Technologically Applying the Communication
Bill of Rights to All Learners
SESSION OVERVIEW Todays technology tools can give a voice for all learners to communicate in the school environment. Let’s share how. Regardless of student ability, all students should have the tools needed to successfully get their point across, get their wants and needs met, and feel comfortable sharing their experiences in the school setting. This presentation will review the Communication Bill of Rights and provide Technological tools to support students in individual and group environments facilitate learning. Technology Interventions: FlipGrid Kahoot! Class Flow Microsoft Accessibility Programs Boardmaker/Tobii Dynavox LAMP Words for Life Mood Meter Google Forms Instructional Strategies: Game Based Questions Reviewing Sharing and Discussion Make and Take Share out
Melissa Stark is a special education teacher at P169M in New York City Department of Education which is part of District 75. District 75 serves students with significant disabilities. She is a Tobii Dynavox Ambassador. Melissa has presented at the New York City Department of Education Technology Summit on High and Low Tech Solutions to Support Multiple Learners. She has also supported staff members on using communication supports in the classroom. Melissa will be presenting at ISTE this June in Philadelphia.
Transactions and Transformations: Leveraging Digital Tools for Creativity and Innovation
Learn to leverage digital tools, cultivate new mindsets and establish learning environments that thrive on creativity and innovation. Participants will be guided through a series of practical, research-based and theoretical examples illustrating the power of new literacy studies, classroom leadership principles and strategies to maximize the innovative and creative capacity of students. Through a guided discussion centered around group engagement, participants will be presented with thought-provoking visuals, brief lecture and open-ended prompts, to help foster a more open-minded, collaborative approach to instruction and classroom leadership. Furthermore, they will uncover myriad ways to inspire students to perform at their highest, most effective levels. This presentation will investigate the power of the 4 Ps: person, product, process and press. Additionally, participants will learn about Regulatory Focus Theory and the ways in which it can motivate classes to adopt a promotion focus, thereby creating more robust and intrinsically fulfilling learning environments. Additionally, the presentation will review the six key behaviors that drive transformational instructional practices and how students can be challenged - and supported - to pursue higher levels of creativity and innovation in the classroom. Last, participants will discuss the integral role that skill development plays in modern instructional practices and how the role of content has diminished as a result of the digital age. They will differentiate between lessons designed to catalyze transactions of knowledge and those intended to transform the hearts and minds of young people.
Marc Isseks has been an educator for nearly 25 years, serving as a classroom teacher, department chairperson, content specialist and building administrator. He is a founder of the Nassau County Assistant Principals’ Association, in New York. Marc is the author of Forward Fast: Making Sense of Education in an Era of Rapid Change.
Developing and using virtual reality applications can be used as a lure to develop students curiosity towards initially uninteresting topics. A brief presentation on my experience developing VR modeling for student learning, then participants would work in groups to design a mental mock up of a possible VR applications (for assigned topics) with a focus on how they would be designed, and try out other peoples paper mockups for feedback.
Katie Gatto is a Specialist Professor of Computer Science and Software Engineering at Monmouth University. Her research focuses primarily on pedagogical applications of technology.
Stahl-Van Brackle, Ann Sacks,
Liliana Villegas + Lou Lahana
Maker Ed = Creative Ed
Bringing Maker Ed projects into subject classes can help build engagement, autonomy, and ownership in learning. We will explore how technology can help you bridge the demands for content mastery and creative self-expression through various projects such as 3D printing, film making, cardboard builds, and Web and Game Design. We’ll also look at ways to assess projects on the design principles and ISTE Standards.
Serving the public schools of Manhattan as Instruction Technology Director has allowed me to focus on incorporating creative use of technology in the classroom. Centering on the Maker Movement, I have developed a cohort of educators that share their passion for Making. Before this position I served as a middle school technology educator, curriculum developer and award-winning teacher. Making Makers is what I strive for, whether those makers are students or educators, I am passionate about sharing the joys of learning through making and using computers as creative tools. I was part of the Software Engineering Pilot Program's first Cohort, a CS4All fellow working on designing the curriculum for the CS4All Blueprint in New York City. Recently the Manhattan Make-a-thon made it possible for educators to showcase for each other how they approach project-based learning, which they have honed in the MNBO Maker Ed Cohort. Documenting through online forums, like the Ed x Ed Blog and the MNBO Maker Ed Web site has allowed me to practice my other passion of writing and sharing ideas with a broader audience.
Amy Sacks: Creativity truly is the journey and the destination in Amy’s PS15 program. She has launched CS4All programs, including coding, robotics, and 3D design. Students create digital art and animations, and a number of projects have been selected for the Borough Arts Festivals each year. Amy has partnered with Manhattan Borough Office, D1, and CS4All to support STEAM. She hosted three anual District Make/Hack-A-Thons, involving families throughout District 1. She has co-authored and secured many grants to create and upkeep a Maker Space that had expanded PS15’s STEAM learning opportunities. Amy also become a CS4All NYC lead to help train teachers in District 1 and PS15.
When we want students to learn, we need to drive right in! Engagement is an essential element of the learning process. Educational technology offers innovative tools that are free and low cost to educators. Using these learning tools empowers our teachers to access and/or create innovative lessons. The main idea of the conversation will contain links to research, discussion on innovations in the classroom as well as ideas and topics on how a teacher could use tools such as educational technology to promote STEM education into your school. By utilizing learning tools such as Google Expeditions, teachers can gain access to content free content on a variety of subject matters. These lessons can inspire students to learn, take a virtual field trip and support disadvantaged students. Many students in NYC have never been scuba diving, let alone traveling through the ocean zones but with my lessons they can explore as if they were there. This session will provide information on free and low cost tools that can provide access to innovative educational lessons. The discussion will also go into how, why and when it will be implemented as well as funding opportunities available to educators.
Frances Amato is a STEM Teacher and Technology Liaison at P. S. 37R. This is a District 75 school that is located on Staten Island, New York. She works with students with cognitive delays in an alternate assessment program setting. Frances created a successful STEM program within her school seven years ago. In this program, she teaches her students coding, circuits, programming robots, digital literacy and more. Frances has been an educator for sixteen years and is a Doctoral Candidate that will shortly be conferring her Doctor of Philosophy in Educational Technology and Design. Her dissertation is on the technology acceptance of primary educators who use one to one technology to teach.
Leveraging Technology for Powerful
Because of their diverse needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Yet, recognizing student growth and academic needs requires more than one voice and more than one snapshot. Research has reminded us of the value of continued assessment and of students as partners in their own assessment. This heightened metacognition leads to increased engagement across content areas and remains a key characteristic of life-long learning. Motivation to learn increases when students are asked to critically analyze their own learning. And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand. So, how can we promote self-assessment that is respectful, meaningful and informative to us and to students? There's a tech tool for that!
Eileen has an extensive background in Education. She started her career as a teaching artist, inspiring students to find their voice through acting, directing and producing with students from age 8 to 18. She has taught both general education and students with disabilities in high needs schools. Eileen is proud of her work with iLearnNYC and the Middle School Quality Initiative. Currently, Eileen is the Director of Instructional technology for Brooklyn North Borough Field Support Center, supporting 7 districts. She works to elevate the capacity of all schools to effectively utilize technology in support of their educational goals.
What happens when we apply the flipped learning model to fully online classes? There is no in-class or out-of-class homework in typical online classes that usually run asynchronously. How can we apply the flipped approach to an online class? We will explore this together and brainstorm on ideas that can impact the design of fully online classrooms.
Minaz Fazal received her Ph.D. In Educational Psychology and Technology at the University of Southern California, Los Angeles. She is experienced in working and collaborating with K-12 public and charter schools, supporting teachers in developing and implementing differentiated blended learning strategies. Fazal has worked with principals and teachers in developing instructional vision and professional development plans for effective data-guided blended learning practices, with special emphasis on the role of student agency and competency-based progression. Fazal’s research interests blended and personalized learning, developing a comprehensive methodology beyond test scores to evaluate the impact of blended learning, and the role of student agency in advancing learning. Her specific area of strength is in assessment, and she is working on several projects that require developing assessment and evaluation strategies.
Beyond Kahoots!: Online Resources & Tools That You
Can Introduce Into Your Math Classroom Tomorrow
This conversation is geared specifically towards math teachers who are looking to incorporate more technology use into their classrooms. Many teachers are familiar with Kahoot! But do you know about Desmos? PearDeck? Algebra Nation? Join this conversation to find out about resources that can be integrated seamlessly into your math classroom.
Justine Jackson is the Founding Math Teacher and 9th Grade Team Leader at Brooklyn Emerging Leaders Academy - an all girl, STEAM-centered charter school in BedStuy. She has been teaching high school math for 10 years and has taught in public and charter schools in Queens, Harlem, and Brooklyn. Justine herself, originally from Queens, is a product of NYC public schools and is passionate about serving students who look like her - particularly girls of color.
Tech Up Your School Community - Partnering with Families to Integrate and Build Up Digital Skills
Help engage your parent and family community to build their use of digital skills, resources, and technology. We will share ways to roll this work out, make use of the resources and teachers within your building, and help families support their children with technology at home. We will start by framing the conversation around 3 key topics: digital citizenship, supporting families in using technology in their own lives, and utilizing supports and structures within your own school to help facilitate this work. The first part of the workshop would be us presenting this work and what it looks like in our schools. Then the rest of the workshop would be spent on helping participants create an action plan to bring back to their schools. After our session, we want educators to feel ready to lead a session in their own school with their family and parent community.
Laura Ogando began her career in the DOE as an elementary special education teacher in a 12:1:1 classroom. It was in this setting that she became an advocate for using technology to bring equity and access to all learners. She has been working in the media center the past three years, where she has designed and developed her own curriculum that brings together digital literacy, computer science, and project-based learning. Laura is a certified Google Level 1 & 2 educator, a certified BrainPOP educator, and is an active member of the #NYCSchoolsTech community. She has regularly hosted workshops in her school for both teachers and parents. In addition to teaching, she coaches educators on best practice regarding technology usage in the classroom. Last summer she won a #NYCSchoolsTech Award. Laura teaches at PS 158, on Manhattan's Upper East Side.
Jose Perez has been a champion for educational technology integration. As an Instructional Technology Coordinator for NYC Magnet Schools, Jose has supported various schools bringing purposeful technology integration to its programs. Furthermore, his partnership with Apple has helped him bring quality professional learning opportunities for educators. This past school year, Jose implemented a monthly learning opportunity for educators called Apple After Hours. Various educators meet to discuss best practices, share resources, and learn from each other! As an active member of the #NYCSchoolsTech, Jose has partnered with other educational technology educators to collaborate and implement various initiatives.
Are you intimidated by data? Are you afraid of spreadsheets? If yes, join us as we dive into the basic of Google Sheets. Learn how to sort and organize you data with a few simple formulas.
Matt Licari is a 6th and 7th grade Social Studies teacher. This is his 5th year teaching. He is also the Data Specialist for my school.
Bringing Coding into any Classroom with Codesters
Coding is an important 21st century skill and can be a great gateway and support to topics in math and science. Codesters is a platform that instructs students in coding and provides projects that align with standards based math and science curriculum. Students learn-to-code so they can code-to-learn. The idea that coding is an important 21st century skill has been widely accepted. We work to put coding in our classrooms and allow students to engage and create with computers. In addition to teaching coding skills themselves, coding can be a gateway and support for topics in other subjects, like math and science. In this conversation, we’ll start with some skills and instruction you’ll need to start coding in the Codesters platform. Then, we’ll provide examples of projects that allow students to investigate math and science concepts within the coding environment. We will also practice techniques to encourage collaboration through structured conversations and offer strategies for formal and informal peer review and revision during these projects. We’ll discuss how these strategies can help to engage all students and drive student learning.
Mr. Hemstreet has always been a teacher at heart, but started his professional life working in the technology industry. When he decided to become a teacher at a school, he joined the NYC Teaching Fellows and attended St. John's University, receiving his Masters Degree in Education, with certifications in Math and Special Education. For the past nine years, he has been teaching math at MS 337 in the Bronx. For the past six years, Mr Hemstreet has also been bringing his interest in technology and computers into the classroom and leading 6th, 7th, and 8th grade technology classes.
Like Fine Chocolate, Using Libguides and Databases to Free Your Students from Google Searches
Do your students run to google or wikipedia every time they have a research assignment? Help them get ready for college by showing them there is a faster and more efficient way to research. 5700 libraries across the United States use libguides in their libraries. Find out how you can work with your school librarian to incorporate the research project you create with the resources you want your students to use. Get your students college ready by providing them with the skills necessary to navigate a database and find the best resources for their needs. Libguides are a platform used across colleges and many New York City schools. I will show you how to find the sources you need and how to create an online source to help your students navigate to the right source at the right time. I will also demonstrate various NOVEL databases and give time to the audience to use the FLUSHING HIGH SCHOOL LIBGUIDES to find particular resources for their students.
Ms. Bayer loves to discover new books and write reviews for the Voice of Youth Advocates Journal. She runs a Books With Bite club at FHS which combines her love of reading with great food. She believes learning is a 24/7 activity and students should empower themselves to become self directed learners with all the digital tools available. Ms. Bayer's goals are to create a culture of reading throughout the school and help students become life long learners.
Miss Nixon's experience as a school librarian has shown her how important it is that students see the connection between library research and the world—both past and present. Miss Nixon’s goals are to create engaging research projects and challenging research publications for students across the curriculum. Her favorite part about Librarianship is collaborating with educators and working with students.
The Role of 3D Modeling and Academic Emotions: A Creative Way to Create Students Classroom Engagement
The role of 3D modeling in enhancing students’ mathematics engagement at the university level. In this session, we will explore the ways that 3D modeling can affect students’ academic engagement by examining their emotions around mathematics.
Matthew Meangru is a mathematics educator who has taught at the community college and university level for past three years. He will be pursuing a Ph.D. in Education at the University of East Anglia in the United Kingdom. Matthew have received a Bachelor of Science in Mathematics from NYU Polytechnic School of Engineering, and Master of Arts in Mathematics Education from Teachers College, Columbia University. He is passionate about finding new ways to motivate students to become more engaged in classroom activities.
Nick Schepis, Anthony Casasnovas
DIIT 2.0 - How to Improve the Ed Tech
Experience in Schools
Connect with key members of the NYC Department of Education's DIIT to work smarter to improve the Ed Tech experience in your schools. We are bringing together a cross functional group from DIIT to discuss school's current and desired state. We will guide the conversation around best practice/biggest challenges. Our goal is for DIIT to hear directly from schools and to also ensure that our participants are aware of our resources and escalations.
JoJo Farrell is originally from Bristol, CT (yes that is where Milli Vanilli’s tape skipped and he was there) and lived in the S.F. Bay Area and Caracas, Venezuela before settling in New York City in 2008. He spent the last 10 years working for the NYC public schools. He’s currently the Deputy Director of Digital Engagement for the NYC DOE where he supports teachers using technology to increase student achievement and teacher effectiveness. JoJo launched the SPOC Squad program in 2016. SPOC Squads are cohorts of SPOCs (Technology Single Points of Contact) who collaborate onsite at schools to solve common and share solutions to the community of over 1,000 NYC SPOCS. JoJo is also a Google Certified trainer and has helped nearly 300 NYC Teachers become Google Certified. He helped spearhead a collective of 35 trainers that now facilitate learning sessions around the five boroughs. He was awarded the 2015 Excellence in School Technology Award for his work managing a student technology squad, converting his school to GSuite Education, and for his onsite professional development for his school in W. Harlem to a staff of 70 teachers. Before joining the NYC Teaching Fellows program in 2008, JoJo worked as a journalist and radio reporter in Oakland, Ca, as well as a program director for the human rights group Global Exchange where he managed programs in California, Mexico, Cuba, and Venezuela. JoJo lives in Brooklyn with his wife Kate and their 3 young children. Who needs sleep anyway.
Prepare for an epic educational adventure where you must solve the clues and demonstrate skills in digital assessment, enhancing student voice, project-based learning, and learning games to break free from the Duldrum Prison. To be clear, yes, you will be playing and you will be part of a Breakout challenge, but you will be learning how to enhance instructional digitally as you go. Tools that enhance each of the areas above and provide means for differentiating instruction and assessment will be shared through the game (and traditionally if you need it). These include tools for student-response systems, video assessment platforms, discussion platforms, content-presentation tools, thinking maps, differentiation tools, digital projects, and digital games. Nearly all of the tools are free for educators. We'll be diving deep into the waters where the streams of educational technology and game-based learning converge. Using Breakout EDU tools, along with Google Sites, Google Forms, and Classcraft Quests a game has been created for adventurers to journey to learn more about how to impact fully and effectively infused digital learning systems in the classroom. Are you ready for the journey?
Sean has taught in District 75 since 2005 and is committed to reaching all students through innovative technology and practices. He has won the ISTE Outstanding Teacher Award, ISTE Inclusive Learning Network Outstanding Educator Award, NYCDOE Excellence in School Technology Award, EDxEDNYC Excellence in Technology Award, and is certified a number of educational platforms.
This session will focus on how teachers can use Remind and ClassDojo, two free and easy to use tech tools, to support classroom management and communicate with parents in an easy, fast and effective manner. ClassDojo gives teachers the opportunity to recognize student’s hard work by giving them points for showing proper behavior, working hard and showing responsibility. Remind allows teachers share in an effective way announcements and reminders for teacher-parent conferences, class trip reminders, etc. Excellent to schedule IEP meetings or one-on-one meeting with parent.
Clemencia Acevedo is a teacher at Don Pedro Albizu Campos (PSMS161) in West Harlem. She is interested in best teaching practices, digital literacy and historical research. She is the recipient of New York City Department of Education Excellence in School Technology Award 2017, Digital Collaborative iHero Award 2016 and The EDTECH DiGEST AWARDS 2018 Finalist-School Leader. In her spare time, just for fun she promotes the work of independent film and filmmakers. She is the author of NYCTeachingThoughts blog where she writes about PD reflections, upcoming Professional Opportunities and relevant technology tools teachers can use in the classroom
Jeannette Toro is a dual language teacher at Don Pedro Albizu Campos (PSMS161M) in West Harlem. She has been an Apple Teacher since 2016. She is interested in finding innovative ideas to enhance her teaching practices.
Sooji Yoon is a teacher at PSMS161 Don Pedro Albizu Campos in Harlem. She was a classroom teacher in grades K-2, and is now teaching technology for grades K-5. She has been ClassDojo Mentor since 2014-2015 school year. She used her Google Certified Educator Level 2 and Apple Certified knowledge in supporting her colleagues and finding ways to make learning for the students.
Dive in Deeper: Using TEACHROCK
to Scaffold Lessons for ELL Students
TeachRock is a standards-aligned, arts integration curriculum that uses the history of popular music and culture to help teachers engage students. The TeachRock curriculum integrates disciplines across the board and provides the perfect opportunity to build on prior knowledge to establish a link between students and new content material. Through the use of historical footage, think-pair-share activities and group collaboration, students’ experience personal connections that motivate them to think critically and relate material to historical events and current times. TeachRock lessons present structured opportunities for role-play and visuals that provide academic vocabulary to be introduced and reinforced with ELL students. Educators will dive into TeachRock lessons such as “Rock and Roll and the American Dream”, “Muddy Waters: The New Kid in Town”, and “The Leadership Roles of a Music Producer“ to discuss strategies that ensure all ELL students are engaged in their own learning. Conversations will center around whether the “American Dream” is simply a quest for a better life along with how and why the dream has changed over time. We will also discuss the emotions that arise when students feel like the “new kid” somewhere and how such experiences may provide opportunities for reflection and personal narratives. Educators will learn strategies such as VTS (Visual Thinking Strategies) to facilitate student understanding and conversation while embodying their road to success based on personal experience.
Stephanie Arnell is a seventeen-year veteran music educator who teaches at the Atkinson School in Freeport N.Y. A 1999 graduate of the Crane School of Music-SUNY Potsdam, Stephanie holds a BA in Music and Special Education. Stephanie earned a Master’s degree in Music Therapy from the University of Kansas and also has a TESOL advanced certificate from St. John’s University. Stephanie has presented at the NYSSMA Winter Conference, The Balanced Mind Conference, and for NMEA (Nassau Music Educators Association) and has written lessons for TeachRock. Stephanie was honored when she was chosen as 2017 Freeport Teacher of the Year. Stephanie’s classroom learning environment promotes fun, growth, and success through meaningful relationships.