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On CUE Educate. Innovate. Explore.

Flipped Teaching & Learning


A Pedagogy-First Approach
to the Flipped Classroom

Flipped Learning in the


Elementary Classroom

Flip Teaching,
Engage Students, and
Transform Learning

The Flip:
End of a Love Affair

Spring 2013 | Vol. 35 | No. 1


Bits and Bytes
Vote! CUE Board of Directors Nominees. . . . . . . . . . . . . . . . . . . . . . 16

Administrators Corner: Flip Your School! Systemic


Approaches to the Schoolwide Flipped Classroom Model . . . . . . . . . . 17
Jason Borgen

Legislative Advocacy: Training And Assistance


Critically Needed To Prepare Teachers And Administrators
For The New Technology-Enabled California Assessment System. . . . . 18
John Cradler

Features:

Contents
A Pedagogy-First Approach to the Flipped Classroom. . . . . . . . . . . . . 6
Ramsey Musallam, EdD

Flipped Learning in the Elementary Classroom. . . . . . . . . . . . . . . . . 9


Lisa Highfill

Flip Teaching, Engage Students, and Transform Learning . . . . . . . . . 10


Editor CUE promotes and supports the Catlin Tucker
Sara Armstrong, Ph.D. effective use of technology in the
oncue@cue.org educational community. The Flip: End of a Love Affair. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Shelley Wright
Design Mike Lawrence,
Kesler Communications CUE-MACUL Road Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Executive Director
keslercommunications.com Jon Corippo
mlawrence@cue.org
Computer-Using Educators, Inc. Departments:
Contributing Writers
877 Ygnacio Valley Road, Suite 200
Barbara Bray, John Cradler, Professional Development: Flip the Learning instead of the Classroom. . 19
Robert RM Craven, Kelley Day, Walnut Creek, CA 94596
Barbara Bray
Dennis Deets,Tim Landeck, Phone 925.478.3460 | Fax
David Thornburg 925.934.6799 | cueinc@cue.org Technology Coordinator: The Flipped Out Classroom:
Supporting a Flipped Classroom with a
2012-2013 Advertising One-to-One iPad Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . 24
CUE Board of Directors Paid advertising accepted in
Tim Landeck
Robert EM Craven, President accordance with editorial policy.
digitalroberto@gmail.com For ad deadlines or additional The CUE Review: CLRN Celebrates its
information, please contact
100th Online Course Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Ray Chavez, Vice President/Treasurer CUE Inc., 877 Ygnacio Valley Road,
Suite 200, Walnut Creek, CA Kelley Day
raychavez1@gmail.com
94596, 925.478.3460
Diana Paradise, Secretary www.cue.org/advertising/oncue/ Columns
dparadise50@gmail.com Upfront: Flipped Classroom: Value Added Through Differentiation. . . 4
OnCUE journal (ISSN 0739-9553)
Kyle Brumbaugh, Member at Large Robert EM Craven
is published and bulk-mailed four
brumbaugh@gmail.com times during the academic year by
Computer-Using Educators, The Bleeding Edge: Flipping the Flipped Classroom. . . . . . . . . . . . . 5
Kurt Larsen, Member at Large Inc., and is one of the benefits of David D. Thornburg, PhD
klarsen@wested.org membership. Membership for
CUE is $40/year, U.S. regular rate, On IT with CETPA: Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Suzanne Mitchell, Member Phil Scrivano
$30/year, U.S. student rate, and
suzannemitch@gmail.com
$20/year retired rate. Corporate
memberships are available. OnCTAP: A Speak Up On Speak Up . . . . . . . . . . . . . . . . . . . . . . . 28
Lainie Rowell, Member
lainie@me.com
Harry Bloom, EdD
Entire contents Copyright 2013
Ken Shelton, Member by CUE, Inc., unless otherwise CUE Information & Forms
kas6415@lausd.net indicated. All rights reserved. To
reprint articles that are copyrighted Infinite Thinking Machine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Roger Wagner, Member by the author, you must contact Student Media Festival. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
roger@rogerwagner.com the author for permission. All CUE Membership Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
other items may be reprinted for CUEtoYOU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
educational use, but not for sale, Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
with the provision that proper Fall CUESave the Date!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
credit is given to OnCUE and to the
eLearning Strategies Symposium . . . . . . . . . . . . . . . . . . . . . . . . . . 29
author, if any.
Leadership Symposium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
UpFront Robert EM Craven CUE Board President
students unique needs. This in turn arms teachers with the information
they need to work with students in small groups, provide differentiated

Flipped Classroom: learning opportunities, and help all students succeed.

Glance at any CUE conference program from the past few years and

Value Added Through its clearly evident that you, the educator-members of CUE, are leading
the flipped classroom practice. From showcasing exemplary flipped
classrooms, collaborating with peers to develop challenging content,

Differentiation mentoring colleagues, and sharing ideas, CUE members are on the front
lines of innovation!

CUE is there right along with you in flipping the class. At the Fall
CUE Conference, flipped classroom pioneer Jon Bergmann opened
Bump, bump, thump, went my pen across the page as I spent the the conference, highlighting the inception and future direction of the
better part of middle school and high school completing homework flipped classroom. At this years Annual Conference, look for flipped
on each 45-minute ride to school. Judging by my grades, which
include the world record for most consecutive years flunking every
vocabulary and spelling test, perhaps answering the odd-numbered Rather than isolate students alone in front
math problems, solving chemistry equations, and writing essays on
the Louisiana Purchase during those rides wasnt the best idea. As of a computer, the flipped classroom and
with many students then and now, my academic life certainly needed
something more than a lecturing teacher. the concepts its inspired are ensuring higher
As educators today, we are equipped with an entirely new arsenal of caliber student-teacher interactions.
teaching methods to maximize the quality teacher-student interactions
occurring within the classroom. Turn on any TV (people still use those,
correct?), open your iPad or laptop and head to your favorite web
browser where, without doubt, an article, video, or post related to the
flipped classroom is staring you in the face. While not a new concept,
over the last two years the flipped classroom idea has captured the classroom leaders such as Thursday Keynote Catlin Tucker and others
fascination of educators and non-educators alike. discussing successful methods to reach each student. The CUE Flipped
Classroom Road Show provides an intensive day-long seminar for
The flipped classroom value exists not in students watching videos educational leaders, while the Leading Educator Certification program
at home, but the ability to begin fully differentiating the learning empowers teachers to flip their classes, and assists administrators with
experience to meet the needs exhibited by our students. Drawing upon supporting their teachers to implement the flipped classroom.
the strength of videos, small group interactions, student collaboration,
online learning, screencasts, and more, the flipped classroom concepts With technology more prevalent than ever, and as more teachers flip the
are quickly becoming a mainstay in the differentiated classroom. classroom, todays students can avoid the bumps and thumps I found
while working through my homework. Rather than struggling through
Certainly democratization of learning is one of the key themes in those odd-numbered math problems or being hampered with few research
education over the past few years that will only continue to grow. opportunities for essays, todays students can instead access their teachers
This democratization is sustained by the idea of the flipped classroom expertise to assist them with practices they need to succeed.
supporting individual student achievement. As the movement
grows, the flipped classroom is inspiring a host of variations such as
Massive Open Online Course (MOOC), TED Ed, Khan Academy,
and YouTube Teachers, the last curated by CUE. Rather than isolate
students alone in front of a computer, the flipped classroom and
the concepts its inspired are ensuring higher caliber student-teacher
interactions. Utilizing technologys power in the flipped classroom
provides teachers with constant assessment information on each
Robert EM Craven is an educator with a technology obsession. An educator for
over 15 years, Robert quickly realized the impact technology made on his teaching
and student learning; this discovery started him on his endless journey into the
integration, development, and practice of technology and curriculum. Robert is the
Director for Technology and Media Services in the Fullerton School District, an
Apple Distinguished Educator, Google Certified Teacher, and was recognized as one
of the five Best of ISTE presenters in 2007, 2009, and 2010. Robert currently
serves as President of the CUE Board of Directors. digitalroberto@gmail.com

4 | Spring 2013 OnCUE cue.org


The Bleeding Edge David D. Thornburg, PhD

Flipping the
Flipped Classroom
Many years ago, when buzzword
bonanza was hitting the world
We are not stopping to ask whether the load of didactic
of business books, I wrote a joke
booklet entitled In Search of the
presentations that make up so much of the school day is the
One-Minute Megatrends. best, or even an effective, way for students to learn.
I was happy to see that I could
include pieces of titles from
three popular books at the time. site. I cant wait for the Oscar doesnt make it effective over the kicked off entirely by the new
Had I actually published such a nominations to come rushing in long term, nor is it humane. team of educational zealots
book, it would likely have risen for these gripping titles! who would love to see teachers
to the top of the heap, just based Of course, there will be some replaced with videos.
on the title alone. People like OK, lets buy the idea that this students who do not have
buzzwords. For one thing, they riveting YouTube entry is better broadband at home (Hey, if our The forces behind this kind of
absolve you of actually having that the average cat video. What schools still dont have enough change may be pure (I doubt
to think about the thing being chance do students have to ask bandwidth, how can we expect it), but you can be sure there
described. for help as the presentation EVERY household to have it?). are many people who think of
is proceeding? The answer, of These students will thus be freed children as wallets with bodies,
I mention this because we are course, is None. The video plays from any didactic presentations at and you can be sure they are
seeing a buzzword blast in until the end and thats it. There all because they (or their families) watching this new trend with
education today that I think we are post-tests given to be sure you lack the resources to provide great attention.
should step back from a bit and learned what the video told you tools many of us have fought for
think about quite carefully before and, if you are lucky, you might decades (and failed) to get into But there is a positive side to
jumping on the bandwagon. Im even remember the material until schools! this. I have a new book title that
speaking of the so-called flipped the next day. But, if you are should be a winner: 101 Ways
classroom where students view confused, there is no recourse But even this is not the reason to Implement Common Core
instructional lectures online no chance to interrupt the teacher Im so concerned about flipped Standards with iPads in the Flipped
from home, and use class time to get clarification. Even B. F. classrooms. All it does is take Classroom. CUE
to do homework with the Skinner never went this farhe what happens in the typical class
active support of the teacher provided feedback throughout and move it to the home. We are David has
and, one would hope, peers. the process of his classes. But not stopping to ask whether the been involved
The premise is that the online many educators dont realize that load of didactic presentations with
world is ubiquitous in student B. F. Skinner said shortly before that make up so much of the educational
homes, even though one-to-one his death in 1990, The worst school day is the best, or even technology
computing in schools is still a mistake my generation has made an effective, way for students to since the
distant dream. Every kid (it is is to treat people as if they were learn. Where is inquiry? Where 1970s
assumed) will just pop online rats. are sustained student projects? and is still going
after dinner and watch a series of Where are any of the educational strong. His work
online lectures that (presumably) The fact that Skinner, himself, ideals dating back to Dewey spans several
stick like mental superglue to recanted his basic premise has had that are known to be effective in countries and his
their noggins. Free from the little effect on those who persist reaching all learners? Apparently insights have been
distraction of chatting with in thinking of minds as vessels they are not important. Words shared at CUE
friends, posting on Facebook, or to be filled with disconnected like Paperts Constructionism, conferences since the beginning.
doing other social things, our kids facts. And so it continues with Project-based Learning, and the His recent work is centered on
will gladly take their own time to the flipped classroom. Do flipped like just dont have the Madison the Knights of Knowledge project
watch such riveting videos as The classrooms produce results? Avenue zinginess of words like (knights-of-knowledge.com) in
Commutative Law of Addition Maybe over the short term. But flipped, and thus proven conjunction with his wife, Norma,
found on the Khan Academy electric shocks increase learning pedagogical models remain in and colleague, Sara Armstrong.
in rats running a maze also. That the back of the bus, if not being dthornburg@aol.com

cue.org Spring 2013 OnCUE |5


Feature Ramsey Musallam, EdD

A Pedagogy-First
Approach to the
Flipped Classroom
From preschool to graduate school, if you are a classroom educator
the term flip teaching has crossed, or is about to cross, your path.
Formally defined in the literature by Lage, Platt, and Treglia (2000) as
the Inverted Classroom, the catalyst for initial research was a need,
particularly at the university level, to address a detrimental mismatch
observed between instructor pedagogy and student learning style (p.
32). By inverting events that took place inside and outside of their
economics classrooms, instructors in the study were afforded more
time to address the myriad of student learning styles present in class,
while reserving traditional lecture for students to view outside of class
(Borge and Shapiro, 1996).
I truly living up to the promise I made to myself at the beginning of my
Albeit only perception data was obtained, this strategy appealed to a career to not recreate the de-motivating lecture environment my high
wide spectrum of learners, and although implemented over a decade school and college chemistry instructors left me with? Or, was I dressing
ago, the emergence of new learning technologies, in particular growing up the same lecture-driven approach I found so ineffective with pretty
student access to lecture material online, empowered the process for a technology?
majority of the participants. Results suggested that students preferred
the inverted approach to the traditional lecture, and would enroll in Clearly I was leveraging more tools than I ever had. The use of wireless
future courses that employed the same strategy (Lage et al., 2000). Wacom tablets, expensive screencasting software, and integration of
Given the fast growth of learning technologies over the past 12 years, various Google tools gave me the feeling I was peaking as a teacher.
specifically the combination of tablet and screencasting devices, Back to the aha moment. Just because lecture happens in a different
momentum around the Inverted Classroom has increased exponentially. space doesnt make it, in todays information leviathan, a meaningful
This momentum is evidenced by, among many things, the best selling pedagogy. Yes, the self-paced medium video provided was better than
Bergman and Sams (2012) ISTE publication: Flip Your Classroom: Reach in-class lectures, and with more class time available for one-on-one
Every Student in Every Class Every Day. assistance, my students were solving harder problems more frequently
and with greater accuracy. But, when I was honest with myself, I
Moving from an objective lens to a personal one, my own exploration realized I was just employing a high tech version of the same didactic
into the Inverted Classroom has been tumultuous. After a few years approach.
of employing an inverted Advanced Placement (AP) Chemistry
curriculum, lack of student interest, motivation, and stagnate test I failed to ask myself the largest pedagogical question of all: How is
scores made it evident to me that a pedagogical shift was needed. This the information constructed? Is it organized and applied by student,
realization was admittedly hard to swallow. I had spent the past three and facilitated by the instructor? Or is it created by the teacher, and
years blindly dedicated to the inversion of lecture and homework, delivered to the students? In the days before the printing press, and even
something I was confident was the most innovative flip I, or any before the Internet, the teachers role naturally fell into the realm of
educator, could ever make. It was at this moment that I had a huge, but information transfer. Harvard Physics professor Eric Mazur corroborates
very simple aha moment: no pedagogical shift was taking place! this observation, noting that teaching is a two-part phenomenon: first,
transfer of information; second, information assimilation. Mazur goes
To more thoroughly explain this distinction, I must first outline my on to suggest in his now-famous talk, Confessions of a Converted
understanding of the term Pedagogy. Defined by the Cambridge Lecturer, that the ubiquity of information for todays student naturally
Dictionary (2010) as the ...science and art of education, I like to refer changes the role of the modern teacher from one of a medium of
to pedagogy as simply: the things a teacher does to help students learn. information transfer to one of a facilitator of information assimilation
What was I doing to help students learn? Yes, I was providing more in- (Mazur, 2009). The simplicity of a Google search alone validates
class opportunities for problem-solving and self-paced lectures, but was Mazurs point.

6 | Spring 2013 OnCUE cue.org


phase, where pupils worked through guided inquiry exercises, is followed
by an Explain phase, a more teacher-centered moment where necessary
and tailored information is transferred (Sunal, n.d.). The cycle concludes
with an Apply phase where the concept is extended to new and unique
situations. I rewrote my learning objectives into Karplus-like cycles,
developed associated assessments, and began writing lesson plans.

Unlike previous years, a pedagogy emerged guided by student questions


and facilitated by teacher content, rather than the reverse. During
further reflection and planning, the Explain phase of the Karplus cycle
surfaced as an appropriate phase to flip. However, unlike my 20-30
minute videos of the past, this new pedagogy called for the creation
of short, tailored videos designed to address misconceptions and
assimilation errors that arose during student exploration. Rather than

In my opinion, what Mazur, Lage et al., and the plethora of popularized


blogs and infographics about the flipped classroom rarely address is
the real problem: When information transfer happens, not where.
Although I believe passionately in Mazurs assertion that assimilation is
the role of todays teacher, it is important that not only the location of
assimilation be flipped, but also the timing. Rather than view transfer
and assimilation as a one-two punch, I propose we ask students
to engage in the process of assimilation initially, or as a colleague of Figure above. Explore-Flip-Apply Model. Based on the
mine says, the mess of discovery, allowing subsequent transfer events Explore-Explain-Apply inquiry learning cycle and the
to be directed, tailored, and most importantly, driven, by student Think-Ask-Understand (TAU) Learning Method developed
misconceptions, not teacher choice. by Robert Karplus, 1977, and Westerman & Rummel, 2012
(see cyclesoflearning.com for an interactive version).
During the summer following this aha moment, the chemistry teacher
in me naturally began by reflecting on the scientific method. The
scientific method does not begin with the dissemination of information, devote hours to creating complicated and intricate screencasts, I elected
but with questions, problems, dilemmas, and issues. The scientist must for simpler systems, with less frill, but more pedagogical weight. The
negotiate these issues, gather information, consult with colleagues technology became a slave to the pedagogy, rather than vice versa, and
and eventually construct conclusions. If the scientific method was the the videos became, if you will, inquiry spackle. The figure above is a
essence of my discipline, why was I focusing on a section in a textbook? model of this Kaplus flip variation.
How dare I gloss over it like an isolated piece of content? The mess of
discovery my colleague spoke of, the assimilation Mazur refers to, and Serendipitously, the College Board, the governing body of all AP
the pedagogical shift I was waiting for was the scientific method. From courses, has begun the process of redesigning a handful of course
that summer on, I have dedicated myself to creating an environment curricula in search of less content transfer and more content inquiry.
that embodies assimilation before transfer, one that is guided by the The AP Chemistry test will embrace a new inquiry-driven curriculum
principles of discovery, not only in a laboratory rubric, but also in the in the 2013-2014 school year, and upon initial inspection, it aligns well
structure of the pedagogy. with the Explore-Flip-Apply Karplus variation I have already begun
to implement. This directly from the College Board: In moving away
A question still remained: How could I harness the benefits of the from the lecture-and-demonstration model toward a more hands-on,
inverted approach while not being a slave to it? In other words, how interactive approach to studying chemistry, the course enables students
could the flip be used as a technique in the context of a student- to take risks, apply inquiry skills, and direct and monitor their own
centered pedagogy, rather than a pedagogy in and of itself? I began by progress (College Board, 2011, para. 6). I welcome this statement and
studying various learning cycles. The work of Physics instructor Robert am inspired by the College Boards shift in pedagogical emphasis.
Karplus spoke to me the most. In Karpluss cycle, an initial Explore

cue.org Spring 2013 OnCUE |7


Whether it be asking students to figure out why we put salt on frozen Lage, M.J., Platt, G. J., Treglia, M. (2000). Inverting the classroom: a gateway to
roads and then telling them, creating an environment where students creating an inclusive learning environment. Journal of Economic Education.
explore the features of acid-base titration before sharing the known
Mazur, E. (2009). Confessions of a Converted Lecturer. [online] Retrieved from:
characteristics, or facilitating the discovery of how batteries work rather
www.youtube.com/watch?v=WwslBPj8GgI [Accessed: 5 Jan 2013].
than detailing their intricacies first, the role of lectureparticularly
videois nothing more than a technique we can leverage. I encourage Musallam , R. (2011). Cycles of Learning. [online] Retrieved from:
all educators contemplating flipping their classrooms to first detail www.cyclesoflearning.com/page1/page1.html [Accessed: 5 Jan 2013].
a path towards meaningful student learning via a struggle to negotiate
perplexity, then inspect their pedagogy in search of useful places to off- Sunal, D. (n.d.). The Learning Cycle. [online] Retrieved from: http://astlc.
ua.edu/ScienceInElem&MiddleSchool/565LearningCycle-ComparingModels.
load content transfer to video. It is my opinion that placing the flip
htm [Accessed: 5 Jan 2013].
before the pedagogy is a step in the reverse direction. CUE
Ramsey Musallam, EdD, is a chemistry teacher at
References Sacred Heart Cathedral Preparatory in downtown
Bergmann, J. (2012).Flip your classroom: reach every student in every class San Francisco, and an adjunct professor of education
every day. Eugene, OR; Alexandria, VA: International Society for Technology in at Touro University. In addition to teaching, Ramsey
Education ASCD. facilitates professional development workshops
nationally and internationally, and is the host
Cambridge Dictionaries Online (2010). Cambridge Dictionaries Online.
of Infinite Thinking Machine, a web TV show
[online] Retrieved from: dictionary.cambridge.org/dictionary/british/
dedicated to innovation in education. Ramseys research interests include
pedagogy?q=pedagogy [Accessed: 5 Jan 2013].
the intersection between inquiry and multimedia, as well as Cognitive
College Board (2011). The College Board Redesigns the AP Chemistry and Load Theory. Ramsey holds a BS in Biochemistry from the University of
AP Spanish Language and Culture Courses. [ONLINE] Available at: press. California, Davis and an EdD in Learning and Instruction from the
collegeboard.org/releases/2011/college-board-redesigns-ap-chemistry-and- University of San Francisco. ramsey.musallam@gmail.com
ap-spanish-language-and-culture-courses. [Last Accessed January 5, 2012].

47 th
Annual

C alif o r n ia
Student
Media Festival
Deadline: April 9, 2013
An event for K-12 educators, administrators,
policymakers, and industry representatives focused
on online and blended learning.

Infinite Thinking Machine


Discuss and Share
Big Picture Issues free to
Festival:
Location:
June TBD
TBD (Southern CA)
enter!
Content & Best Practices

An engaging Internet TV show for educators to


Professional Development
Teaching & Learning Models
www.mediafestival.org
inspire creativity and innovation.
Tools & Technology

sa Call for Speakers now Posted


produced by

infinitethinking.org Produced
collaboratively by:
Produced in partnership by PBS SOCal and CUE

@itmshow
@ elearns

Wells Fargo is the Presenting Sponsor of the


Igniting classroom innovation 47th Annual California Student Media Festival

8 | Spring 2013 OnCUE cue.org


Feature Lisa Highfill

Flipped Learning in the


Elementary Classroom
When asked what I teach, I like to say I teach thinkinghow to
think, not what to think. I strive to support my students schemas for
learning by using inquiry-based lessons, which encourage self-discovery
of concepts through exploration. These kinds of lessons have a very
powerful impact on learning and critical thinking abilities. I teach
for those magical moments when I hear a collective gasp of Ahhh,
I get it! spread across the classroom, revealing the moment learning
has taken place. But this takes timevaluable class time that I never
seemed to have enough of, that is, until I rearranged how I used that
time. Flipped Learning changed the way I structured my classroom,
making the time I have with my students more meaningful.

Dr. Ramsey Musallam, an home, students viewed a video


exciting innovator of quality I created, which showed step
instruction, shared his belief by step how to add decimals. I
about the cycles of learning, and posted the video on a Google site
their relationship to flipping along with a Google form asking
pay your bill; they had a new-found appreciation for how quickly these
instruction. His ideas include them to try a few problems and
items added up, and amazingly shared their discovery that when you
using the model of Explore, submit their answers. I was able
count your money, you add from right to left, but normally when you
Explain, and Apply to ensure to view their responses on a
add numbers, you go from left to right. I was pleased to see a higher
that content learning is not a Google Spreadsheet that evening,
level of comprehension for this number concept and loved my students
passive process, yet a complete enabling me to plan for the
engaged learning that resulted in success on a final assessment.
cycle based on principles of how next day according to who was
students learn best. Flipped comprehending the lesson and
I felt success as well. We had time for exploration of concepts, we were
Learning, in his view, is best who needed some additional
able to develop number sense by applying our learning to real world
applied during the Explaining instruction.
situations, and students could differentiate their own learning with
phase. This became the basis
the videos lessons. Many shared their relief with being able to rewind,
for my new and improved math Restaurant math was our Apply
pause, and play the videos multiple times in order to understand the
program. portion of the lesson. In class
concept.
the next day, students again used
It was time to learn addition their $170, a take-out menu, and
I discovered theres not one right way to this method of instruction.
of decimals in my 5th grade a restaurant tab to order dinner.
My classroom is my laboratory. Through self-reflecton, observation,
classroom. Typically, I would A group of students acted as the
and lots of collaboration with other innovative teachers, Im able to
just share the steps explaining wait staff, checking to see if bills
continually improve my craft as a teacher, exploring ways to meet the
this process, but this week was were added correctly, and another
needs for every one of my students. CUE
different. I started with Exploring group acted as cashiers, helping
ideas about decimals. We took give change as students paid their
out our collection of paper bills.
money and plastic coins, giving Lisa Highfill, a 19-year 5th grade teacher in
everyone $170.00 and a Target This process of exploring real- Pleasanton, CA, has a passion for innovative
ad with sale prices for common world applications for adding learning strategies and actively works to share
household necessities. Students decimals brought about some and collaborate with teachers, parents, and
were to use estimation for what surprising reflections from community members in order to improve the
they could purchase for $50. students. They shared that it was quality of education. She has presented at numerous
important to always round up conferences across California, sharing ideas to improve the way kids
The Explain portion of this when estimating with money, so experience learning. Lisa is a Google Certified Teacher and a part of the
cycle came next. That night at you are sure to have enough to inaugural group of YouTube Star Teachers. lisahighfill@gmail.com

cue.org Spring 2013 OnCUE |9


Feature Catlin Tucker

Flip Teaching, Engage Students,


and Transform Learning
Too often the conversation surrounding the flipped classroom focuses To be successful and competitive in todays rapidly changing global
on the videoscreating them, hosting them, and assessing student economy, students must be generators and producers. They must be able
understanding. I am disheartened, however, to hear the flipped to ask questions, solve problems, think outside of the box, and create
classroom described as a teaching model in which teachers must record innovative solutions. Because so many careers require communication
videos for students to view as homework. This definition is limiting via email, Skype, Google+, instant message, and virtual meetings, it is
and may alienate many educators interested in integrating technology critical to integrate those skills into students academic work. This can be
into their existing curriculum. There are many teachers who do not achieved by encouraging students to discuss, debate, and work together
have the necessary equipment, skills, or time to record lectures, and to digest and apply information presented online. Teachers can pair
others who would prefer not to be on camera. content with activities that require students to think critically about the
information, then communicate and collaborate with their classmates
I wish the conversation focused on how educators can actively engage using a variety of web tools. This places students in an active role, and
students around the content delivered online to drive higher-order transforms homework from a solitary practice to a social experience.
thinking. If lecture or the transfer of knowledge takes place online,
how are teachers using this model to improve learning? Are teachers The typical homework assignment described in the flipped model
maximizing the collective potential of the group when students are engages lower-order thinking. The top levels of Blooms Taxonomy
working online or in a physical classroom? What types of collaborative, applying, analyzing, evaluating, and creatingare rarely engaged at
creative, student-centered activities are teachers designing to home. Many teachers save higher-order tasks in a flipped model for the
complement online content? As an educator, this is the part of flipped classroom where there is teacher and peer support; however, the Internet
teaching that excites me. easily connects students outside of class. Students can access a virtual
support network of classmates with whom they can ask questions,
The beauty of the flipped classroomand blended learning in general bounce around ideas, and learn from.
lies in the simple realization that instruction, learning, and engagement
can take place in a variety of mediums. Learning is no longer restricted Here are five strategies for flipping your teaching and engaging students
to a class period or a physical classroom. Teachers can now match the around the content delivered online to improve retention:
instructional activity with the best learning environment. This flexibility
is why technology has the potential to transform education. The 1. Wrap your online content in a vibrant discussion or debate.
Internet has made it possible for todays students to learn at their own Instead of simply asking a student to watch a video and take notes,
pace, tap into myriad supplemental resources, and communicate easily online discussions connect students with a virtual learning community
with teachers and peers outside of class. where everyone has an equal voice in the class dialogue. Wrapping
content in dynamic discussion topics allows students to consider
In the last year, I have read several criticisms of the flipped classroom. the information, process it at their own pace, articulate a thoughtful
Many educators are concerned that this model virtually replicates an response, and learn from other students perspectives.
already ineffective lecture model. This particular concern has merit, but
teachers can combat the virtual sage on the stage criticism by actively I use my Collaborize Classroom discussion platform to pair powerful
engaging students around the content presented online. If any flipped video clips, recorded lectures, TED talks, articles, and artwork with
or blended model is to be truly transformative, the online space must be different question structures (Yes/No, Multiple Choice, Vote or Suggest,
used to promote active engaged learning over simply disseminating and and Forum) to keep the discussions interesting and varied.
collecting information.
2. Use online resources to flip your teaching and intrigue your students.
The goal of the flipped classroom should be to shift lessons from There are a growing number of online resources that can be used to
consumption to production. If the conversation focuses on students create interesting flipped lessons. TED-Ed (ed.ted.com) is a relatively
watching videos, then we restrict students to the role of consumers. new education initiative from TED where educators can create
However, if we shift the conversation to engagement around the content customized lessons around video content. Teachers can design multiple
and collaboration with other students, then we prioritize their role as choice and short answer questions to accompany videos, as well as add
producers. Dig Deeper tasks to extend the lesson and tie the online work back
into the classroom.

10 | Spring 2013 OnCUE cue.org


What
author

Title

copy

Student example to a short answer question: 5. Organize synchronous virtual chats about content delivered online.
Google+ and Skype are easy-to-use tools that connect students virtually
Q. In their TED talk, Erez Lieberman Aiden and for face-to-face conversations. These informal chats also teach students
Jean-Baptiste Michel say that books are part of our the important skill of adapting speech and conversational skills to a
cultural genome. What to they mean? Explain this variety of contexts. Groups can process information collectively making
idea of books as part of our cultural genetic make up. that content presented online more compelling and relevant. These
informal discussions also build strong class community where students
A. The DNA in our bodies creates our genetic make begin to see each other as valuable resources.
up. It tells the story of who we are. The words in
these books act as the DNA for our history and Skeptical teachers hesitant to try the flipped model might find the
cultural history. Books define our history, and we approach more appealing if they focus less on homemade videos
can tell how our culture has changed over time due and more on how they can weave together instructional mediums
to the language, content, and tone of a variety of to improve learning. This blend of in-class and online work has the
books. As we evolve, so does our literature. potential to create more time and space for student-centered learning
opportunities.
3. Pair a virtual field trip with a backchannel conversation.
Teachers can organize virtual field trips to art museums like the Traditionally, collaborative problem solving, creative writing
Smithsonian National Museum of Natural History (cue.tc/SIpanorama), assignments, real time conversations, and project based learning
National Gallery of Art (cue.tc/NatlGallery) and the Louvre (cue.tc/ activities have been hard to facilitate in a 60-minute class period.
LouvreOnline). Students can explore sites like Planet in Action (cue. Playing with instructional models, like the flipped classroom, provides
tc/PlanetInAction) and UPM Forest Life (cue.tc/ForestLife), to learn teachers with the time needed to cultivate a learning community online
more about the world around them. This has the benefit of exposing to complement face-to-face work.
students to rich media without requiring a great deal of preparation by
the teacher. If educators leverage online tools to drive higher-order thinking around
online content, connect students, and encourage communication,
Teachers can encourage students to discuss their reactions to their then in-class activities can begin at a much deeper level. The classroom
virtual tours using a simple backchannel tool like Todays Meet can transform from a space where students are passive observers and
(todaysmeet.com) or Twitter. Backchannels provide an informal space consumers to a space where they are actively engaged in the learning
for students to share reactions, pose questions, make connections, and process. CUE
record their thoughts. This type of interaction mirrors the dialogue
taking place in social media. Learning to articulate clear and concise Catlin Tucker is a Google Certified Teacher and CUE
comments in 140 characters or less is becoming a valuable skill. Lead Learner. She teaches 9th and 10th grade English
language arts at Windsor High School in Sonoma
4. Encourage close readings with digital annotations. County and has taught online college level writing
The flipped model is not restricted to video. Teachers can flip all kinds courses. She spent the 2011-2012 school year on
of media. The increasing number of digital texts available provides leave finishing her first book, Blended Learning for
countless opportunities to expose students to the most up-to-date Grades 4-12: Leveraging the Power of Technology
information. The trick is getting students to engage with online texts to Create Student-Centered Classrooms (Corwin). She is a curriculum
in a meaningful way. Diigo (www.diigo.com) is a fabulous tool for designer, professional development facilitator, and frequent ed tech speaker.
highlighting, taking notes, bookmarking, and sharing resources. It She is active on Twitter @CTuckerEnglish and writes an education
encourages students to think more deeply about what they are reading, technology blog at CatlinTucker.com. catlinrtucker@gmail.com
organize online information, and collaborate with others using the
share functionality.

cue.org Spring 2013 OnCUE | 11


Feature Shelley Wright

The Flip: End of a Love Affair


A little over a year ago I wrote a post (cue.tc/ShelleyWright) about the While I may not have intentionally removed the flip from my
flipped classroom, why I loved it, and how I used it. The flipwasnt the classroom, I would never resurrect it. Heres why:
same economic and political entity then that itis now. And in some
ways, I think that matters. 1) I dislike the idea of giving my students homework.
Really? Yes. Students spend over five hours a day engaged in academic
Heres the thing. When I recently re-read the post, I didnt disagree pursuits. I think that is enough. Recently Ive been reading Alfie Kohns
with anything Id said. Yet my brief love affair with the flip has ended. book, The Homework Myth. He has mined the research on homework
It simply didnt produce the tranformative learning experience I knew I thoroughly, andoverwhelminglyit shows that homework has no
wanted for my students. long-term impact on academic achievement. Thats likely shocking to
some teachers.
My flipped experiments
My students loved the idea of trying something that very few other But beyond this, I think theres more to life than being engaged in
students were doing. Some of my students even benefited from academics. Students need to participate in a variety of pursuitssports,
watching and re-watching videos. We never moved to an entirely flipped music, drama, meaningful jobsto fully develop all of their talents and
classroom that required my students to watch lecture after lecture, day discover areas of interest. Furthermore, students need to spend time
after day, by video. Even so, when we did flip, it felt more like we were with their families. What right do I have to impinge on this?
juggling the traditional lecture around than moving forward into a new
learning paradigm. 2) A lecture by video is still a lecture.
This summer I had the opportunity to speak with a superintendent who
As I shifted my classroom from teacher-centered to student-centered, was curious about the flipped classroom. Since I was the teacher with
my students began to do lots of their own research. Sometimes this the most experience with it, I spoke about what it looked like in our
resulted in them teaching each other. Sometimes they created a project classroom. Mostly I talked about inquiry learning and student choice.
with the knowledge they were acquiring. But the bottom line was that
their learning had a purpose that was apparent to them, beyond simply At the end, he looked at me and said, So the videosdid you make
passing the unit exam. your own, or use ones that someone else had made? My immediate
thought was, You dont get it. I was candid: If you think its only
What was my role? I helped them learn to learn. I prompted them to about the videos, then you have a really shallow definition of what
reflect on their thinking and learning, while at the same time I shared thiscould be. The real power is when students take responsibility for
my own journey as a learner. I helped them develop skills such as using their own learning. When we shifted to a student-centered classroom,
research tools, finding and evaluating sources, and collaboratingwith my students took control of their learning, and I quit lecturing. I
their peers. My goal as a teacher shifted from information-giver and havent lectured in almost two years.
gatekeeper to someone who was determined to work myself out of a job
by the time my students graduated. 3) I want my students to own their learning.
In our classroom, we sit down with the curriculum, and students
The flip faded away actually see what the outcomes and objectives are. We then have a
As this shift occurred, the flip simply disappeared fromour classroom. It dialogue about what learning might look like. They have a choice over
took almost a year for me to notice it was gone. Instead, our classroom what order they are going to work on outcomes, how they are going to
had become a place where students discovered and shared their own learn and reach those outcomes, and how they are going to show me
resources, while engaging in projects with each other. There was no what they have learned.
needfor me to assign video homework or create portable lectures. It all
happenedduring class. We realized that the three questions every student in our classroom had
to answer were:
Lest anyone think we were able to do this because we learn in a high- What are you going to learn?
tech school, thats not the case. We werent a 1:1 classroom. We used
whatever devices my students had, which often was a couple of iPads, a How are you going to learn it?
few computers, and student cell phones. There were students who didnt
have a device, so other students shared. We made it work and everyone How are you going to show me your learning?
learned.

12 | Spring 2013 OnCUE cue.org


Its more important that my
students learn to learn than to absorb the content in any video I might make
and hand to them, with most of the thinking already done for them.
Thisbecame our mantraour framework for learning. This is what it Was it chaotic?
means to give students control over their education. No. The thing that I didnt expectwas that my students created flexible
groups, depending on what they were working on. Sometimes they
4) My students need to be able to find and critically evaluate realized who they couldnt work with on a particular day, and found a
their own resources. different group of peers to work with instead. And to solidify what my
Consequently, if Im continuously handing them resources, they are not students were learning, weengaged inhands-on activities and labs that
going to learn this skill. Its more important that my students learn to actually used the Chemistry concepts they werestudying.
learn than to absorb the content in any video I might make and hand to
them, with most of the thinking already done for them. For the first time, none of my students was left behind. Everyone
learned Chemistry. Everyone received credit for the class. And my
What did our classroom become instead? students became more adept at research, thinking, collaborating,
Last year in my Chemistryclass, our last unit was on Stoichiometry, problem solving, and reflecting on their own learning. Everyone
which, essentially, is chemistry math. We had approximately 10 finished on time.
concepts to learnin eight weeks. Each concept built upon the other, so
there was a specific route we had to follow for it to make sense. Beyond Ive learned that inquiry and project-based learning can be incredibly
that, how we got there was completely open. They could work at their powerful in the hands of students. I would never teach any other way again.
own pace, with whatever resources they chose, but in the end, we all
needed to be done in eight weeks when the semester ended. On the When students own their learning, then deep, authentic, transformative
first day, we all started in the same place. I had provided a rudimentary things happen in a classroom. It has nothing to do with videos, or
outline of the concepts we needed to study on our wiki (which wed homework, or the latest fad in education. It has everything to do with
been using all semester to create our own digital textbook). My students who owns the learning.
chose the resources that helped them learn best. Throughout the eight
weeks, students sent me the ones they considered best of the best, and For me, the question really is: who owns the learning in your
they were added to our online textbook. And it really was ours. classroom? CUE

I talked to every student every day. I couldlook at their work, have Shelley Wright is a high school science teacher in
them articulate their thinking process, and see where they were Moose Jaw, Saskatchewan, Canada. The full blog
struggling. I could spend time helping those who really needed it. Some entry from which this article was developed (with
students experience a great deal of cognitive dissonance, and when they permission) can be found at cue.tc/ShelleyWright2
do, we talk about that in the context of their brain development. wright2000@yahoo.ca

cue.org Spring 2013 OnCUE | 13


Feature Jim Corippo

CUE-MACUL
Road Trip
A 5000+ mile Road Trip to connect two great EdTech (CUEMACUL). Facebook and
Google+ pages and YouTube videos Jon Corippo
Organizations! 6 Google Certified Teachers and an Apple @jcorippo
of the trip will be posted all along
Distinguished Educator in an RV cross the country from the way. jcorippo@gmail.com
California to Detroit, Michigan. mistercorippo.com
Also, educators will be able to meet
In what could be the first and my CUE brethren, and an excited with the CUE-MACUL Roadtrip Sean Williams
biggest crowd sourced ed tech guest team of educators formed almost team when they stop for gas and @seani
speaker road trip ever, six teachers overnight. food on their way across America. gplus.to/Seani
from California will be driving The entire trip will be documented seani.posterous.com
cross country in a van to visit Details were finalized at ISTE and shared at MACUL 2013 as
MACUL 2013 as part of a unique 2012 in San Diego. Six CUE part of over 15 sessions the CUE Dave Childers
exchange of culture and ideas teachers will be driving together in Roadtrippers will be presenting to @davechilders
between two large regional teaching a road trip through the heartland MACUL Conference attendees. gplus.to/davechilders
communities. The genesis of this of America nonstop, to arrive in davechilders.com
connection is a story that shows Detroit in time for MACUL 2013, Join us for the trip on your
what is best about the rapidly March 22-24. The goal is to share favorite social media connection, Chris Scott
emerging concept of connected the best of ed tech from California, and preview all the sessions that @cscottsy
teachers. and to raise the awareness of the CUE Rock Star Teachers gplus.to/cscottsy
MACUL on the West Coast as well will be bringing to MACUL cscottsy.com (wip)
MACUL board member David as nationwide. 2013, including Apple TV +
Prindle was visiting California iPad, Universal Lesson Design, Will Kimbley
last summer as part of the Krause The six CUE Team members Common Core Integration, @willkimbley
Foundations MERIT Summer will be representing four regional Screencasting, Mobile Devices, gplus.to/willkimbley
Camp, when we met via an CUE affiliates, where they serve as BYOD Techniques, and much, teachinteractive.org
Elluminate session, when I was presidents, board members, and much more.
sharing about my 1:1 high school. very active presenters statewide. All
six are Google Certified Teachers; Jon Corippo
Via Twitter, David and I became one is an Apple Distinguished is an Apple
fast friends. As our conversations Educator and two are YouTube Star Distinguished
developed online, David and Teachers. The six are considered Educator,
I realized that MACUL and key members of the CUE Rock Google
CUE members were almost Star Teacher community, and Certified
totally unaware of each others all are very excited to meet their Teacher, and
Doppelganger-like existence. MACUL counterparts. creator of the Rock Star Teacher
Rapidly, a plan developed to link Summer Camp series, as well as the
the two organizations via some kind Unique things about co-designer and Principal of Minarets Note: This activity is not
of event; the question was: how? the road trip: Charter High School, and Technology produced by CUE, Inc. or
MACUL. Sponsorships are
Director of Chawanakee Unified
The spark happened on the way The CUE-MACUL Roadtrip will not tax deductible and will
School. Jon is an active ed tech not support either organization.
home from the annual CUE be completely accessible online,
presenter, and loves to share his love Neither organization is
Conference in Palm Springs. David with daily blog entries (cuemacul. responsible or liable for
of teaching and learning whenever,
challenged me to a road trip, and weebly.com), Google Maps of the event.
wherever the chance is afforded.
I immediately tweeted the idea to the route, a live Twitter Feed
jcorippo@gmail.com

14 | Spring 2013 OnCUE cue.org


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Bits and Bytes: CUE Board Nominees

VOTE! Ballots open to current CUE members


March 16-April 12, 2013 at www.cue.org/election

Rowland Baker Kyle Brumbaugh David Malone Diana Paradise Andrew Schwab,
Affiliate nominated Incumbent, Affiliate nominated CUE Board Secretary, Affiliate nominated
(TriCUE), Executive Administrator, (EBCUE), K-8 BTSA Coach, and (SVCUE), Director of
Director of the Technology San Mateo, CA Tech Teacher and Educational Consultant, C/MISS, BerryessaUnion
Information Center for TechCoordinator, San Carlos, CA School District, San Jose, CA
Administrative Leadership Corpus Christi School,
(TICAL), Santa Cruz, CA Oakland, CA

CUE toYOU
cue.org/
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Bring CUE Professional Development


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Let CUE bring CUEtoYOU!
CUEtoYOU can provide your school or districe customized professional
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To schedule a CUEtoYOU professional development event, complete the


CUEtoYOU Request Form at www.cue.org/request

To register for an existing CUEtoYOU event,


go to www.cue.org/registration

Danny Silva
Professional Development Coordinator
cuetoyou@cue.org
925.478.3458
@cuetoyou

16 | Spring 2013 OnCUE cue.org


Bits and Bytes: Administrators Corner Jason Borgen

Flip Your School!


Systemic Approaches to the
Schoolwide Flipped Classroom Model
Flipped Classroomsone of the latest buzzwords to hit education. A higher-order thinking skillsitems typically given for homework
trend? Perhaps, but what it does allow is teachers to focus more on in a traditional classroom, but that are much more cognitively
developing students skills and performance towards college and career engaging. This is the most crucial area to determine if the flipped
readiness. You may see one or even two teachers in your school(s) model fails or succeeds. For example, a teacher who only provides drill
flipping their classroom on a daily, weekly, or semi-regular basis. Do and practice worksheets during the class will not motivate students
you know how they are facilitating this? Are they creating their own and help to engage them in the learning process. There is a time and
videos by recording presentations? Are they locating video tutorials place for drill and practice, but the focus needs to be on developing
online? How do they provide student access? Are they continuously students skills in creativity, communication, critical thinking,
evaluating the effectiveness of the program? Are they engaging andcollaboration. Encourage teachers to develop collaborative
students in higher order thinking during class activities? Or, is the meetings relating to activities that work in this environment. Create
fact that they are flipping their classrooms enough for you to know the a document of suggestions and share it with the entire staff. This may
teachers are being progressive and pedagogically sound? Sometimes include Socratic Seminars, video production, digital storytelling,
the broader approach masquerades a failed and systemic process that presentations, etc.
meets school and district goals, policies, standards, etc. By working
with teachers on a systemic process to flipping their classrooms, Frequency
you begin to transform the current pedagogical paradigm in your Flipping the classroom can be a great way to transform ones pedagogy.
organization. The five topics below are significant environmental and Does this entail never lecturing again?Does it entail assigning a video
instructional considerations to think about with stakeholders as you every night? Establishing guidelines for teachers use of the flipped
attempt to flip your school(s). classroom is extremely important so the idea is not abused nor forgotten
about. A great way to begin schoolwide implementation is to require a
Access flipped lesson once a month and then examine the effect.
The fundamental piece to insure equity in a flipped environment is
access to the content. In California, we have the Willams settlement Evaluation
(cue.tc/WilliamsCase), which mandates districts to provide access We all work in data-driven institutions, so the continued evaluation
to instructional materials for every child, both at home and in the of all topics above is essential to continued growth and success of
classroom. Schools promoting a flipped learning environment should the flipped models created.Teachers need to be looking at student
insure EVERY student has access to the videos. Does this mean schools performance on assessmentsboth formative and summative.Checks
have to make sure students have Internet access? No, not at all. There for understanding prior to activities should be completed to insure
are various methods to push the videos to the students including misconceptions are addressed. Most importantly, site administrators
through iPods, cell phones, iPads, DVDs, and more! need to be observing classrooms for the pedagogical shifts that the
flipped classrooms can bring, as well as looking for more personalized
Curriculum learning, student engagement, and self-directed learning. CUE
Between watching Khan Academy (www.khanacademy.org) and TED-
Ed (ed.ted.com) videos that include built-in formative assessments, to
screencasting a PowerPoint presentation using tools such as Camtasia Jason Borgen is Assistant Director for the Technology
(cue.tc/TechSmithcamtasia) for viewing andnote takingonly, there Information Center for Administrative Leadership
are several ways to deliver instruction and content in a flipped model. (TICAL), a statewide education technology service
However you go about selection of curriculum tools, there should be funded by the California Department of Education
consistency on what is used throughout the school site so students under guidance by the Santa Cruz County Office
become comfortable with the platform and can begin to anticipate of Education. Jason presents at regional, statewide,
delivery. and national conferences on leadership and learning
with technology. Jason is a Google Certified Teacher, Leading Edge Certified
Activities for Online Teaching, co-president of triCUE, and co-chair of CUEs
Watching videos at home that provide direct instruction is only half of AdminSIG. jborgen@santacruz.k12.ca.us
the idea of the flipped classroom. The other half is providing hands-on
classroomactivitiesthat include independent practice and developing

cue.org Spring 2013 OnCUE | 17


Bits and Bytes: Legislative Advocacy John Cradler

Training And Assistance Critically Needed To


Prepare Teachers And Administrators For The New
Technology-Enabled California Assessment System
Professional development and critically and solve problems to staff to support online testing; planning and implementation
ongoing technical assistance do well on test day, those same test administrators having support as well as technology-
related to the new applications skills are much more likely to sufficient technical understanding based assessments has been
of technology and the use of be taught in our classrooms to support online testing; and still is, provided by the 11
performance-based assessment day in and day out. For more providing all appropriate training regional California Technology
data to plan instruction information and continuous needed for test administrators; Assistance Projects (CTAP)
are a critical need in order updates on the implementation providing all appropriate training and the Statewide Educational
to implement the Smarter of the SBAC-produced needed for technology support Technology Services (SETS).
Balanced Assessments (SBA), assessment system go to: staff; and technology support Even though these programs
Californias new assessment www.smarterbalanced.org and staff having sufficient technical were merged into the Tier 3 Flex
system. Now that the SBA has to cue.tc/CDEassessment. understanding to support online Funding, most CTAP regions
been developed, it is estimated testing. have continued to provide
that it will cost at least $1 billion SBAC Technology Readiness training and support requested
to fund the training, ongoing Assessment As the data show, there is a by districts served. However,
support, and technology needed significant need for training and the remaining CTAP services
The change in the assessment support to implement the new
to fully implement this new have shifted to assist districts as
system along with the assessments. In addition, many
assessment system. they begin planning for the use
implementation of Common districts are reporting insufficient of technology to support both
State Superintendent of Public Core Standards necessitates numbers of computers and Common Core and the new
Instruction Tom Torlakson major changes in curriculum bandwidth meeting minimum assessment system.
and the California Legislature and assessment, and will require technical requirements
have taken a leadership role additional resources ranging established by the SBAC. Recommendations
in planning for and funding from computers to professional
the development of the development for teachers and According to Superintendent The legislation authorizing
new assessments, working administrators at all grade Torlakson, the move away CTAP and SETS will sunset, or
collaboratively with the Smarter levels. For this reason, the from a testing model that end, January 2014. However,
Balanced Assessment Consortium SBAC developed a Technology relies on memory and a No. 2 this does not mean that these
(SBAC) of 27 states. (See Fall Readiness Survey (TRT) to pencil would cost an estimated programs need to end. At this
2012 OnCUE, page 23, for assess school district readiness $1 billion to implement in time it appears that funding
details on the new assessment to plan and implement the new California. This would include previously earmarked for these
system.) The use of technology assessment system. Complete the cost to update curriculum, programs will still be available
as a critical element in the new results of TRT for the Spring provide teacher training, and get under the Governors proposed
assessment system was clearly 2012 data collection window more computers in classrooms, local control, or weighted student
emphasized by Superintendent are available on the California and it would require changing formula, system. Given this
Torlakson in his inclusion of Department of Education website some state laws (SFGate.com, increased flexibility in the use of
assessment as one of four topics at cue.tc/SBACtool. Weds January 9, 2013). these funds, it is recommended
to be addressed by the California that:
In California, 4,377 schools Leveraging and Expanding
Educational Technology Task
(42%) from 456 districts Existing Resources 1. The California Department of
Force. The California Blueprint
completed the TRT survey. Education (CDE) should leverage
for Educational Technology The State could reduce the
Respondents were to indicate and coordinate the use of existing
will address the Task Force estimated level of funding to
no concern, neutral, or and emerging state and federally
recommendations relating to implement the new assessment
concerned on issues related funded programs and initiatives
the new assessment system as system by taking advantage of
to readiness to use the new to support implementation of
well as the need for related and continuing to fund the
assessment system as well as issues the SBAC assessment system and
professional development and regional and statewide teacher
of implementation, training, and other applications of technology
assistance. Support and need for and administrator support
support. A substantial percentage in education.
the new assessment systems was resources already established
indicated they were concerned
clearly stated by Superintendent over the past 20 years. The continued on pg 20
or extremely concerned about
Torlakson when he said, If our major source of professional
all five areas: having a sufficient
tests require students to think development and technology
number of technology support

18 | Spring 2013 OnCUE cue.org


Professional Development Barbara Bray

Flip the Learning


Instead of the Classroom
The flipped classroom is a great idea, but it is nothing new. Actually, design the assessment strategies. Teachers are working harder than their
I know teachers who have been flipping their classrooms for over students to prepare for each lesson. If teachers want to differentiate the
20 years by uploading their lectures and related resources about the lesson to meet each students needs and skill level, they spend even more
content they were teaching to their class websites. The idea became time finding or creating multiple ways to present instructional materials.
more popular a few years ago when teachers started presenting at
conferences and writing about the idea of flipping the classroom. Theorist John Dewey (1859-1952) framed learning that is centered on
Why this seems to work for most teachers is that they do not need to the student, not the teacher; learning that allows students to show their
do their lectures in the classroom. Students view lectures and build mastery of content the way they prefer. Dewey argued that in order
background information about the content at home. This is done for education to be most effective, content must be presented in a way
through videos or podcasts created by the teacher, or those found that allows the student to relate the information to prior experiences,
online at sites like Khan Academy. Others are creating websites that thus deepening the connection with this new knowledge. [Dewey, J.
include entire curricula, syllabi, assignments, and rubrics. Students (1902). The Child and the Curriculum. Retrieved from books.google.
watch, listen, and read about the content and their assignments com/books]. Dewey was so far ahead of his time. He was talking about
outside the classroom. They learn what is expected of them, but is it flipping the classroom over one hundred years ago.
meeting the needs of all students? What if the focus was more on the
student instead of the content? Shelley Wright is a high school educator in Moose Jaw, Saskatchewan,
Canada. In her post, The Flip: End of a Love Affair, she wrote, As
When teachers start flipping their lessons, they often have more time I shifted my classroom from teacher-centered to student-centered,
to work with each student in class. The classroom becomes the place my students began to do lots of their own research. Sometimes this
to do the assignments. Students work alone or group with others on resulted in them teaching each other. Sometimes they created a project
lessons and projects. Students even help each other. So when you look with the knowledge they were acquiring. But the bottom line was
in a classroom that has flipped, and students are working in groups on that their learning had a purpose that was apparent to them, beyond
assignments together, it looks personalized. But is it? simply passing the unit exam. As time went on, Wright saw her role
changing to more of a guide and partner in learning. In one year, the
Most flipped classrooms are teacher-directed. Teachers are doing either flip disappeared. What happened?
all or most of the work to prepare or find instructional materials to
upload to their website or blog. They do the research, choose the most Her students took over. They did the research, discovered, and shared
appropriate resources that meet the standards or learning objectives, and their own resources. It was not about the technology either. Wright
explained that she does not have a 1:1 classroom. We used whatever
devices my students had, which often was a couple of iPads, a few
computers, and student cell phones. There were students who didnt
have a device, so other students shared. We made it work and everyone
learned. (See more of Shelleys story on page 12.)

Wright is just one of the teachers Kathleen McClaskey and I


interviewed as part of our new company, Personalize Learning
(wwwpersonalizelearning.com) to find and share how and where
teaching and learning is changing. You might be saying this could never
happen in a K-8 classroom. I disagree. Teachers are sharing how they are
flipping learning, not the classroom. There is not enough room in this
column to share all the stories, but here is one that stands out.

Chris Edwards is a year 2 - Class2CE teacher at Chad Varah Primary


School, Addison Drive, Lincoln, England. The school is for children
in years F (4yrs old) to 6 (11yrs old) with nearly 500 children in the
school. There are two forms (classes) per year, with approximately 30
children in each form.

cue.org Spring 2013 OnCUE | 19


continued from pg 18
Edwards watched Sir Ken Robinsons TED talk about creativity, and
2. The CDE should strongly encourage County Offices of Education
realized that Shakespeare was in someones class once, right? And I
to continue funding CTAP and SETS with a focus on supporting the
thought wow! I have never considered who I may have in my class! I
emerging SBAC assessment system, even though it is permissible to use
had never realized that in my class could be the next Steve Jobs, the
CTAP and SETS funding for other purposes.
next Prime Minister. What if there is a child in my class now who
has the potential to cure cancer? When I started thinking in this way, it 3. If the time comes when sufficient flex funding is not available, legislation
changed everything. It made me realize that the most important thing should be initiated to fund regional and statewide services to support the
was ensuring that every individual child in my class realized and reached implementation of the SBAC on an equitable basis across the state.
their full potential.
These recommendations are consistent with those of the California
Edwards website, Messy Learning (messylearningdotcom.wordpress. Educational Technology Task Force that advocates for continuation
com), talks about his classroom. For example, he shares a lesson about of regional services to support technology planning, assessment,
Greenland where he hid in the closet and his young students used professional development, and ongoing technical and program
their iPads to interact with him through his interactive whiteboard implementation assistance. CUE
while being evaluated by his administrator. They brought him home
from Greenland, and learned so much all on their own. Read more John Cradler is President of Educational Support
of the interview and see how he redesigned his classroom at www. Systems and Co-Chair of the CUE Legislative Advocacy
personalizedlearning.com. Committee. He has been actively involved in developing
policy and legislative proposals for educational
Think about flipping learning. They already do it in preschool. Lets technology at the state and national levels for the past 25
bring it back to K-12. CUE years. He has been conducting formative and summative
statewide evaluations of the state-funded California
Technology Assistance Projects (CTAP) and Statewide Educational Technology
Barbara Bray writes a regular column on professional Services (SETS) for the State Department of Education and Legislature, and
development for OnCUE, is co-founder of Personalize is conducting an in-depth study of the impact of the Enhancing Education
Learning, LLC (www.personalizelearning.com), and Through Technology (EETT) grants on teaching and learning. He has served as
owner/founder of My eCoach (www.my-ecoach.com). Director of Technology for WestEd, the Council of Chief State School Officers,
Connect with Barbara at Twitter: bbray27. a Teacher Education and Computing Center (TECC), and the South San
barbara.bray@gmail.com Francisco Unified School District. John was awarded CUEs 2010 Legislative
Advocacy Award, and was also named ISTEs 2010 Public Policy Advocate.
www.cue.org/advocacy cradler@earthlink.com

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20 | Spring 2013 OnCUE cue.org


CALENDAR
2013 2014
March 14-16 October 12 March 20-22
Annual CUE 2013, ROCK STAR TEACHER SUMMER CAMP GCCUE 2013 Fall Technology
Palm Springs Convention Center, rockstarteacher.us Fair, Ventura County Office of Annual CUE 2014,
Renaissance and Hilton Hotels, Education, Camarillo, CA Palm Springs Convention
June 11-13
Palm Springs, CA goldcoastcue.org/TechFair/ Center, Renaissance and Hilton
CUE Rock Star Teacher Summer
www.cue.org/conference 2013/TechFairHomePage.html
Camp Azuza Pacific, APU Campus Hotels, Palm Springs, CA
Orange, CA www.cue.org/conference
April 11-13 October 25-26
Leardership 3.0 Symposium, Fall CUE Conference, Napa, CA www.cue.org/events/
July 9-11, 2013
Hyatt Regency, Irvine, CA www.fallcue.org
CUE Rock Star Teacher Summer
www.lead3.org
Camp Lake Tahoe, Alder Creek
December 6-7
Middle School,Truckee CA
May 4 eLearning Strategies Symposium
San Gabriel Valley CUE Tech Fair, Produced in partnership by CUE
July 24-26, 2013
Village Academy @ Indian Hill, and CLRN, Costa Mesa Hilton,
CUE Rock Star Teacher
Pomona, CA Costa Mesa, CA
Summer Camp Solana Beach,
www.sgvcue.irg/12_13events/ www.elearns.org
Skyline Elementary School
2013_techfair.html
Solana Beach, CA

July 31-August 1
CUE Rock Star USS Hornet
For more information:
USS Hornet, Alameda, CA
www.cue.org/events/

FALL cue 2013 Conference


American Canyon High School October 25-26, 2013
Napa Valley, CA
www.fallcue.org #fallcue

cue.org Spring 2013 OnCUE | 21


On IT with CETPA Phil Scrivano

Models
I have been thinking a lot about models lately, not model planes and going to have to continue to report as many as four times a year on the
boats, but models of how we provide technology service to schools. progress of preparing our 1-1 hardware for Common Core.
CETPA over the years has been serving the technology needs of school
districts. For most of the last 50 years, this has meant serving the The reason I am thinking models is I am trying to figure out how
business needs of accounting. Over the last 20 years, our services have to make the best decisions for educating our students in the next two
extended to teacher needs. For a district the size of Las Virgenes with years, while funding remains a critical issue. What I do know is I
11,000 students, this represents a customer base of 1,000 users. cannot make a decision about what device the students will be using for
common assessments, or how we will train our teaching staff on how to
For the past two years I have been focused on reading, attending use the equipment with professional development fundingthe first to
workshops, and figuring out in what ways a nationalized Common be cut with every budget reality we face.
Core Curriculum and Assessment will affect how we serve our school
districts. The 2014-2015 school year is close, and Common Core is a I also know that since I cannot make these decisions, I must work
reality we need to embrace now. from a knowledge base of what I do know and on what I can have a
direct impact. For Las Virgenes Unified, this means preparing our core
My current service model considers how my current staffing, infrastructures to meet the demands of the next five years. Our current
infrastructure, and funding will scale to meet the needs of adding project is evaluating a Wireless Requests For Proposals that we initiated
11,000 customers to our services. An important question I am exploring at the beginning of August. We wrote the RFP with the criterion that
is whether or not our current model of delivery services is scaled to the every student can have up to four devices at a time with a primary device
needs of state and national project-based curriculum standards. Most getting a minimum 2 MB connection on the local network. We are also
importantly, can we achieve a 1-1 connection with every student in the adding four Ethernet cables to every classroom ceiling in the district in
district in order to meet the challenges of online assessments? order to prepare for future technologies that will need connectivity.

Recently, I attended a curriculum and assessment meeting at Los Going back to our model of service, we will soon have connectivity
Angeles County Office of Education. The messages were clear from the with every person in our district. Technology management tools such as
presenter about the need to send a warning to our technology staff that Network Access Control (NAC) will help, but if we need to talk to just
assessing our hardware readiness is not going away. The first results of 5% of our new customers we are not staffed appropriately and perhaps
the Technology Readiness Tool we deployed in June indicate that less our entire staffing model must be re-evaluated.
than 3% of California school districts are ready for online assessments.
The answer I did not hear was that the federal government is going to In addition to our internal customer base, this year we went district-
send us money to help us bridge this gap. What I did hear is we are wide with student electronic re-registration with our parent portal. We
opened electronic registration for four weeks before school stated. Our

22 | Spring 2013 OnCUE cue.org


No matter what your district challenges are, I believe that as a group of
professionals, our shared knowledge base is our best tool in making informed
decisions to impact student learning.
data showed us that 50% of our parent community successfully completed registration in one week. The problem is 20% of our parent
community tried to complete re-registration in the last three days, and this group had a lot of data change needs. Eighty percent is a huge
success, but 20% completion in the last days before school started strained our ability to deliver services. It became clear that parents
expectation was help desk services from 6:00 a.m. until midnight during this process.

I am sure each district has similar challenges happening with the increasing use of technology. We should always celebrate these advances
because we are making an impact on 21st Century learning; however, the challenge is for all of us to continue to collaborate on the EdTech
Listserv and attend our conference each year. No matter what your district challenges are, I believe that as a group of professionals, our
shared knowledge base is our best tool in making informed decisions to impact student learning. CUE

Phil Scrivano is the Chief Instructional Technology Officer On IT with CETPA is a regular
for Las Virgenes Unified School District. Phil has worked in column that provides voice to
K-12 education for 22 years and private industry for four K-12 IT professionals throughout
years as a sixth-grade teacher, principal, technology director, California, and is a direct result of the
management analyst for FCMAT, VP Professional Development partnership between CUE and CETPA (California
for Lightspeed Systems, and currently is leading technology as the Educational Technology Professionals Association).
CITO at LVUSD. Follow Phil on Twitter at LVUSD_EdTech. In exchange, CUE leaders write the CUE View,
pscrivano@lvusd.org a column that appears in Databus, CETPAs
quarterly journal.

13194-2_TOUR12_GSOE-CUE_7.5x4.623_2.pdf 2 1/23/13 9:31 AM

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cue.org Spring 2013 OnCUE | 23


Technology Coordinator Tim Landeck

The Flipped Out Classroom:


Supporting a Flipped Classroom
with a One-to-One
iPad Implementation
We distributed 35 iPads to the students and families of Mr. Boggs
8th grade Algebra class at Pajaro Middle School and crossed our
fingers that all would go well. Actually, we have done much more than
just crossing fingers to prepare for and support the teacher and his
students with this pilot adventure. Implementing a one-to-one 24/7
iPad distribution scenario has been both a challenge and a learning
experience while we watch the student engagement increase and
learning thrive.

We were able to collect a class set of refurbished iPad 1s to distribute to


one middle school classroom, and after identifying a team consisting of
a teacher who wanted to learn new ways to deliver his instruction, and
a principal who was in support of piloting a one-to-one scenario in her
school, we embarked on the new process of preparing, implementing,
connection port that stopped working and one screen that went dark
training, and supporting this project.
(we determined that neither failure was due to abuse). No iPads were
We decided to purchase and pre-load the HMH Fuse Algebra textbook stolen and each student became an expert on the device.
(cue.tc/HMHFuse) app onto each iPad to help with flipping the
Mr. Boggs utilized the HMH Fuse Textbook on a regular basis but also
classroom and meeting the content standards. The Fuse app does
integrated a variety of apps and Web 2.0 tools within his curriculum to
not require Internet access to benefit from much of the multimedia-
help dig deeper into the content and as a supplement to the textbook.
rich content in the textbook, so students are able to read and explore
These apps included EduCreations (www.educreations.com), Glogster
new content at home, and receive guided practice and support in the
(www.glogster.com), Animoto (animoto.com), Voki (www.voki.com),
classroom.
and VoiceThread (voicethread.com).
Installing the app and configuring the iPads was accomplished with
Mr. Boggs began the present school year with the same set of iPads and
the help of the Apple Configurator (cue.tc/AppleConfig), available free
a new classroom of students. He performed the orientation and iPad
from the Mac App Store. We also utilized a USB hub synching system
checkout without assistance from Technology Services. We installed the
to help speed up the process, similar to the D&D Security options
latest version of the HMH Fuse app onto each iPad, and there was some
at cue.tc/DDSecurity. Note that we are in the process of purchasing
delay in receiving the latest version from the vendor. However, once
and implementing an MDM (Mobile Device Management) system,
installed, all seemed to work well for the students.
which will increase our configuration and management options while
decreasing the need for synching carts, and repeatedly changing Student engagement is up and Mr. Boggs is able to perform
configurations and settings on the iPads. To see a list of many MDMs differentiated instructional strategies with his class. His Algebra class has
and a comparison of their feature sets, visit cue.tc/DevMgmt. been one of the most highly requested classes by the student body. Now
we are looking at ways to acquire additional iPads to use with other
We held a parent/student orientation meeting and emphasized the need
instructors in all district schools.
to keep the iPads safe and to bring them fully charged to school each
day. We went over these and other care and use details by reviewing the For additional information, sample work and images pertaining to Mr.
Pajaro Middle School iPad Parent/Student Loan Agreement (cue.tc/ Boggs iPad class integration, please visit the PVUSD Model Technology
pvusdAgrmt) with students and their parents prior to distributing the Classroom website at the Pajaro Valley Unified School District site at
iPads. Then we watched as the excited students and family members cue.tc/BoggsAlgebra. CUE
left the classroom carefully carrying their iPad, iPad case, charger, and a
copy of the loan agreement. Tim Landeck is Director of Technology Services
of the Pajaro Valley Unified School District in
For the next five months, each student remembered to bring a fully Watsonville, CA, a national conference presenter, and
charged iPad to school daily, and the only damage suffered was one a consultant with various school districts nationwide.
tim_landeck@pvusd.net
24 | Spring 2013 OnCUE cue.org
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26 | Spring 2013 OnCUE cue.org


10 0
The CUE Review Kelley Day

CLRN Celebrates its 100th Online Course Review


In January 2013, CLRN published its 100thonline course review. Just two and half years ago, we began this journey to better inform our customers
about online courses and assist them in purchasing decisions. Taking a year to create our review process and update iNACOLs Standards for Quality
Online Courses, we began slowly, reviewing only English-language arts and mathematics courses for the first nine months on advice from the
CLRN Advisory Committee. Only last spring did we begin to train our history-social science, science, and visual and performing arts reviewers in
the course review process and criteria, and weve recently added world language reviews, including French, Latin, German, Mandarin, and Spanish
courses. Retraining and norming are still a daily part of our work to ensure review fairness and consistency.

Our first 100 reviews come from 11 course publishers, although another 10 publishers are in the submission process. Only 31% of these courses
become CLRN-Certified, a rate that has been consistent from our early reviews.

Through our partnership with the University of California, all online courses approved for their A-G requirements must be reviewed and certified
by CLRN. CLRN-Certified courses meet at least 80% of the content standards, 80% of iNACOLs Standards for Quality Online Courses, and 15
Power Standards. Below is a selection of CLRN-Certified courses posted to our website.

Title: Odyssey English II (Common Core) Title: Geometry - California


Publisher: CompassLearning. Publisher: Aventa Learning
Grade: 10 Grades: 9-12
Media Type: Online Course Media Type: Online Course
URL: cue.tc/OdysseyEngII URL: cue.tc/GeometryCA
Curriculum Area: English-Language Arts Curriculum Area: Mathematics
Content Standards Met: 41 of 41 (100%) Content Standards Met: 22 of 22 (100%)
Online Standards Met: 49 of 52 (94%) Online Standards Met: 50 of 52 (96%)
English II consists of eleven chapters: Plot and Setting Character This Geometry course is a comprehensive look at the study of geometric
Theme and Conflict Narrator and Voice Novel Study Poetry concepts including the basic elements of geometry, proofs, parallel
Nonfiction Epic, Legend, Myth Drama Research Novel Study. The and perpendicular lines, the coordinate plane, triangles, quadrilaterals,
chapters are broken into lessons and activities that focus on the chapters polygons, circles, trigonometry, congruence and similarity, surface area,
overall theme. The course follows a sequential structure. Skills are taught volume, and transformations.
explicitly and completely in the activity, and then practiced and applied
in subsequent activities. Title: Class.com American Literature 1A/1B (Common Core)
Publisher: Class.com (Cambium Learning)
Title: U.S. History Grade: 11
Publisher: Apex Learning Media Type: Online Course
Grade: 11 URL: cue.tc/AmerLit
Media Type: Online Course Curriculum Area: English/Language Arts
URL: cue.tc/ApexUSHistory Content Standards Met: 40 of 41 (98%)
Curriculum Area: History-Social Science Online Standards Met: 52 of 52 (100%)
Content Standards Met: 64 of 73 (88%) In the first semester of Class.com American Literature, students
Online Standards Met: 52 of 52 (100%) explore the themes of technology, language, illusion, and independence
U.S. History traces the nations history from the pre-colonial period by reading culturally diverse texts within differing genres. Selected
to the present. The course emphasizes the development of historical multimedia presentations provide vocabulary enrichment, insights
analysis skills such as comparing and contrasting, differentiating into the texts, and audio readings of excerpts to enhance the learning
between facts and interpretations, considering multiple perspectives, experience. The second semester explores themes of nature, ethnicity,
and analyzing cause-and-effect relationships. These skills are applied to gender, culture, family, and identity. Students develop critical as well
text interpretation and in written assignments that guide learners step- as creative thinking, writing, and communication strategies as they
by-step through problem-solving activities. examine the literary treatment of human relations in a multicultural
society.

The California Learning Resource Network (CLRN) is a statewide education technology service of the California
Department of Education, administrated by the Stanislaus County Office of Education, Brian Bridges, Director.
Search the CLRN database at clrn.org. Permission is hereby granted to California educators to copy this material for
instructional use. The document may not be distributed for profit. Kelley Day, Program Manager: Publisher Liaison
kday@clrn.org
OnCTAP Harry Bloom, EdD

A Speak Up On Speak Up
On past occasions when I have had the honor to offer my perspective students understanding of
to OnCUE readers, I have focused on these topics: The value of the concepts. The concept of digital
CETPA Listserv, the need for the regional and statewide services equity, especially in the area of
and assistance provided by CTAP and SETS, and how, according BYOD, is rearing its head. The
to Thomas Friedman (The World is Flat) and Daniel Pink (A Whole entire concept of gamification
New Mind), the imagination of American workers still gives them an momentum, especially with the Speak Up results
advantage as they seek employment in our global economy. younger members of todays
K-12 generation, has surfaced. from K-12
On this occasion I would like to call everyones attention to Project And finally, survey results are
Tomorrows national Speak Up Survey (cue.tc/speakupsurvey). State strengthening the case of those students, parents,
Superintendent of Public Instruction Tom Torlakson described Speak who contend technology is
Up as providing a critical opportunity for local stakeholder voices to facilitating the personalization and educators
directly impact national and state efforts to promote positive, effective
use of technology to transform teaching and learning. And to those of
of the classroom learning
experience. have stimulated
you who took the 20 minutes or so required to complete this survey, I
say Congratulations; well done! As powerful and provocative new conversations
as this survey is, and has been,
For those of you who are unfamiliar with Speak Up, let me share what and as proud as I am with about how
you have missed. Over the last 10 years, more than 2.6 million K-12
students, teachers, technology leaders, administrators, and parents
those in California who have
participated, I must confess I am to effectively
have participated in these annual online surveys whose data findings
are shared with policymakers at the local, state, and federal levels to
greatly disappointed by the fact
that Californias participation
leverage emerging
inform education programs, policies, and funding. Just this past year
(the survey closed December 21), 364,240 students, 56,346 teachers
this year, and last year, lagged
behind the number of those
technologies
and librarians, 39,713 parents, and 6,011 administrators completed the
survey. Speak Up results from K-12 students, parents, and educators
who participated from Texas.
Come on, CaliforniaTexas had
to drive both
have stimulated new conversations about how to effectively leverage more participants? With all of increased student
emerging technologies to drive both increased student achievement and the benefits I just outlined, lets
teacher productivity. make it a point to leave Texas in achievement
the dust next year and every year
Many districts use the data for technology planning and for year-to-year
assessment of their technology programs. Some use the information
thereafter. CUE and teacher
acquired to make appropriate presentations to specific audiences. Others productivity.
find it an effective means of sharing their story to enhance a grant
application. Some find the data even provide a look into the future
with regard to what parents and students want their schools to look like
and the instructional tools they want them to provide. In many cases,
budget decisions are predicated on data gathered and shared with school Dr. Harry Bloom is Senior Director of Tech Planning
district officials and community leaders. And, as one district reported, & Outreach at the San Diego County Office of
the survey gives us a good pulse on what students are currently doing Education. He is also the past State Chair (2008-
with technology, and what they would like to be doing. 09) and regional lead (since 1995) of the California
Technology Assistance Project (CTAP), established
Some of the nationally reported results from last years survey pointed by the California legislature to promote the effective
to a spectrum of digital nativenessthat there are actually generations use of technology in teaching, learning, and school
(or sub generations) within todays generation of K-12 students with administration. In that role he is responsible for facilitating educational
regard to tech use and preferred deviceswith the leading edge of technology service and support to the 88 school districts, 1,420 schools, more
digital natives now in 8th grade. The survey is yielding comments than 1,000,000 K-12 students and 50,000 teachers, administrators, and
indicating technology is helping to expand the teachable moment. support staff in Imperial, Orange, and San Diego counties. A strong believer
Other feedback points to the importance of the anonymity technology in the power and promise of technology as a learning and decision-making
provides in classrooms, and hence the opportunity for more students tool, Dr. Bloom has served as a superintendent/principal, assistant principal,
to participate in a lesson that helps the classroom teacher better gauge high school teacher, and ASB advisor. hbloom@sdcoe.net

28 | Spring 2013 OnCUE cue.org


policymakers, and industry representatives focused
2 educators, administrators, on online and blended learning.
d industry representatives focused
ended learning.
Save the
Discuss andDate!
Share
d Share An event for K-12 educators, administrators,
Big Picture
policymakers, and industry representatives Issues
focused
An event for K-12 educators, administrators,
on online and blended learning.
Picture Issues Content & Best Practices
policymakers, and industry
Discuss and Share
representatives
ntent & Best Practices focused on online andProfessional
blended Development
learning.
Big Picture Issues
Teaching & Learning Models
ofessional Development Discuss and& Best
Content SharePractices
Big Picture Tools & Technology
IssuesDevelopment
aching & Learning Models Professional
December 7-8, 2012 ContentTeaching
& Best&Practices
Learning Models
ols & Technology
Orange County/Costa Mesa Call for Speakers now Posted
Professional Develpment
Tools & Technology
December 6 and 7, 2013 Teaching & Learning Models
December 7-8, 2012
r Speakers now Posted Tools
Produced
Orange
OrangeCounty/Costa Mesa
County/Costa Mesa Calland
for Technology
Speakers now Posted collaboratively by:

Produced Produced
collaboratively by: collaboratively by:

www.elearns.org www.elearns.org
@ elearns
@elearns
www.elearns.org @ elearns

Call for Speakers Open

Leadership 3.0 Symposium Register


now!
leadership technology innovation
April 11-13, 2013 Hyatt Regency, Irvine, CA
One attendee described it as: a visionary conference for administrators which supports
and celebrates our journey into the future as we seek to educate students for their future.

Produced collaboratively by:


Leadership 3.0 is the place to connect with
over 200 educational leaders seeking new
technology solutions to improve teaching and
KEYNOTE SPEAKERS
learning. The event is a collaborative effort of
the Association of California School Admin-
istrators (ACSA), Computer Using Educators,
Inc. (CUE), andTechnology Information Center
for Administrative Leadership (TICAL). It is
Follow us on truly for administrators, by administrators.
The two-and-a-half day symposium features
Twitter @Lead3 keynote presentations, concurrent sessions
Eric Sheninger Jamie Casap
Principal, Senior
Hashtag #lead3 and several pre-conference workshops and
New Milford Educational
seminars. Three organizations, one mission
High School Evangelist,
w w w. l ea d 3.org Educational Leadership for the 21st Century.
Google

cue.org Spring 2013 OnCUE | 29


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30 | Spring 2013 OnCUE cue.org


Are You Ready to Transform Learning?
How to Get Started
1. Take the short survey and receive a score and a basic best practices and recommendations
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2. Combine your current displays, student devices, doc cams and PCs with SMART Solutions,
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cue.org Spring 2013 OnCUE | 31


Non-Profit Org.
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K/P CORPORATION
94578

Computer-Using Educators, Inc. | 877 Ygnacio Valley Road, Suite 200 | Walnut Creek, CA 94596
phone 925.478.3460 | fax 925.934.6799 | email cueinc@cue.org | website www.cue.org | twitter @cueinc

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