 Digital annotations are not new to the realms of technology and education. Digital annotation tools continue to be available and ever changing. The power of digital annotations rests with the user and their abilities to capture their thinking, as well as, share it with others. In K-12 classrooms, digital annotations can be a great tool that empowers learners to begin capturing their thoughts and ideas leading to artifacts of learning which demonstrate understandings. Digital annotations can also be a great source for digital/e-portfolios allowing learners to reflect on their growth and development. Why use digital Annotations? Why should digital annotations be a part of every classroom and learning environment? Reading, writing, speaking, and listening are all fundamental components of learning which lead to critical thinking and digital annotations have the ability to cover all four areas. Digital annotations empower us as learners to engage with text, capture our thoughts, share with others, and gain insights from others thinking. Writing is a great way to process our thinking and allows us to begin identifying the process to where our thinking is going. When we digitally annotate and begin to share those annotations in collaborative spaces, our annotations become the center of collaborative dialogue and learning in which we grow collectively. When we begin to learn about annotating for learning, collaborative spaces for sharing and engaging in digital discussion opens doors to understand annotation strategies and processes from other learners with more annotation experience. Getting started with Digital Annotations Where and how to begin using digital annotation tools can be daunting and intimidating however, there are a few simple tools that can empower us as learners to get started on the journey. The comment feature in Google is one of the simplest ways to get started. The feature is available on Google Docs, Slides, Sheets, Drawings and a few other tools in the G-Suite. It is even now available on any file housed in Google Drive. Comments can be added to PDF's, images, MS Word documents and more when stored in Google Drive. A simple highlight of targeted text or information allows a user to capture thinking and share thoughts collaboratively.  If you're looking for a more robust tool with increased options, Kami is a great selection. Kami has paid versions with additional features however, the free version has plenty of options that are perfect for learners to get started annotating digitally. Highlighting, underlining, and strikethroughs (in a variety of colors) are all available at no charge. Additional features include adding text, comments, and drawing shapes. Under a 14-day free trial when you begin your account you'll have access to drawing, text to speech and a few other advanced options to try them out. Collaborative annotations with Kami are a breeze and users can save their annotated files in Google Drive if need be. It also works well with Google Classroom.  Digital annotations can occur on web-based material as well. Hypothes.is is a great option to consider for annotating web sites. Hypothes.is is entirely free to all users for all features. The tool was originally created for medical professionals who were collaborating around medical journal readings to increase learning and growth. Hypothes.is requires a login which is fairly simple and free to set up. Users can highlight information on websites and even add annotations (notes) which appear in a side bar. Annotations can be public, private, or in collaborative groups. Tagging annotations is offered as an advanced feature at no charge as well for users to quickly access collaborative discussions or topics. Annotations appear to users when visiting websites while the Hypothes.is extension is enabled. Digital annotations can be highly beneficial to us as educators along with our students. Collaboration is now easier than ever with access to new technologies and the tools shared above work just as well for adults as they do for kids. Curating and sharing resources saves us all time and energy and digital annotations can be a quick way for us to collaborate across schools, districts, states, and more. How are you thinking about using digital annotations whether for your professional practice or during instruction with students? We'd love to hear your thoughts using the comment section of this post and look forward to learning more about how you are transforming tasks through digital annotations.
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BY GUEST BLOGGER Christopher Brannon Church Brannon Church is a technology teacher at Carmody Middle School. He has been a teacher in Jeffco for 19 Years. For the first 18 years, Mr. Church taught 6th Grade and this year has joined the Carmody team as their Robotics Teacher. Here he shares how he is making impacts in student lives through the development of Jeffco Generations. Mr. Church provides some great examples of how students learn with technology and ways teachers can access resources to begin integrating technology that engages students in creative learning opportunities.  I have always felt the need to incorporate technology into my day. I realized early in my career that very few things can improve student engagement like introducing a new tool or program. However, this usually only works if the teacher is as excited to explore new opportunities with their students. Fortunately, opportunities are much easier to come by nowadays because of the availability of chromebooks and free software. 95% of the curriculum we are exploring at our middle school comes from free programs that coexist with student Google logins. The Jeffco Ed Tech team is extremely supportive, and has equipment/resources for teachers to borrow to show their administration how important purposeful play can be in learning. With all the free resources out there that appeal to the STEAM driven teacher, there is no excuse for not trying to implement computer science into some aspect of their day. Most educational apps use the Google Identity Platform which eliminates the burden of student login problems. I feel that Jeffco is headed in the right direction when it comes to preparing students for a successful future. Demonstrating how to use Makey Makey & Scratch: An Exit Ticket Using Makey Makey. Students were given the opportunity to create a project using Makey Makey and Scratch. I wanted them to see that they are limited only by their imagination. One on my administrators came to me looking for ways to make exit tickets more engaging and relevant. With student input, we created our interactive exit ticket using Makey Makey and Scratch. It was a huge success, and students immediately tried to jump on the “aluminum foil switch” idea for their own projects. Jeffco Generations Skills: These are examples of using technology as a tool to develop Self Direction and Personal Responsibility as well as Communication skills from Jeffco Generations. As an initial activity with Makey Makey, students were to research their favorite childhood song, find the sheet music, create a piano in Scratch, and use the controller from Makey Makey to recreate their song. The most amazing part of this activity is that students completed this project with very little guidance. Students relied on each other to figure out how to fix bugs in their program to make their music selection work. Resources: How do I get access? - I am extremely fortunate to have 1:1 chromebooks in all of my Robotics classes, and nowadays there are hundreds of reputable websites that are available at no cost. Many of the hands on materials that I rely on have come from my own pocket, or were funded through the Donors Choose website. Any student can learn to code! Funding is out there - After borrowing Makey Makey kits from Jeffco Ed Tech I decided that I had to have a set for my class to take our scratch lessons to the next level. Believe it or not, it was fairly simple to acquire the funds needed for a Makey Makey kit. Donors Choose and Google’s CS First are practically giving away money to teachers that complete a few simple activities with their class. Skill Application Across Content Areas: One of the favorite parts of my job is giving students an opportunity to show off what they have learned in Robotics/Coding and using those skills in other content areas. An example this year is a 6th grader who decided to retell the entire story of Maniac Magee using Scratch by taking her character on a journey through the story. It was amazing! This clearly demonstrates proficiency in computer science as well as a deep meaningful comprehension of a novel in literacy. Below are just a few activities where application of the following Jeffco Generations Skills were imperative to complete the activity. As students completed these activities, they developed these Jeffco Generations Skills:
Sphero Bridge Build: Students were to demonstrate Critical and Creative Thinking along with Communication skills as they used the Engineer Design Process to research, design and build a bridge with drinking straws. Bridges needed to support the weight of a Sphero and span over 50 centimeters. Friday Fly Day: During this activity, students were to research ramp design and create their own ramp to support the weight and acceleration of Sphero. This activity supports Collaboration and Leading by Influence. Sphero Battle Tanks (captured with a 360 Camera): Students demonstrate Agility and Adaptability during their Sphero Battle Bots competition. Students used the Engineer Design Process to create “tanks” for their Spheros. Merge Opportunities: During our introduction to 3D design, students were able to use Merge Cubes and AR/VR Goggles to check their 3D Prints. Instead of wasting printer filament, we are able to upload our designs to Object Loader and see if there are any flaws to our design. Students demonstrate Self Direction and Personal Responsibility as they create their own designs using Tinkercad, view their design in Augmented Reality, and print a clean final project.
In conclusion, I would urge all educators who are interested in integrating tech into the classroom to join Twitter. I have found so many creative educators on Twitter that share an endless number of incredible projects or ideas. Feel free to follow me @MrChurch (shameless plug) and make some connections with teachers all over the world that are passionate about integrating technology into their classrooms.
New: CLOSED CAPTIONING IN GOOGLE SLIDESPresenters can now opt to show real-time automated closed captioning while presenting in Google Slides. Google uses your computer's microphone to detect your spoken presentation, much like using the voice-to-text option that is available within many G Suite tools. This feature can help make your presentation more effective for students who are deaf or hard of hearing, non-native speakers, visual learners, and in loud learning environments. Need to make a recording of your entire mini lesson or direct instruction while teaching? Enable the closed captioning feature and use a screencasting tool, wuch as Screencast-o-matic or Screencastify, to record the progression and pacing of the slides WITH the words you are speaking. This video can be distributed to students via Google Classroom or embedded on a website so that students who missed instruction or need reteaching can watch the video on an as-needed basis. For directions on using automated captions visit the Google Help Center
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| | Google's Tour Creator lets students make their own virtual reality (VR) tours, similar to those experienced in Google Expeditions. Students can add 360 degree images from Google Street View or from their own 360 degree photos. Photos can be created by students using Google Street View or a 360 degree camera. |
Student-created tours can be viewed in a panoramic view through the Tour Creator software. Currently, Jeffco students are not able to view the tours they have created in the Google Cardboard app (using 3D viewers), as it utilizes the YouTube app, which is not available for student use.
Visit Tour Creator
Article: Google's New Tour Creator Lets Students Make their Own VR Tours
Visit Tour Creator
Article: Google's New Tour Creator Lets Students Make their Own VR Tours
Jamboard Access on the Web
| Google's Jamboard is "a collaborative, digital whiteboard [that] makes it easy to create without boundaries and share ideas in real time. Jamboard moves the whiteboard to the cloud." Until recently, Jamboard files were only viewable on the web, and could only be created using Google's Jamboard hardware. Google has recently released the ability for users to create, collaborate and share "Jams" on the web. | |
The web software does have limited functionality compared to the features that are available using the physical Jamboard; however, users can still draw strokes using one of the 4 brushes, erase, select objects, and add/remove sticky notes on the web. Consider how this digital whiteboard could help students make thinking visible through creating sketchnotes, building thinking maps, and demonstrating their work.
Visit Jamboard on the Web
Visit Jamboard on the Web
google's Applied digital Skills Curriculum
| | Google has created a free, online curriculum that teaches students and educators practical digital skills. Through this curriculum, teachers have access to captivating and ready-to-use video lessons. While engaging in curriculum, students can gain invaluable skills that prepare them for problem solving in a digital world and success in the workforce. Currently, these lessons are designed for middle school, high school, and adult learners. |
The overarching skills that are covered in these project-based video lessons have direct tie-ins to Jeffco Generations and transforming the task for students: digital collaboration, digital publishing, coding, communication, research, formatting, data representation & visualization, organization, and more. Check out this small sampling of featured lessons in the Applied Skills curriculum:
Visit the Applied Digital Skills website
- Managing a Project with Digital Tools
- Research and Develop a A topic
- Technology, Ethics, and Security
- Build an Online Business
- Technology's Role in Current Events
- Plan and Budget
- Digital Tools for Everyday Tasks
- Creating a Resume & Use Google to Get a New Job
Visit the Applied Digital Skills website
Google Sites: Layout + Add Button
| Students and teachers can make professional-looking websites with ease using the new layout feature in Google Sites (new). Google launched 6 pre-built layout options; these can be found in the right-hand Insert menu. Just drag over the layout of your choice, and populate it with desired content! | |
Additionally, Google has made it easier to add a button to your website. The clickable graphics can be linked to other content on your site or to an external URL (website address). Buttons will automatically match the color scheme and theme you have selected. Buttons help make your website easier to navigate, increase the visibility of important link, and make URLs look attractive!
Sites Help: How to add, edit and delete buttons
Sites Help: How to add, edit and delete buttons
Quick Access Toolbar
| | Have you ever been typing in a Google Doc or Slide and needed to capture thinking on your Google Keep? Well, now you can do that without having to leave your Doc or without having to open a new tab! Google has placed the new quick-access toolbar on the right-hand side in Docs, Slides and Sheets! From that toolbar you can quickly pull up your Google Calendar, Google Keep or Google Task manager! You can also find this same toolbar when working in Google Calendar. |
GUEST BLOGGER: jULIE mEYER |  |
Setting the stage
As Gru from Despicable Me exclaims… “Light Bulb!”
This is exactly how I felt when I saw the transformative learning in my classroom this past week. I have been using HyperDocs for two years now, first learning of HyperDocs while attending the Google Summit in Denver 2016. My DTL picked up the book “The HyperDoc Handbook: Digital Lesson Design Using Google Apps” by Kelly Hilton, Lisa Highfill, and Sarah Landis. Let’s go back to 2016...I POURED over this book.
I sat in the HyperDoc session (and honestly the others I attended) going through my current lesson plans in Google Drive, trying to figure out which ‘activities and lessons’ I can turn into a HyperDoc… I mean, it's just a glorified webquest right? Throw in my digital link for my note catcher, attach the same news article for kids to read.. And boom ‘HyperDoc!’... Right? I was so wrong.
The past year or so I have been reinventing my so called ‘HyperDocs’. I have been very pleased with my latest HyperDoc - The Bill of Rights Restaurant, A Learning Menu.
This is exactly how I felt when I saw the transformative learning in my classroom this past week. I have been using HyperDocs for two years now, first learning of HyperDocs while attending the Google Summit in Denver 2016. My DTL picked up the book “The HyperDoc Handbook: Digital Lesson Design Using Google Apps” by Kelly Hilton, Lisa Highfill, and Sarah Landis. Let’s go back to 2016...I POURED over this book.
I sat in the HyperDoc session (and honestly the others I attended) going through my current lesson plans in Google Drive, trying to figure out which ‘activities and lessons’ I can turn into a HyperDoc… I mean, it's just a glorified webquest right? Throw in my digital link for my note catcher, attach the same news article for kids to read.. And boom ‘HyperDoc!’... Right? I was so wrong.
The past year or so I have been reinventing my so called ‘HyperDocs’. I have been very pleased with my latest HyperDoc - The Bill of Rights Restaurant, A Learning Menu.
My process
I teach 8th grade US History at Summit Ridge Middle School. Knowing that freshman year the students will have an entire semester of government, I wanted to make sure that the students understood how citizen can participate in government. Moving forward into freshman year, they then can fully understand the role of a citizen in a society and how citizens can affect change.
As we know, menus are all about choices. And with a variety of choices comes a variety of prices. The ‘price list’ on my learning menu indicates the level of activity students can expect if they choose the menu item. $ = not there yet, $$ = ready and waiting, $$$ = yes and I’m off! Presenting level indicators allows students to self-reflect on their own current ability, yet provide opportunity for students to challenge themselves with the next activity or text set.
As we know, menus are all about choices. And with a variety of choices comes a variety of prices. The ‘price list’ on my learning menu indicates the level of activity students can expect if they choose the menu item. $ = not there yet, $$ = ready and waiting, $$$ = yes and I’m off! Presenting level indicators allows students to self-reflect on their own current ability, yet provide opportunity for students to challenge themselves with the next activity or text set.
As with most HyperDocs, having students engage and explain are pretty common. These menu options include a Smart Songs Rap, Mr. Betts Video, History.com article, and Scholastic books I have in the classroom as resources. Just because the HyperDoc is digital, does NOT mean EVERYTHING on the HyperDoc must be too. Many of my students picked the Scholastic books over the internet articles. But the important part was the choice. This differentiation of resources allows ownership on the students part to decide how they will acquire the information. If the resource is not a good fit, then they have other options handy, as happened several times over the course of the week. This self-awareness of student learning is incredibly powerful when in action.
Next on the menu, drinks. Here I provided three different articles with three different content topics related to individual rights. My students love to read about real world examples. They also love to see what their peers think about these real world examples. After reading the articles, student used Padlet to answer a form of an analysis question. Students can also read/comment on each other's posts, creating a dialogue that goes beyond the classroom walls. A student from my period 1 class can read the same article as a student from period 5 and they are dialoguing about how our rights as citizens are protected or bent in order to provide security in America. That is powerful.
Next on the menu, drinks. Here I provided three different articles with three different content topics related to individual rights. My students love to read about real world examples. They also love to see what their peers think about these real world examples. After reading the articles, student used Padlet to answer a form of an analysis question. Students can also read/comment on each other's posts, creating a dialogue that goes beyond the classroom walls. A student from my period 1 class can read the same article as a student from period 5 and they are dialoguing about how our rights as citizens are protected or bent in order to provide security in America. That is powerful.
Dinner is the next thing on the menu, where the application occurs. Here students were able to pick from 3 application activities. A Summit Ridge Bill of Rights, Analyzing the Bill of Rights to real world situations, or Petitioning their local, state, or federal representatives about a topic of their choice. Again, the $ indicators reveal the level of each of the activities. I hyperlinked each of the activities directions and expectations via Google Docs. Additionally, I allowed for students to partner up for this part of the learning menu, further expanding the dialogue and learning beyond the computer. The product topics range from changing school cell phone policy to a federal ban on certain assault style weapons. Students are transforming their learning and applying real world issues in the classroom. Many are researching who their local representative is in order to petition for change. Why did they drain the Blue Heron Lake?
Finally, as with most Americans who dine at a new restaurant, we want to leave that Yelp! review to praise or warn others. I am extremely excited about this part of the menu, as this is the sharing and self-reflection and evaluation of the dinner option. Flipgrid allows students to posts videos, much like a digital bulletin board (padlet). Students were given three prompts to answer, one required and two choices, but must do in video form. For many students, recording themselves is a risk, so I am allowing them to use their dinner product at the visual for the video. To calm their nerves, I posted several video explanations on how to use flipgrid (and ridiculous stickers on my face). Check out my student A.K. and his self-reflection. He wants to run for Congress! After recording and posting, students can, once again, view and comment on eachothers product and self-reflection. The opportunity for self-reflection provides students ownership of the learning and deeper processing of the information. They were able to identify their own gaps in learning, if any, and where to focus their attention moving forward. Check out my Bill of Rights Flipgrid HERE
If you are like me, I am constantly trying to reinvent my teaching. I do not think the old saying ‘why reinvent the wheel?’ applies in education…..we’re not even using wheels anymore. We are provided with an almost infinite amount of resources for our students to transform their learning into something deeper and long sustaining. When we teach students to use the technology as a tool, not a toy, they tap into their creativity and ingenuity.
The possibilities become unlimited.
If you are like me, I am constantly trying to reinvent my teaching. I do not think the old saying ‘why reinvent the wheel?’ applies in education…..we’re not even using wheels anymore. We are provided with an almost infinite amount of resources for our students to transform their learning into something deeper and long sustaining. When we teach students to use the technology as a tool, not a toy, they tap into their creativity and ingenuity.
The possibilities become unlimited.
You know that moment when you go to a Google tool and something new appears or disappears?
You either say "Hmmm, what does this do?" or "I swear this was here yesterday". Features in various Google tools change on a daily basis.
Here is a brief recap of some of the changes in the G Suite this school year.
You either say "Hmmm, what does this do?" or "I swear this was here yesterday". Features in various Google tools change on a daily basis.
Here is a brief recap of some of the changes in the G Suite this school year.
Google Docs
Google has expanded the font catalogue in Docs and Slides to support 62 languages, including additional new fonts. To find these new fonts and others, simply click More fonts at the bottom of the Fonts menu. There you’ll also find suggested fonts, based on your document’s language.
Google has expanded the font catalogue in Docs and Slides to support 62 languages, including additional new fonts. To find these new fonts and others, simply click More fonts at the bottom of the Fonts menu. There you’ll also find suggested fonts, based on your document’s language.
 | Google Slides
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| Google Calendar
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Google Keep
Keep now integrates with Google Docs and Slides! Within the app, click on tools and then click Keep Notepad. You can drag your Keep notes over and they the text will copy!
Google Expeditions
- You can now take yourself on a self-guided tour to more than 600 destinations!
- Several Baseball Stadiums have been added
- Guides can annotate for followers
- The app has been reorganized- showing what’s new and categories (Arts & Culture, Landscapes, Science, Environment, etc)
 | Google Earth Google Earth is now web based and works on Chromebooks. You can ask to search, learn with knowledge cards, or click "I'm Feeling Lucky" and see where the world takes you. There’s also a new Voyager section that lets you take interactive guided tours of interesting places including 360-degree video and Street View imagery. |
| Google Maps You can now explore space in Google Maps. Google added a total of 12 “new worlds” to explore in Maps, including the planets Pluto, Venus, and Mars. To take a trip to space on your own, you just have to go to street view in Google Maps and then start zooming out. For ongoing updates from Google, check out their Keyword blog. For additional information about the tools listed above, check out the resources in the Google Training Center. |  |
Getting Googly at the Colorado Summit
Some of the 250+ Jeffco educators that attended the Colorado Summit
Approximately 250 Jeffco Educators spent the weekend of November 4th and 5th at the Colorado Summit featuring Google for Education. Of those 250+ educators, 192 were from Jeffco's Title I schools. These schools were given the opportunity to send interested educators to the summit to learn how to build on the 1:1 technology initiatives that are happening in many of Jeffco's Title I buildings.
Jeffco Ed Tech loves attending the Colorado Summit Featuring Google for Education
This summit was one of the best to date; it was overflowing with hands-on breakout sessions, inspiring keynote speakers, ignite sessions, and a dynamic demo slam! The summit offered a range of sessions that spanned from beginner to geeky. Participants attended compelling learning on apps in the G Suite, digital portfolios, digital solutions, and cutting edge best practices in educational technology and pedagogy. Many Jeffco educators also engaged in creating or building their professional learning network as they connected with other educators within Jeffco, in other districts and across the world using Twitter! #edtechteam
KEEP THE MAIN THING THE MAIN THING
Learning is our main thing. There was energy exuding from Jeffco educators during the summit and that energy has proven to continue as teachers are already implementing what they learned at the summit in their buildings. Our teachers embraced a growth mindset as they engaged in this professional learning opportunity and continue to do so, as is evident in their willingness to share this new learning with their staff and students.
Our learning, as a community of Jeffco educators, ties into the Jeffco Generations vision. Everything that was learned and is now being transferred into Jeffco classrooms connects back to a leaf on the Jeffco Generations Skills tree.
Our learning, as a community of Jeffco educators, ties into the Jeffco Generations vision. Everything that was learned and is now being transferred into Jeffco classrooms connects back to a leaf on the Jeffco Generations Skills tree.
Sharing our great work!
Jeffco's Colorado Summit Padlet
Did you take away an amazing idea from the Colorado-Ed Tech Summit that you are excited to share? Add that learning to our Padlet (click here or scan the QR code) under the Generations skill that it embodies!
As you create lessons that connect to Jeffco Curriculum, we also encourage you to add them to Jeffco's Bridge to Curriculum to share across the district!
Lastly, we would encourage you to present your new learning and any additional technology integration ideas you have at our very first Get Your Tech ON! event on January 5th! You don't have to be an expert, you just have to be willing to share what you have tried and what you have learned along the way! Visit our Get Your Tech ON website to sign up to present or to attend (sign up coming soon).
As you create lessons that connect to Jeffco Curriculum, we also encourage you to add them to Jeffco's Bridge to Curriculum to share across the district!
Lastly, we would encourage you to present your new learning and any additional technology integration ideas you have at our very first Get Your Tech ON! event on January 5th! You don't have to be an expert, you just have to be willing to share what you have tried and what you have learned along the way! Visit our Get Your Tech ON website to sign up to present or to attend (sign up coming soon).
"To make the most of the internet, kids need to be prepared to make smart decisions. Be Internet Awesome teaches kids the fundamentals of digital citizenship and safety so they can explore the online world with confidence."
Be Internet Awesome is a campaign launched by Google in June 2017 to support parents, educators, and students with the fundamentals of digital citizenship and safety.
Designed for students in 3rd-5th grade, the campaign focus on five fundamentals:
Be Internet Smart: Share with Care
Be Internet Alert: Don't Fall for Fake
Be Internet Strong: Secure Your Secrets
Be Internet Kind: It's Cool to Be Kind
Be Internet Brave: When in Doubt, Talk it Out
Designed for students in 3rd-5th grade, the campaign focus on five fundamentals:
Be Internet Smart: Share with Care
Be Internet Alert: Don't Fall for Fake
Be Internet Strong: Secure Your Secrets
Be Internet Kind: It's Cool to Be Kind
Be Internet Brave: When in Doubt, Talk it Out
Video is an ever evolving form of educational technology; however more often than not, the way educators have used video in their classrooms has not evolved quite as quickly. One component of video tools that you should get on board with is live streaming or broadcasting. A live broadcast takes the components of a regular recorded broadcast, but adds the capability of interacting with your audience in real time, easily sharing your videos with very little lag time, and allowing you to save your broadcast for others to view later.
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