Education

MOOC uses new AP Physics curriculum, could aid both students and teachers

A free online course from Rice University uses attention-grabbing videos, interactive lab activities, dramatic physics demonstrations, engaging instructors and a free online textbook to help high school students prepare for the Advanced Placement (AP) Physics 1 Exam.
Rice officials said the new four-part course, Preparing for the AP Physics 1 Exam, is like no other massive open online course (MOOC) the university has offered because it features high production values, dozens of visual demonstrations, Hollywood-style introductory videos for key concept areas and access to a free textbook from Rice University-based publisher OpenStax College.
“Our approach with this MOOC is to provide university-style concept lectures with problem-solving strategies from expert AP physics teachers,” said award-winning Rice physicist Jason Hafner, who co-teaches the course with veteran high school AP physics teachers Gigi Nevils and Matt Wilson. “I think it will be a great experience for current AP physics students, or anyone who wants to learn physics without a background in calculus.”
Part 1 of the course, which centers on linear motion, debuted in September on the edX platform and will be offered again Nov. 10. It includes the College Board’s science practices and aligns with the board’s new AP curriculum framework. It covers how to use kinematics to describe translational motion; ways to apply the concepts of motion, force, mechanical energy and momentum; and new strategies for solving motion problems.
Professor Hafner and his ‘accomplices’ really try to make physics fun. They were accessible and (it) didn’t feel like they were thousands of kilometers away.”
Parts 2 and 3 of the course will be offered in 2016 and will cover rotational motion, gravity, oscillations, electricity, circuits and sound. Part 4 will offer a comprehensive exam prep.
Students who pay for an ID-verified certificate can take the enhanced AP Physics 1 Exam Prep +5, which includes extra problems and solutions, an online review game, more critical-thinking practice and, in Part 4, feedback from an AP teacher on a writing sample from the student.
Caroline Levander, Rice’s vice president of strategic initiatives and digital education, said the provisions for the course’s teaching, tutoring, books, homework and review services are well worth the investment for Rice.
“The effective application of technology has enormous significance for the future of higher education, and it is important for Rice to push the boundaries of what is possible with a MOOC,” Levander said. “This isn’t a typical MOOC. It is designed to draw students into rigorous material with humor, engaging lessons and great visuals.”
The course’s dynamism is partly a response to the College Board’s revised AP physics curriculum, which places more emphasis on key foundational principles of physics and less on memorization. The College Board revamped the curriculum in 2013 based on recommendations from the National Research Council and others. The changes, which are designed to better prepare students for college academics, included splitting the old AP Physics B course into two new courses, AP Physics 1 and AP Physics 2, which are now covered under separate exams that were first administered in May.
More than 2 million students take AP exams each year because most four-year colleges and universities in the U.S. recognize AP in their admissions process and grant students credit, placement or both on the basis of successful AP exam scores.
“Rice began offering MOOCs for AP courses last year because the courses help level the playing field in college readiness,” said Cylette Willis, Rice’s online education program director. “Students who come to college with credits already accrued have a leg up in getting their degrees quickly, and they often have a higher success rate once they arrive on campus.”
Willis said even veteran AP physics teachers are still adjusting to the revised curriculum, so if they enroll in the MOOC, they can contact Rice to be included in a special Teacher Community cohort where they can communicate by email with other AP classroom teachers and home educators to share and apply the online course resources to supplement their own curriculum.
Looking forward, Willis noted, “As our educator community develops, we believe the new collaborations between course instructors and teachers will further enrich the course and increase its impact on student learning and AP exam prep. The possibilities are really unlimited, and these future directions are most exciting.”
The Rice course features lively concept lectures, AP-style multiple choice and free response questions, problem tutorials on how to formulate answers and lab experiences that build essential skills in physics.
Course participants have access to the OpenStax College Physics AP Edition, as well as to a full spectrum of supplementary materials. “Students and teachers are clamoring for technology-based resources for this challenging AP course, which is only in its second year,” Nevils said.
“By the end of the course, students who have followed the concept lectures, read the free text and worked the exercises and labs should be well-prepared to take the College Board’s AP Physics 1 Exam,” said Hafner, who has taught freshman and sophomore physics at Rice for nine years as well as a previous edX course on introductory physics. “And if they get stuck, help is just a click away on the discussion forum.”
Nevils, a former AP physics teacher with both the Houston and Spring Branch independent school districts, previously served as assistant director of Rice’s Office of STEM Engagement and leader of the Rice Excellence in Secondary Science Teaching program.
Wilson has taught AP physics for 11 years and currently teaches AP Physics 1 and 2 and AP Physics C at Stephen F. Austin High School in the Fort Bend Independent School District near Houston.
To enroll or learn more about Preparing for the AP Physics 1 Exam, visit
http://online.rice.edu/mooc/course/preparing-ap-physics-1-exam-part1-linear-motion/.

HMH becomes Osmo’s first education partner, providing teachers and students with a new way to experience HMH’s math programs

Houghton Mifflin Harcourt (HMH) has announced a new partnership with Osmo, creators of an iPad-based learning platform.
This partnership, the first of its kind for Osmo, will bring HMH’s math programs, learning content, and manipulatives to the new Osmo Numbers game, which utilizes Osmo’s Reflective Artificial Intelligence technology to create a collaborative and interactive physical and digital environment for children learning math. Osmo Numbers, which just launched, can be used with dedicated HMH manipulatives that are part of HMH core math programs Go Math! and Math Expressions.
Osmo and HMH Learning Architects worked together to ensure strong alignment between the Osmo Numbers game and the learning progressions in Go Math! and Math Expressions.
HMH will provide Osmo activity guides as a resource for educators using these programs in conjunction with the Osmo platform. These guides offer suggested games and activities that integrate existing program manipulative kits with Osmo Numbers, building student proficiency with fun games that help them problem-solve, build fluency, and practice basic skills in counting, addition, subtraction, and multiplication.
“We see strong educational value in Osmo’s inventive system,” said Mary Cullinane, Chief Content Officer, Houghton Mifflin Harcourt. “Its unique combination of on screen and off screen activity enables users to connect with math in an exciting new way and demonstrates the power of technology to make learning more engaging. Together, HMH and Osmo are bringing a new educational experience to math learners, fusing physical play in a digital environment and strengthening the connection between home and school learning.”
The HMH manipulative kits will allow educators, students, and parents who use Go Math! and Math Expressions to complement their curriculum with dedicated Osmo Numbers games that are aligned with the relevant program. HMH is also offering suggested guides and lesson plans for educators that include creative activities using Osmo Numbers that align with HMH’s curriculum and grade-level course work.
“We’re thrilled to be collaborating with such a prestigious and well-established company as HMH,” said Pramod Sharma, CEO and Co-founder of Osmo. “The launch of our new Numbers game combined with HMH’s best-in-class content creates a comprehensive package for math learners at schools and at home.”

Last video in Smarter Schools series features rural principal’s BYOD program that took school from “F” to “A”

A new video released by the Smarter Schools Project highlights the ways one rural school is driving up attendance, motivating students, and bringing new opportunities through a BYOD program.
In the video, former St. Paul Schools Principal Daisy Dyer Duerr says that because of tech, her school has “everything we need to be just as great as any school in America.”
She said that tech has allowed her students to stay connected and access resources they wouldn’t otherwise have. “I do believe that wi-fi and connectivity is very much like the power lines used to be to us… I think it’s so important for students to have that connection, especially in such a rural area, because our students aren’t going to get that connection at home.”
In recent years, Dyer Duerr’s school went from a state grade of “F” to “A.” At the same time, they implemented a new BYOD program. Rather than confiscating cell phones and punishing students for using them, she helped her teachers and students find ways to use them to further their education.
Despite more than 80 percent of her students qualifying for free or reduced-price lunch, many of them had cell phones and Dyer Duerr wrote grants to help provide additional devices for those who didn’t.
The BYOD video is the last in a four-week series featuring some of the nation’s leading tech-savvy educators highlighting the ways they are using and thinking about education technology.
Other videos in the series feature a teacher from urban Washington, D.C. and suburban Massachusetts. In addition, the first video in the series, featured USA Today’s Greg Toppo and highlights from a Smarter Schools Project event on Capitol Hill.
To learn more about the Smarter Schools Project, visit smarterschoolsproject.com.

What makes Chromebooks popular, and will they outlast their buzz?

As the familiar refrain goes, “It’s not about the device,” but even so schools need to choose one to advance their digital instruction goals. And by all accounts, Chromebooks are the device of the moment, with 2.5 million shipped to schools in the first half of this year alone. There’s no doubt they’re trendy, but is there any deeper reasons for the sales surge beyond appearance and affordability? Recently, I joined host Larry Jacobs and Google Certified Innovator and trainer Chris Scott for an episode of Education Talk Radio in which we talked through these issues at length and came up with a handful of reasons for the Chromebook’s trendsetting status. Here’s the CliffsNotes of that discussion, but be sure to check out the full conversation embedded above and available online.
Google’s name has staying power. We’ve been Googling for more than a decade by this point, and with the near ubiquity of Google Apps for Education in the nation’s classrooms, educators and students feel comfortable with the Google ecosystem. Branding helps, but at the end of the day, educators do realize that Google is just the conduit for students to advance their learning, not the first and last steps.
Chromebooks have some surface-level advantages. First, they’re cheap, with models often starting around $200. And while the cheaper cost can mean lower quality, it also means cheap replacement parts, too. IT management is simple — and there are few horror stories equaling what schools went through with iPads. They’re easy to share among students, and at a time when online high-stakes testing is still very much a part of the conversation, Chromebooks have the all-important built-in keyboard. None of these things necessarily makes the Chromebook the ideal or superior device for education, but they certainly don’t hurt.
It works. Many educators can still recall a time when technology was as liable to fail as it was to work properly. One of Google’s most noticeable innovations — besides eliminating spam from email — is its consistency.  Sparse of features as Google Apps and Chromebooks may be, they’re simple to use and even simpler to collaborate with.
Chromebooks are the safe choice. As a Google trainer, Chris Scott goes into a lot of schools and frequently sees teachers who are unprepared for using devices in the classrooms. They haven’t yet given much thought to how devices will lead to a redesigned classroom experience and, at least at first, are looking for quick tips and lesson ideas they can start using immediately. For them, Chromebooks are easy to use and, being that they’re based on Google, familiar and easy to learn on the fly.
There’s a support network to tap into. Google provides ample training on its devices and a large network of certified trainers and innovators, who aim to be more visible and approachable than Apple or Microsoft certified educators — to reach out to for help or getting started. Google also offers a number of workshops and summits for training and professional development.
They last. Scott’s four-year-old Chromebook is still going strong and, to him at least, doesn’t feel outdated. Whereas some devices get bogged down and begin to crawl after years of downloading and heavy use (and others feel less useful thanks to planned obsolescence), Chromebooks are capable of lasting for years without much noticeable change.

Superintendent says one-to-one computing initiatives could decrease inequities among students

Two of West Virginia’s top K-12 education leaders on Nov. 2 advocated spreading one-to-one computing across the state.
In a short speech to state and local education officials, business leaders and others at the third annual West Virginia Education Summit, state Schools Superintendent Michael Martirano said one-to-one computing initiatives, which have led to controversy in other states over issues including cost and computers’ perceived added learning distractions, could help decrease educational inequities among students.
The state superintendent, who has set a goal of getting a one-to-one computer to student ratio in grades 3-12 in all Mountain State schools by 2020, said he wants pupils to have devices with all their classes on them to use at school and take home. He also wants devices available for younger kids, but not to take them home.
“Equity and access allows for opportunities to push young people higher, so they can solve the problems necessary through the process of innovation,” Martirano said to the audience at Charleston’s Embassy Suites hotel.
Mike Green, the president of the state Board of Education, who also said Monday that Wi-Fi Internet access could be added to school buses at under $200 per bus per year, asked for the business community’s help in expanding technology access for kids.
“Doesn’t it bother you that a lot of kids don’t have the infrastructure at home?” Green asked. “They don’t have a computer, they don’t have a tablet.”
The event, which touched on several education innovation ideas, was organized by The Education Alliance, a nonprofit that Emily Pratt, its communications director, said aims to convene businesses, community organizations and educators. Pratt said there were more than 200 attendees.
Green said 18 out of 55 West Virginia counties have one-to-one computing programs of some sort; some may not have them county-wide. Martirano said Kanawha and Wirt counties are the two main drivers of one-to-one computing in the state. Kanawha County, the state’s largest school system, distributed more than 14,000 iPad tablet computers to every middle and high school student in the county last school year through the roughly $14 million Learning 20/20 initiative, said Leah Sparks, Kanawha’s technology director.
Education Week has reported on problems with one-to-one computing initiatives in large school systems in other states, like California’s Los Angeles Unified School District, where students hacked the devices to bypass security systems. A report released last month by the Organisation for Economic Co-operation and Development, an international group of 34 partner countries, also raised questions about the effectiveness of technology implementation in schools in general.
“Where computers are used in the classroom, their impact on student performance is mixed at best,” states the report, which analyzed different countries’ performance on its Programme for International Student Assessment. “Students who use computers moderately at school tend to have somewhat better learning outcomes than students who use computers rarely. But students who use computers very frequently at school do a lot worse in most learning outcomes, even after accounting for social background and student demographics.”
When asked what research and evidence he believes shows one-to-one computing will work in West Virginia, Martirano reiterated that an Internet-accessing digital device doesn’t have the same limits on content that “static” and “finite” textbooks do. He said the costs of implementing one-to-one computing could be offset by the possible elimination of textbooks.
“Why would we invest all of our money into a textbook that is gonna be obsolete, that has to be replaced in future years, as opposed to looking at an online delivery model, a device, a tablet, whatever it is, that constantly has the latest information at the fingertips of our teachers and children?” he said.
Martirano said there wouldn’t be an “infusion of state dollars” for one-to-one computing at this time, so he wants county superintendents to get support from the business community to bring more devices into schools. He expects counties will see the benefit of one-to-one computing, but said the expansion is currently just a goal, not a mandate.
“I’ve seen no research that goes into great detail on the negative side of having good technology, good infrastructure,” Green said. He said there needs to be technical support for teachers and students to make the devices a good tool, and stressed they will never replace good teachers.
Gov. Earl Ray Tomblin also spoke at the conference Monday, reiterating his contention that all West Virginia students should have 180 instructional days and touting educational programs launched during his tenure as governor, such as the truancy diversion initiative.
In an interview after his speech, Tomblin told the Gazette-Mail he had no specifics to share on his education agenda for the upcoming legislative session. He said he’s yet to finalize what that agenda will be.
When asked if he would sign possible legislation repealing or changing the state’s Common Core-based math and English/language arts standards — some legislators have pledged to continue trying to dump the standards after failing to do so in the last session — the governor said he wants to stick by the standards and the new, statewide standardized test based on them.
“We have gone from test to test to test over the last several years, and it’s kind of hard to compare, you know, have we gained or have we gone backwards in our education system because of the changes in the test,” Tomblin said. “I would prefer to leave the Common Core in place for a few years — like most of the states are doing — and be able to compare.”
The state Department of Education released last week county- and school-level results on the state’s Common Core-based standardized test, which, aside from a field test in the 2013-14 school year, students in grades 3-11 took for the first time in the spring.
Proficiency rates in math across the state are significantly lower on the new test than on the Westest it replaced, though state education officials have stressed the two tests aren’t directly comparable.
“Let’s look at it for a few years before we throw that baby out and get a new baby to start testing with,” Tomblin said.
The governor also said he’s not opposed to charter schools, which are supported by the state Chamber of Commerce, though he said he doubts they’d work successfully in a rural state like West Virginia. Charters, which currently aren’t allowed in the state, are publicly funded schools that are given more autonomy from their districts than normal public schools in the hopes of spurring innovation, but they’re unpopular with local teacher unions because they can effectively make educators at-will employees.
“In West Virginia, to get enough students to form a good charter school it’s going to take pulling from a large area of our state,” Tomblin said. “And basically that would also take money away from our public education, and many of our public education systems in our state need all the help they can get right now.”

Bloom’s Taxonomy apps to enhance thinking skills in creative new ways

Mobile devices have long held promise in that they allow students to tackle problems in almost as many ways as there are apps — that is to say a nearly infinite number. But whereas that flexibility is a boon to students, it can make it hard for educators tasked with the best apps to students to help them realize that potential.
The quest to help students enhance thinking skills and move up Bloom’s Taxonomy exemplifies the point. “It is obvious that the iPad and apps holds tremendous potential,” writes educator Diane Darrow on the website Appitic.com, “but the freedom they afford also requires that educators be able to determine their role in developing our students’ capability to analyze, evaluate, design, and produce content.”
APPitic.com, an app resource site with more than 6,000 apps in more than 300 subcategories, offers a number of apps pertaining to Bloom’s Taxonomy. Here, we’ve gathered a handful of those apps, arranged by Bloom’s levels, and you can access more on the APPitic site. All of these apps were originally curated by Apple Distinguished Educators via APPitic.

Creation

Apps that fit into the “creating” stage provide opportunities for students generate ideas, design plans, and produce products.
1. Storyrobe
Storyrobe is a mobile digital storytelling application. Create a digital story in three simple steps: Choose images and video, record the audio of the story, and then share with others. $1.
2. Explain Everything
With this beloved screencasting app, students can annotate, animate, and narrate explanations and presentations. $3
3. Puppet Pals HD
Create your own unique puppet shows with animation and audio. Simply pick out your actors and backdrops, drag them on to the stage, and tap record. Your movements and audio will be recorded in real time for playback later. Free.

Evaluation

Apps that fit into the “evaluating” stage improve the user’s ability to judge material or methods based on criteria set by themselves or external sources.
4. Blogsy
It’s been called one of the best blogging tools on the iPad, as the app allows users to take advantage of what the iPad does best: Adding your photos and videos is as easy as dragging them from the media sidebar and dropping them into your blog post. It’s designed to make  writing blog posts as easy as possible, saving the hassle of jumping from app to app to manually copy/paste embed codes or links. $5
5. Fuze
This free app lets users run their own online conferences and meetings, using audio/video and chat for collaboration across the miles. Keynote, PowerPoint, and other documents can be shared right in the app. Free.

Analysis

Apps that fit into the “analyzing” stage improve the user’s ability to differentiate between the relevant and irrelevant, determine relationships, and recognize the organization of content.
6. Ideament (formerly Idea Sketch)
This app lets you easily draw a diagram — mind map, concept map, or flow chart — and convert it to a text outline, and vice versa. You can use Idea Sketch for anything, such as brainstorming new ideas, illustrating concepts, making lists and outlines, planning presentations, creating organizational charts, etc. Free.
7. Easy Chart
Creates a variety of charts from inputted data (think bar/line/pie/sidebar charts), and works even without an internet connection. Basic, but helpful. Free.

Knowledge

Apps that fit into the applying stage provide opportunities for students to demonstrate their ability to implement learned procedures and methods.
8. WolframAlpha
The app of the popular knowledge-based search engine, students can use data, computation, and sophisticated algorithms to answer their questions. $3

9. Outline+
The full-featured counterpart to Microsoft OneNote that complements the use of that app and lets users open their notebooks anywhere and sync them via DropBox. $3

Comprehension

Apps that fit into this “understanding” stage provide opportunities for students to explain ideas or concepts.
10. Essay Starter
This split screen app shows references alongside the blank essay area, so students can pull up whatever they’re working on while writing. $1
11. Screen Chomp
Create screencast-like videos by recording touch actions, adding photos, and audio and doodling, and then share those videos out to others on a variety of platforms. Free

Application

12. Doceri
Combining screencasting, desktop control, and an interactive whiteboard in one app. Control your presentations live with Airplay or through a computer.
13. iDesign
An app for vector and technical drawings, designs, and illustrations that can be made on the move using just your fingers. $8

Share these innovative tech integration tips with your team

Embarking on a technology integration plan or beginning a technology pilot can be daunting. However, mapping out a clear path, being flexible, and communicating the stakeholders can help that plan be successful.
Jeff Downing, an elementary school computer specialist in California’s Fremont Unified School District, offered technology integration tips for administrators and teachers based on his experiences in his own school during a webinar for edWeb’s Digital Citizenship community.
Three years ago, Downing developed basic goals for his school, including providing every classroom with a high-quality projector, finding ways to give every student access to some type of technology each day, and increasing internet access.
At the start of the school year, every classroom in the school began with a high-quality widescreen projector, 62 iPads and 62 Chromebooks are onsite, every teacher will have a laptop, the school’s computer labs will offer 32 updated desktops, and internet access will have tripled.
“Now I feel that we can delve into using the tools and really incorporating digital citizenship into everything that we do,” he said.

Tips for ed-tech leaders
Barriers to integrating technology successfully include reluctant or resistant teachers, lack of resources, lack of time to learn technology, lack of trust in students and/or staff, outdated policies and procedures, and problems with infrastructure, Downing said.
Start with a purposeful plan, and create goals. Administrators should define where they want their school to go. Securing stakeholder buy-in from leadership, business, parents, and community groups is key, as is communication and consistent review and revision of the plan as needed. “Once you have a plan, you have to establish goals,” Downing said.
Expect and embrace failure. “If I’m not failing, I already knew it, so I’m not learning anything,” he said.
Don’t expect everyone to be at the same level when it comes to integration. Teachers will become comfortable with incorporating technology into their instructional practices at different speeds.
Lower the barriers to use. Students may benefit from training prior to using their technology in the classroom. Providing opportunities for immediate teacher and student success.
Set the example by using the tools you are encouraging others to use. Show educators how to achieve success by using the programs that your school or district has adopted.
Communicate, communicate, communicate. Everyone in the school and district should be on the same page when it comes to the technology integration plan and goals. Consistent communications allows the school community to feel connected, and it makes fundraising and awareness efforts that much easier.
Top tips for teachers

Teachers count lack of personal competence with technology, lack of time, fear of the unknown or fear of technology’s impact on teaching, lack of trust in students and self, and no time for troubleshooting among the top barriers to technology integration.
Try and use technology. Start small, with small groups, basic research, supplemental learning activities, and quizzes to check for understanding.
Treat the use of technology as you would planning any lesson. Teachers should teach explicitly and provide parameters for the technology’s use.
Teach digital citizenship by setting the example. Students will model the behavior their teacher displays, like checking a phone in class.
Unplug your lessons sometimes. Create a balance between the use of technology and turning the technology off. Unplugged lessons can be incredibly powerful. Downing often uses an unplugged lesson to teach his students about digital citizenship, and then follows it up the next day with a tech-focused lesson to reinforce the concept.
Give yourself “risk-free” opportunities. Have a growth mindset and don’t be afraid to fail. Tell students they are going to pilot a new lesson that day, and students will be enthusiastic while the teacher is able to try something new and gauge how the lesson works.
To view the archived webinar, visit the edWeb Digital Citizenship community.