances learning, not detracts from it. I wanted to share this article with parents to give you some well-researched reasons for asking your children to focus their attention on one thing at a time so they can devote quality time to learning and to make schoolwork "count." As the Slate article advises, “make sure when [students are] doing schoolwork, the cellphones are silent, the video screens are dark, and that every last window is closed but one.”

Image credit: The Marketing Craftsmanship blog

Year 2 of the 1:1 Program

by Colleen Worrell, Secondary Technology Integration Coordinator

 

The roll out of our second year has gone remarkably smoothly. Members of the Freshman Class were introduced to the 1:1 program and key learning tools during Freshman Orientation in August. Students worked through a self-paced course in our learning management system, Moodle. While many students completed the learning module during orientation, some did not. Please check that your 9th grade student has completed this online course in Moodle since it will help them get information and develop the basic skills they'll need to use technology effectively for learning.

Here is some basic information from our orientation that both students and parents should know about the 1:1 Program:

(1) Ways to Seek Tech Help

• All students in the 1:1 program can seek tech help by stopping by the Tech Center (HHS 2nd floor) open M-F from 7-3pm.
• Students may also use their network ID to submit a Tech Ticket and the Help Desk will reply within 24-48 business hours. The link can be found under the Student tab (last link) on the HHS website. Many issues can be resolved remotely so this is a great way to address tech problems!

(2) Forget Your Laptop or Charger?
Students are expected to have their laptop with them at school every day. On the (hopefully) rare occasion students forget their laptop or charger, they may check one out from the HS Library for use during the school day. These are only available for in-school use and may not be taken home. Keep in mind that there are limited spares available.

(3) Lose or Break Something?
If students misplace a charger or other equipment they can stop by the Tech Center or submit a Tech Ticket to see if it has been turned in. We recommend writing the student name or initials in permanent ink on the cord (not the laptop!) in case students misplace their charger.

In the event of damage to or problems with school-owned or leased Airs, seek assistance from the Tech Center immediately. We can only assist in fixing school/leased Airs. The technicians may be able to advise BYOD students on where to seek help, but in general, maintenance and repairs for machines outside of the lease program is not available through HPS.

Keep in mind that students are expected to bring a laptop daily. If any 9th or 10th grader is unable to access their laptop for any reason, they should contact the Tech Center in person or via a Tech Ticket.

(4) Student Responsibilities
Here are the expectations for all students: 1:1 Student Responsibilities. Please review them with your student. Your support is appreciated!

We will use this blog to share on ways students are using their laptops in the classroom in the months to come.

Let Summer Heat Up…But Not Your Computer

By Dr. DeMello, Asst. Superintendent   

Well… The year is closing out and we are seeing the completion of our first year as a 1:1 district.  Overall, it has been a very successful start to this new initiative.  During this first year, our teachers did a terrific job of designing many new lessons and looking for effective ways to integrate technology into the classroom. Sometimes, educators even used a flipped classroom model to allow for instruction to occur at home in an online environment, so that class time could be utilized to support students in a more personalized approach to learning. 

In late May, we conducted a Technology Maintenance and Inventory program which showed that, overall, students are taking very good care of their MacBooks.  Eighty-eight percent of the machines were rated in excellent to good condition indicating that:

1. Computers were kept clean
2. Laptops had minimal if any scratches or dents
3. Keyboards were functioning well
4. Students kept their devices protected with effective cases and covers. 

Great effort students!

Now we are excited to roll out the 1:1 to a new group of students next year. Meanwhile, for those of you who have just completed your first year of a 1:1 experience, we will spend time this summer generating more innovative ways of teaching with technology.  So, what about your first full summer with your laptop? Below are some important reminders and tips for you to keep in mind as you enjoy your computer over the summer months:

1.     Boats, Beaches, and Pools:  leave your laptop behind

a.    It is best to keep your computer away from the hot sun and away from beaches and pools.

2.     Inside cars & other closed in areas can reach temperatures well above 100º. Please don’t leave your laptop in your car or trunk or any enclosed area.

3.     Travel:

a.     If you are lucky enough to be traveling about this summer, please have a hard cover case with a neoprene sleeve as well. Both skins and cases are recommended.

b.    Security – Keep a close eye on your computer and other devices, especially when traveling. Make sure your laptop is secure.

4.     Please don’t lend your computer to others... The loaned computer you are using is your responsibility.

5.     Beware of drinks and condensation dripping from drinks even though they may have covers.

6.     Updates – It is important to continue to update your software over the summer months to minimize issues.

7.     Back-up your data – Remember, you are responsible for backing up all your own data.

8.     Take time to clean your "digital locker" AKA Google Drive…

a.    Delete files you no longer need

b.    Reorganize folders and set up new ones for next year

c.     Purge photos - Photos take up lots of space and can slow down your computer. Keep only what you need or consider uploading to Picasa or another online sharing site.

d.    Purge your tunes – music also takes up a lot of space.

9.     Beware of soft surfaces - Leaving your computer on a soft surface like a bed, couch, or blanket blocks the fan on your computer and can lead to overheating.

10.  Social media - Remember to practice proper internet etiquette in your use of social media. Have empathy when posting. Be Positive! It’s a great feeling to know you are leaving a positive digital footprint!!

Please…take good care of your computer and it will give you the service you need.

Have a great summer!

Divided Attention

by Colleen Worrell, Secondary Technology Integration Coordinator

 

A recent article posted on Slate.com (You’ll Never Learn! Students Can’t Resist Multitasking, and it’s Impairing Their Memory” by Annie Murphy Paul) confirms what most teachers and parents already know: doing homework while texting, watching TV, and occasionally jumping on Instagram or Twitter can be hazardous to a student’s grades. In fact, Victoria Rideout, lead author of a research study by the Kaiser Foundation, argues that it’s not the total amount of screen time we should be worried about, but the overall time students spend “media multitasking” while doing schoolwork. As she notes, “It’s multitasking while learning that has the biggest potential downside.”

Why is media multitasking bad for students? The Slate article points to research that documents “a cascade of negative outcomes that occurs when students multitask while doing schoolwork”:

1. “the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to refamiliarize himself with the material”
2. “the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes”
3. “students’ subsequent memory of what they’re working on will be impaired if their attention is divided”
4. “when we’re distracted, our brains actually process and store information in different, less useful ways”
5. “researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades” (Slate).

Beyond grades, David Meyer, a psychology professor at the University of Michigan, worries that “we are raising a generation that is learning more shallowly than young people in the past. The depth of their processing of information is considerably less, because of all the distractions available to them as they learn” (Slate).

As we evaluate the first year of HHS' 1-1 Laptop program and prepare for year two, teachers and administrators are keeping this research in mind to make sure we create a one-to-one environment that enhances learning, not detracts from it. I wanted to share this article with parents to give you some well-researched reasons for asking your children to focus their attention on one thing at a time so they can devote quality time to learning and to make schoolwork "count." As the Slate article advises, “make sure when [students are] doing schoolwork, the cellphones are silent, the video screens are dark, and that every last window is closed but one.”

Image from Innovatively Organized.com