On Friday I had the opportunity to lead a hands-on workshop with GarageBand… This is one of my dream sessions. I love presenting about music and recording. Probably because I’m an audio geek. I also love using music in education because I think it’s essential! It’s staggering when you realize that only 10% of our students are in the musical arts programs. That’s only 1 in 10 who do band, orchestra, or choral arts! That means that 90% are not getting any music in schools!

This doesn’t mean that these students don’t like music or don’t play any music, it just means that they aren’t getting the benefits of music in their regular school days. Think about School House Rock. Wouldn’t it be great if all the subjects we taught had some kind of song to help master a concept in the curriculum? That kind of fantasy can be realized when you integrate music technology in education through creative songs.

One of the things that I bring up during discussions on music technology in schools is the idea of Survivor. The fact is, when educational funding is looking bleak (like it is now), two of the first things to go are the Arts and Technology. In a lot of ways, we need to pretend we’re in a real game of survivor and create alliances with all the other parts of the curriculum.

We need to figure out ways to engage students with creative projects that utilize technology and the arts in meaningful, innovative ways. Until we get everyone to believe that technology isn’t just an extra, we’ll always be on the outside looking in (to take the title of an Oingo Boingo song).

The workshop did go well. Attendees seemed very engaged as I brought them through using MIDI files to add easy music to songs as well as utilizing poetry sung to a beat to create raps. The MIDI thing is a cool trick that’s been around at least since GarageBand from 2008. Basically you download a MIDI file, start a new song in GB (vocal works well), and drag and drop the MIDI file into the track area. Be sure to drag it all the way to the beginning of the piece (if you want it to start at the beginning). If the MIDI has several instruments, each one will separate into its own track. So all you have to do is write some curricular lyrics to a familiar tune, record your voice, and you’ve got instant curricular song. I promise, I’ll do a video tutorial on this for more in-depth learning. Attached is the PDF of the a song that our attendees sang called Twinkle Twinkle Flowers. Twinkle Flowers.pdf

For the educators (and students) out there who are afraid of singing to a tune (not an issue the younger the student), then rap is a great alternative. Basically, it’s all about writing a poem about a curricular area, laying down a loop with a good beat in GarageBand, and recording yourself singing to the beat. It’s a great lesson called Rapping up the Curriculum. In the next post, I’ll upload a sample from Robert C. Fisler School created by a 1st grade classroom. So after the Twinkle Song, the attendees recorded themselves singing a rap. This was a lot easier for most of them because they didn’t have to worry about singing in tune! We used a script from my sixth grade class a few years ago called the Farmer Rap. Egyptian Farmer Rap.pdf

One huge caveat… when dealing with MIDI, make sure you download music in the public domain. So in other words, stick to classical music or old children’s tunes (for example… Old MacDonald, Twinkle Twinkle Little Star, and Yankee Doodle). Do NOT use commercial songs. Even in MIDI form, they are under copyright. Since your students’ songs will be awesome, you or they will want to upload them to websites or contests, so it’s best to play it safe and be legal… even if their song about the Gold Rush sung to Rihanna’s Umbrella totally rocks. For sites to find MIDI, I’d suggest going to Google and typing something like, “yankee doodle midi” or something like that. Also, although GB has plenty of loops, there are way more rap style beats in the 2nd Jampack, also known as ReMix Tools. Enjoy the content. I’ll upload the Matter sample soon as well as thoughts from other sessions.

First of all, the main reason that I say teach to the 22nd century is because 21st century learning skills still aren’t prevalent in the majority of our schools. In fact, when i travel to observe teachers using technology, I can’t help but feel that somewhere along the way the message or training or something has been lost. I often feel like I’m observing lessons from the 20th or even 19th century classroom. So that brings up that wonderful quote from Brian Littrell, “Shoot for the Moon. Even if you miss, you’ll still land among the stars.” Perhaps we really should be shooting for the 22nd century, and if we miss, then that’s okay, we’ll at least be teaching 21st century learning skills. Yes, it’s a bit tongue-in-cheek, but it’s worth a shot, right?

So how do we get there? How do we really transform our schools and prepare our kids for the 22nd century (or even the 21st century)? There are three main things we can do:

Use it or Lose it

The fact is, budgets are tight and District leadership are questioning all expenditures. They are faced with some of these different realities… Schools have purchased a lot of technology over the years. Districts have invested money in professional development. Teachers have spent countless hours learning how to use software and hardware. Why should we even consider buying more if it’s not being used? Don’t ever let a principal, cabinet member, or board of trustees member put you in that position. Don’t ever let a person in a leadership position question whether or not a technology tool is necessary. Use whatever technology is available to you and make sure that other teachers know how to use it as well. The worst case scenario is that multiple teacher are fighting over limited amounts of technology. Yes, it’s frustrating at times, but then there’s no question on whether or not your site needs to purchase more technology.

Now, to do this effectively, teachers also have to abandon the fear of using technology that they may not feel 100% comfortable with… and that leads us to the second idea…

Focus on the Curriculum

It’s not about the technology tools. It’s not about the hardware or software. It’s not about the latest innovative thing that is sweeping the nation. It’s about the curriculum. It’s about the learning that goes into the lesson. It’s about how the tech tools or innovative things can positively impact learning and transform the classroom. This is essential. As mentioned above, teachers are hesitant to use technology if they don’t feel like they’ve mastered it. One concept I truly believe in is the idea of changing the role of the teacher. Classroom educators need to be partners in learning for 21st century skills to be emphasized. It really takes a paradigm shift where teachers feel comfortable designing and assigning projects with technology even if they don’t know every function. The fact is (and will always be) that our students will learn technology faster than we will. So, it’s only logical for teachers to focus on what they do best… design lessons and the parameters for projects.

One analogy I often use is one of pastels. In the classroom, teachers often assign projects that include an art tool like pastels. I know that I used to all the time. The thing is… I’m not a professional artist. I didn’t major in art… in fact, I didn’t even take more than one art class in college (much to my sadness). However, I feel comfortable assigning projects that include pastels because I know what pastels can do. I know what the special characteristics of art made with pastels. I don’t need to know all the subtle details of using pastels to be able to assign a project with them. The same kind of attitude should be applied to technology. If you know what an application can do, then you don’t have to know all the details of the software to be able to assign a project with it. GarageBand is a perfect example. If you know that it can be used to record podcasts or help compose music with loops, then that’s enough. Let the kids learn how to actually use it. As the teacher, you just have to worry about the parameters to the project so that the writing process and all preparation is made before the need to record. Now, obviously, this really will take a huge paradigm shift, but it’s a necessary one if we are to view education as a partnership in learning and not just the teacher filtering the knowledge he/she has.

Change the Training Model

There are two main things that have to happen to change the training model so that educational technology can transform: promote integration-based training and provide regular, on-going professional development. First of all, the usual training workshops are not as effective as they could be. The majority of “educational” technology trainings I went to as a teacher were application-based… meaning that they focused on teaching the participants all the ins and outs of a specific application. You know the kind I’m talking about. Training and workshops that just taught you how to use iMovie, GarageBand, Keynote, Office apps, or anything else… The point is that it was all about the application itself and not how to USE it in the curriculum. It wasn’t about how to integrate the application into the curriculum. The major problem with this type of workshop is that there’s a disconnect. Teachers may learn how to use an application in a very sterile way, but may not have a clue how to begin integrating it into the curriculum. Training needs to be integration-based. Create a project with iMovie or GarageBand or whatever application. Have the participants actually use the application like you’d expect them to in the classroom. Create a student project! It’s the old idea of the Make and Take workshop. By the end of the workshop, participants have an actual project that they can take with them and do the very next day with their classroom.

At the same time professional development needs to be on-going. Don’t stop at a single session. Even if it’s integration-based, it’s often not enough, and that’s why it’s much more effective to conduct multi-layered, on-going PD that spirals the concept. Doesn’t this sound like how we want to teach our students? It should! We adults respond positively to concept reinforcement as well. Here at Fullerton School District, we try to stress the multi-layered approach where a school’s entire staff might be part of a large training, but we try not to stop there. We try to conduct a small-group training to address a specific curricular area, grade-level, or PLC. Then we also try to provide model lessons where our PD staff goes to the classroom and actually teaches the kids. It’s even more effective when we also have time to reflect on the lesson with the teacher. With integration-based training and on-going professional development, the teachers feel much more comfortable, and that’s the goal. Make the technology transparent and less intimidating, and you’ll have happy teachers who are willing to take risks, and that leads to happier kids who get to use more technology.

What a wild ride, though. My blog got corrupted again and wouldn’t let me in. The password that my computer had memorized was not working, and then my account seemed to be deactivated. It looks like everything is good again and I can post. So now I can get back to being caught up. Now, if that isn’t enough… this is the second time it’s happened to me. However this time I didn’t have to totally start from scratch. I’m thankful for the little things.

Probably lost all the readers, but hopefully there’s one or two who still get something from my notes.

I had the pleasure of presenting the keynote at the Cahuilla CUE conference. This is a local CUE affiliate conference that’s out in the Palm Springs area. Not a bad place to be in Fall/Winter! My presentation topic dealt with publishing student work. Although I mentioned some of the tools for publishing and promoting student work (websites, blogs, podcasts, YouTube, SchoolTube, TeacherTube, Twitter, etc.), I really wanted to focus on the idea that it’s the content that matters. Without a focus on the content itself, the classroom doesn’t produce compelling work that is as post-worthy. Don’t get me wrong. I believe in publishing as much as possible as often as possible because it sends a message to kids that their work is important, thus leading to an increase in student achievement, but at some point, you want to make sure that students are putting out the best work they are capable of before it gets published. Here are some of the other key points I brought up…

It’s all about starting with a vision. What do you want to do with the technology? What types of projects do you want your students creating? In the end, it’s all about communication, and visual communication is essential when you’re talking about the 21st century. Often times having that vision first will determine the tools purchased and lessons designed. Part of that vision has to be focused on what you do with the student projects afterward. Don’t let your IT Department decide what you can and cannot do with the student work. Although it would be nice to have all the student work posted on the District or School website, the truth is that it’s often easier to go to a free podcast host like PodBean or pay a little for LibSyn than it is to teach your IT peeps about RSS. It’s often more practical to go to TeacherTube or SchoolTube than to sit through another meeting about “bandwidth limitations” if you want to post a video at the District. Even trying to start a blog can be difficult… so try Edublogs. The point is, don’t let anyone stop you. Publishing is important.

Two of the biggest reasons for publishing are because 1)It’s more green! and 2)It celebrates student success. On the green front: It’s not just because it’s the hip thing to do. It’s because it’s the right thing to do. We don’t need to print every student report and put it with a comb binder and plastic cover. That’s cute a few times… and it’s motivating for sure, but it’s also a waste that is often destined for the landfill at some point. Go ahead and do the final publishing in print form now and then, but what about doing a PDF on a CD at the end of the year that compiles EVERY project completed? Why not publish as a website? There are lots of ways to publish without killing more trees or filling more dumps. As for celebration: Why not celebrate? We want school to become relevant to students. We want them to feel empowered. The best way is by sending a clear message to all students that their work is worthy of being published and used by other kids and adults. As a teacher, it’s a wonderful thing to say that your students’ work is something to be displayed and applauded.

Once you begin publishing work, and students realize that everyone with Internet access can view their projects, then it can truly transform their learning. The process of creating and publishing takes on new meaning, and students will often want to improve the production value of their projects. Nobody wants to be embarrassed, and this leads to a dedication to rehearsing. Think about this a moment. If students are rehearsing podcasts, rap or song lyrics, or video dialogue or narration repeatedly, then that means they are reviewing the curriculum as they practice for the final product. Practice makes perfect, right? and if it doesn’t make perfect, then at least it moves students more towards mastery of the curriculum, and that’s the goal, right?

To transform classrooms so that there are more interactive multimedia projects, it takes planning. The fact is that there will be obstacles along the way. There will be naysayers (whether teacher, admin, or parent) who don’t want things to change. But I believe, in my own Pollyanna kind of way that good teachers will understand what you’re trying to do. They still may resist, but when they see the results, they’re more than happy to try it too. It’s all about engagement! Curriculum without engagement equals boring. If teacher directed instruction truly worked in our day and age, then we’d have the majority of schools meeting AYP without any problem. If direct instruction were the silver bullet, then we wouldn’t have a 30% drop-out rate. Sadly, our school system does have that drop-out rate in this country, and it’s directly the result of kids who don’t feel engaged with the curriculum.

Consider using Bloom’s Revised Taxonomy as a guide in the classroom. In this version of the taxonomy, the lower levels of critical thinking continue to be Remember and Understand, mid-levels are Apply and Analyze, and the higher level is Evaluate… However, the highest level of critical thinking… the pinnacle of where we want our students residing when they’re creating projects is Create. We want our students creating meaning, constructing knowledge, and utilizing a the highest order level of thinking they can in school and on projects. In the classroom, that means we want them to go beyond Reporting of facts and begin Teaching. Don’t we always talk about that as educators? We say that students master things that they are able to teach… yet, like so many things, the actual application of this philosophy is often lacking. As my friend, and fellow podcaster, Dan Schmit, author of Podcasting in the Classroom, says, “Great podcasts don’t live at the bottom of Bloom’s Taxonomy.” And this is true of any multimedia project… not just podcasting.

In the end, we want our students to communicate, create, and collaborate. We want them to be utilizing 21st Century Learning skills while learning the curriculum… and in doing so, there are three great ways to design compelling projects: make it a Challenge, utilize personification, and sing a song. Challenge based learning is a new way to look at the project-based learning. I know what many teachers are thinking… “What? I just got on board to do some project-based learning… now it’s changed?” For those people who are nervous, I think of it as less of a change and more of a re-focusing of the content. It’s still project-based learning… it’s just focusing on a challenge. For more info on that, I always always always point to the Apple Learning Interchange site on Challenge Based Learning. There’s information as well as classroom examples. At the essence of CBL is the fact that “Students embrace media that presents participants with a challenge and requires them to draw on prior learning, acquire new knowledge, and tap their creativity to fashion solutions.” I showed the video about Miguel who is facing the problem of voting. Make sure you also download the CBL white paper, the CBL report from the New Media Consortium, and the Apple Classrooms of Tomorrow – Today (ACOT2) report.

The next great way to get students using 21st century learning skills and achieving higher order levels of thinking is through personification. I guess, it’s personification and personalization really… because it doesn’t have to be about making an inanimate object come to life. It’s about making the curriculum come to life! Whether it’s a podcast, a video, or a photo essay, students really begin to understand and relate to their subject when they put themselves into the subject’s shoes… so to speak. What if you were a gold miner who had failed to find gold? How would you feel? What might be some things going through your head if you were a predator on the prairie? What if you were prey? By asking questions like this and getting students to verbalize their thinking, students internalize the experience and begin to understand it on a deeper level. I played the Saturn Podcast by the TechSavvyGirlz as an example.

Finally, a great way to get the kids involved is  through song. We always talk about music being a universal language, and it’s true. On a more personal level, Schoolhouse Rock helped me get through multiplication tests. The fact is, singing is a great way to create curricular lyrics that students practice over and over again. Not only that, but the human brain seems to have an easier time memorizing lyrics when they are put to music… well, maybe I should say that my brain, and the minds of my students had an easier time memorizing through song. When students create lyrics and put them to a beat or a melody, they have an empowering experience that provides an enjoyable way to reinforce and master concepts. The example I showed here was of a 1st grade classroom that created a song on matter. This was through our wonderful All the Arts for All the Kids program in Fullerton School District, but it can happen in any classroom! Solid, Liquid, Gas Song.

In all of the different student projects that I showcased, there was a certain amount of “cool” factor… a resonance that really showcased who I mean by compelling student work that emphasizes standards mastery through creativity and innovative thinking. One of the most important things is to have The Twist.…AKA a twist of creativity. This twist of creativity can be in the form of making the project a song, pretending the students are the person or inanimate object being studied, or creating a challenge. There are definitely more ways to add a twist of creativity, but all of them are similar in one respect… they get the students to think creatively and problem solve to produce a memorable project. That’s the thing with multimedia projects that have a twist: they help students master the standards and retain the concepts for a greater length of time.

Creating compelling assignments doesn’t happen magically or instantaneously. It takes some work. More than anything, teachers need to plan the assignment as well as they can. It takes careful planning and preparation. Truly, it’s garbage in, garbage out. Think of lesson planning with multimedia as “Backwards Planning” on energy drinks. Not only should you begin with the end in mind (consider the concept or standard that you want your students to learn or show mastery of), but you should also think about the different technology tools that will help showcase and communicate that knowledge. Teachers need to consider how technology will help students differentiate their learning and create something compelling. How will the technology transform the learning process? And it’s with these questions that teachers will plan out the steps so that everything that a student does is for a purpose and leading towards the ultimate goal.

In the end, one of the greatest reasons for publishing student work is to create an environment where students have something to go back to. It’s a concept that I call the Disney Model of Marketing. Disney does a great job of having a variety of activities, services, and products that all point back to each other. Radio Disney has ads pushing the Year of a Million Dreams. The Buzz Lightyear ride has information on playing the Buzz Lightyear game online. The Online presence mentions the TV channels. The TV channels mention the park again. So everything points back to the Park. In essence, the Disney experience doesn’t end when you leave the Park. It goes on and on. That’s what we want in education. We want the educational experience to continue after the students leave the four walls of the classroom… after they leave the boundaries of the school. With memorable work online, students have something to remind themselves about their work, about the curriculum, about their educational experience, and they will not only enjoy school more, but they will be more educated and empowered.