EBHS Edublogs – first student accounts and posts!

On September 9, we celebrated a fairly successful first on our Digital Portfolio journey at EBHS.  Ms. Paxman and I helped my Social 10-1 class create the first student portfolios at EBHS. As I use the blogging platform often throughout my Social 10-1 course, I didn’t think I could wait until the Information Processing 10 classes get to Digital Portfolio creation at the end of September.

In the past I have used Kidblog, which was fairly easy to set up for students, but of course it makes sense to migrate to the new EBHS Edublogs site. Of course, this year there were SO MANY NEW COMPONENTS…

  • students had to log into the school computers with a username that they have never used before, and had to create a new password
  • they had to create a blog on a new platform (Edublogs) which they have never used before; they had to replace the gibberish password with one that they would remember
  • then students had to go to Microsoft 365 and use the email program that they have never used before to verify with Edublogs that they were not a spam-bot

Not only did all of this happen successfully for all of the students in my class, they also successfully added themselves to Mrs. Kannekens Classroom, so that we can use the digital portfolio platform in Social 10.

Another img_1890first. Today, September 13, most of those 28 students created their first blog post in Edublogs, all of them “nested” under a class for Mrs.Kannekens.  This feels almost identical to what my students have been dong for several semesters using the Kidblog platform, however we are now using this new platform, which will hopefully, eventually become second nature for all EBHS staff and students to use.

At this stage, so much is new:

  • Categories? Tags? ( and not the Period 3 kind)  – How? And Why bother?
  • “Oops, I forgot to hit “Publish” or “Save”
  • How do I get to the draft that I saved?

….second nature, all in good time!

The next first that I am anticipating will be having the students interact with what their classmates have written  (ie. Respond in respectful comments to their classmates).   Coming soon….

Trying Something New: Goosechase

Early each summer holiday, the teacher in me finally takes the time to check out my Twitter feed and favourite blogs, and I allow myself to get led down the wormhole of  new ideas.  One new idea that I’m excited to try is called Goosechase.

goosechaseGoosechase is essentially a scavenger hunt app. The creator (me) creates a hunt or chooses from many pre-made versions from other users. Participants (my students in teams) download the app (or use a school device with the device already downloaded), log in (one team captain can do this for the team) and then find the specifically labeled hunt that I’ve created for them. Each team will then have to take and upload pictures or videos as requested, or I can also have them write text based answers.   The creator assigns points based on difficulty, and, as I understand it, can assign bonus points for particularly creative or clever responses.   Check out this quick video for a quick over view of Goosechase.

I’ve created a ‘hunt’ that I plan to use in my Social Studies 10 course on Globalization. Our first unit is a quick overview of the concept of globalization, and this goosechase hunt will have teams of students demonstrate their understanding of some of the basic concepts that we’ve covered in the first few days with a mixture of photo, video and text responses.  My concern is that this activity could take a long time to complete, so I might do a “most tasks/points complete in 20 minutes” kind of hunt.

I’m investing time in trying this new idea because it does several things that I like to promote in my classroom:

  • having students up and moving while they are learning
  • reviewing material in  a new and meaningful way that has them think and create, not just ‘regurgitate’ a list of terms on a sheet of paper
  • working in learning teams, at least some of the time
  • thinking critically – how will their photo/video quickly and accurately capture the desired concept?

As with anything new, there are also some drawbacks or concerns on the horizon:

  • This site is mostly based on a ‘paid’ basis. As an educator, I can request access for EACH hunt separately to play with my class, which I have done, but they really want me to buy the $119 “Classroom Tier” account.  Unfortunately, my school has very little budget for apps,etc.,  so if I want to continue to use Goosechase, I will have to email a ‘game request’ each time I create a new hunt. Hopefully this new start up company will continue to at least make this available for educators to try it out.
  • There are many ‘pre-made’ scavenger hunts, but most seem to be suitable for a youth group/team-building/family-reunion type activity. Therefore, like with most ed-tech sites, I will have to invest considerable time in creating learning activities that support our Canadian/Alberta curriculum
  • As mentioned above, this is an activity that will take time to play…. will the learning justify the time spent “playing”?

Despite these reservations,this is an app that I can’t seem to get off my brain. I have many other possibilities brewing for my other classes. So, hopefully I’ll be back in a few months with some insights into this new educational experience based on a live trial completed in my classroom.

Spiral.ac – rocking my #edtech world!

I wrote about Spiral.ac as an edtech tool in November.  At the time, I was very excited about it, but was having difficulty using it in my high school classes as I could never get more than 2/3 of a class successfully logged in at a time.

Over the past few weeks I have been in contact with tech support at Spiral, and they have been fantastic at answering my questions and doing some things on their end to sort out my problem. 

In a potentially foolish move, I had one of my large high school English  classes log onto Spiral on our first day of a new semester.  I literally did a dance of joy when 100% of students were able to log in successfully.  Emboldened, we continued! I did have a few intriguing questions planned for them in the “Quickfire” mode, including one where students had to answer with the “canvas” drawing tool.  I modeled how I could “send back for editing” any answers that were incomplete or inappropriate. We used the “presentation mode” on my Smart Board to compare answers and look for similar responses. spiral launch

Students were engaged, and one typically hard to please young gentleman requested that “we do this every day”.  Needless to say, I have more activities planned using Spiral this week, including one day where I plan to try Spiral’s newest feature: Team Up.  I imagine that I will be compelled to write about that experience…..

Kudos to Sprial.ac for their awesome tech support!

Spiral.ac – Trying Something New

In our college EdTech class this week, students had the task of researching several Web 2.0 tools and blogging about the three that were most exciting to them.  I’ll readily admit that it doesn’t take much to get me excited about EdTech Tools, so in the spirit of learning with my learners, I too will be blogging about a favourite EdTech tool.

I’m not sure where I first encountered Spiral.ac a few months ago, but Mark and Marli at Spiral are certainly doing a fine job on Twitter of asking teachers to try out their new tool; several of my pre-service teaching students have been asked to try it out via Twitter and they’ve been able to reply that they’ve already used it as a student!  If nothing else, it has been exciting for my students to have these kinds of interactions as a teacher on Twitter!

So what is Spiral? It’s billed as a “collaborative” app and has several distinct features.  Some of these features are similar to other tools or apps like Socrative, Poll Everywhere, Padlet, or even Edmodo or a blogging site, but they have some neat “collaborative” aspects that set them apart.spiral launch

“Quickfire” is one of the two modes publicly available on the app. Students login to their teacher’s account using a join code the first time, or username and password given by the teacher.  Basically then they wait for the teacher to “fire” a question at them.  What I love about this as a teacher, is that the questions don’t have to be pre-planned so you can really ask what ever question fits the flow of the lesson. I can ask it orally, or type it in for students to see. Once I launch it to them, they submit answers that appear anonymously on the white board so we can compare responses, test theories, answer basic fact-based or review  questions, make predictions…the possibilities are excitingly endless. There is also a “pie graph” view which works best for shorter one or two word answers or if students are asked to pick between a few different choices.  Here’s one of the neat parts: as answers appear, I can give them a check mark, or send them back for revision…”Mrs. Kannekens would like you to revise your answer.”

Here’s an example: In my EdTech class, students all sit at computers and many are distracted by their own screens.  I find this a challenging aspect of teaching adult learners in a computer lab.  Spiral lets me throw questions as them on a regular basis so I don’t have to rely on the same 2 or 3 students to respond to my questions…now everyone has to answer.  A questions this week to start the class was “What is Web 2.0?”. Our Spiral response quickly showed me that almost no one in the class knew the answer. This surprised me, but I then knew I needed to go into more detail in my description.  Spiral can thus lead to great lesson customization!

“Discuss” is the second mode available. I tried this for the first time 2 weeks ago in a different lesson with my EdTech class.  Students basically write/create a written response to a pre-planned question. (In this case, I had students briefly describe their experience in their first-ever Twitter chat).  So far, no big deal…but then I get to press the “shuffle” button!  Each student receives the anonymous response from someone else in the class and is able to respond. And then we can shuffle again… I can “star” exemplary responses to examine merits, or just discuss orally as a class. I can’t wait to use this for peer feedback in one of my English classes! Responding to each others written ideas is a process that we have done in different ways through Kidblog and even Google Slides in this course, but Spiral made it very quick and efficient and the anonymous component has some advantages (although I can always identify a student -publicly or privately– if need be).

Those 2 very versatile features are very exciting. I would be using this product at my high school if our internet was reliable.  When I tried it on two separate occasions with one of my English classes, only about 2/3 of students were able to log in.  When internet reliability is restored, this will quickly become a very useful tool in my classroom to increase student engagement.

Because I’ve been using Spiral, they’ve sent me a third Beta tool to try out called “Team Up”. According to their website, “Team Up improves the process and outcomes of group work. Students work in teams during one or more lessons – contributing ideas and building shared presentations in the form of slide shows or posters. Teams can work from individual or shared devices to create high quality outcomes that the whole class can learn from. ”  Again, this tool seems similar to outcomes that can be achieved in other platforms like Thinglink, Glogster, Padlet, etc, but the collaboration piece does seem intriguing.  And maybe this is what the “team” function is for when I create a class of students???  If not, it’s another feature of Spiral that I have yet to discover.

I’d love your comments if you’ve experience Spiral as a teacher or student!

 

Ode to a Doubter of “iPads in Education”

A student in my Ed Tech class for pre-service teachers wrote an excellent blog post questioning whether there is much of a future for iPads in the classroom. Are just an expensive accessory that will get “trimmed” as our provincial education budget inevitably tightens?

The class assignment this particular week was to produce some projects using iPads and experience some class-type activities that allowed learners to be out of their desks and even roaming the campus.  It’s hard to be critical of the engagement for all learners, and especially those who are kinesthetic learners, when you are able to be learning, decision-making and creating while “on the move”!  But I can definitely relate to this student’s frustration at being asked to use an iPad when it is not your tool of choice. I don’t even own an iPhone and only bought an iPad because my school was using them, so learning to navigate on an iPad was and is a stretch for me as well.

She goes on to quote, “Also as a pre-service teacher I find myself going to many different classrooms and I have yet to be in a classroom where the teacher used iPads or has them available for class use. With classroom and school budgets in the decline I feel that classroom and school sets of iPads are not going to be something that is readily available for teachers. Therefore I feel that teachers need to be utilizing the forms of technology that they do have available to them, such as computers, projectors or Smartboards.”

All valid points. There are certainly more classrooms who do NOT use iPads, than those that do at this point in 2015. Furthermore, in our corner of the province, most classrooms have Smartboards and projectors, and, well, I’m a Smartboard junkie, so I’ll never argue about the importance of a Smartboard!

Another excellent point this student made was about observing the difficulty that even  her iPad savvy classmates had moving files between devices. Don’t get me started on the countless hours I have spent trying to devise systems to get a class set of student work OFF of the iPads! IPads were not designed to be used by multiple users, which creates significant challenges in school settings. (Dropbox was the work-around our school settled on.)

Despite these valid reservations about the need for and/or use of iPads in classrooms, my own classroom experience has driven me toward iPads, even though I’ve never been a big iPad fan.  

Two years ago, for instance, in attempt to move toward a 1-1 classroom learning device environment, I spent hours converting many of my lessons into a format that could be readily used by students who would bring their laptops from home.  Many high school students have their own laptop, so it seemed like a great plan.  Here’s the thing….the majority of my students would NOT bring their laptops to school on a regular basis. Too bulky, too heavy, too slow to get on the network. These were just some of the excuses. Can’t we just bring an iPad? At the time, my answer was no….all the time I spent converting lessons doesn’t work on an iPad!

So, this non-iPad girl got thinking. What would it look like to use iPads? About this time I was astonished to hear that our division was pushing iPads as the technology of choice that they would be implementing and supporting.  My favoured “Chromebook” model was given an “absolutely not going in that direction” shut down. So, I began to look at iPads. Could this work for high school humanities classes where we wouldn’t just be “consuming” content by playing/ learning on apps? We need to type multi-page essays–how could this possibly work? Google Docs soon became an important piece of the equation, and so I started to teach my students to use Google Docs way before we had our own school iPads, and perhaps before it was recommended by our division.

There are other signs that iPads are not just an educational fad:

  • Our school is slated for some major renovations. The design team of architects talked about removing our computer labs entirely!  The future looks like iPads and portable laptop labs, not bulky desktop equipment that renders a room otherwise useless.
  • Last month, our school of 450 just bought a second set of 20 iPads (these ones with Bluetooth keyboards).  Because internet access is so immediate, they are often used for research or short activities by two different teachers in the same period.  20 ipads isn’t enough devices for most class sizes, but students WILL bring their own iPads from home on a daily basis.  Between student iPads and mobile phones in a pinch, we always have enough devices.
  • Many times, iPads work great for recording information or creating projects in groups of 2-4, so I can even run a great lessons using iPads with only 5 or 6 devices.

At this point, I can’t imagine a near future in educational environments without iPads.

The bursting of my Plickers bubble

What in the world is “plickers” you ask?

Plickers is an answer/response system where every student has a paper card with a coded square and the teacher uses a single device to record or take a picture of student answers – each side of the square is labeled a,b,c,d; the letter at the top is the answer you’ve chosen. The answers display in real time, providing instant feedback to teacher and/or students.  (See plickers.com)

Plicker

This is a plicker. Each student gets a different card (this is #1). Note the A,B,C,D on each side of the card (in tiny print to deter cheaters). This card is held in the “B” answer position

I’d read about Plickers several months ago, and had a chance to try it out for the first time in early 2015 with my college Ed Tech class. Of the 6 or 7 different interactive response systems that we experimented with, Plickers was a favourite with most students. There was a literal buzz of excitement in the air when we did some sample questions. Future teachers were especially excited about this use of technology because it only required a single teacher device, yet served the same function as several other sites we used without requiring students to each have access to a device.

Since then, I’ve been eager to try Plickers out in my high school classroom and today was the day. The grade 12 students were rightly befuddled and intrigued when I passed out these cards with funny little squares on them.  They knew they were having a quiz on a topic related to the Cold War, but this was a curveball they hadn’t expected.  Although skeptical at first, they quickly got into it. The Smart Board display instantly records when their card had been captured by my camera, and if I missed someone, they would let me know right away.  They loved the “reveal answer” feature, as the Smart Board display would tell them instantly if they got it right or wrong. On the downside, it revealed everyone’s answer at once, so even though I was reluctant to ‘reveal’, they were adamant on every question. On the up side, this meant that we could instantly discuss any answers where several students went astray – talk about real time feedback. To that point, Plickers was awesome.

I sent the students about their next task, and went to gather the quiz marks. I turned the settings and tabs inside out, but finally had to concede that there was no way to retrieve the students’ quiz marks, other than single question by single question!!!  I definitely overlooked this aspect of Plickers in my earlier investigation of the tool. I actually had to hand tally each of the 8 quiz questions to get an overall grade for each of the students. (OK, to be fair, my trusty work experience student, Logan, did the hand tallying, but the point remains!)  This was definitely a bubble-burster.

There is actually a second bubble-burster that I was willing to work around.  When you create questions, Plickers allows you to connect the questions to a class, but not to an actual quiz, like Socrative or Quizlet would, for example. So, I created four eight-question quizzes for my grade 12 Social class. That meant that there were 32 questions that I would have to sort through to “send” the next question to the display screen for students to answer. I worked around that by putting a quiz code at the beginning of each question so that I could easily find it in the middle of administering the quiz (eg. Today the quiz was about the Korean War, so each question had KW at the beginning). This was a reasonable work around that I was willing to implement, however, combined with the previously described “bubble-burster”, I’d have to label this a second burst bubble.

So what will the future of Plickers be in my high school classroom?  I think there is a definite place for it, and I have just the opportunity later this week. In grade 10, we will be doing some practice or sample multiple choice questions before our next big multiple choice unit exam. This will be a perfect time for Plickers. It will be formative assessment and/or practice for the students, so I won’t record their marks, but it will be perfect for discussing how to answer these questions. Plickers displays the number of students that chose each response – in ‘real time’ don’t forget – so we will be able to have timely and efficient discussions about each question and the distractors.  This should be the perfect job for an efficient tool like Plickers.

Students “Get” Google Docs

google docLet’s just say the school division I work in hasn’t exactly embraced Google products. For a long time, the use of any Google product other than the search engine was restricted. This has slowly been opening up in the past two to three years, however we have been strongly cautioned against using this platform with our students– a ‘server issue’ as best I understand it.

I will admit that I’ve not followed this decree, in a use-at-your-own-risk type scenario.  I had used Google Docs with a class of Grade 10 students as soon as the Google gates began to crack open in our district, and by the time the “do not use” edict had been officially issued, I was already convinced that this was a super important platform for not only student writing in my English and Social Studies classes, but for student collaboration on products.

The best part about students using Google Docs, is that ALL excuses about finishing an essay at home immediately disappear because I have students share their document with me the moment they create it. No Microsoft Word on your mom’s Mac book? No printer? Printer ran out of ink? No USB drive for saving? Your email account doesn’t work so you couldn’t send it?  You worked on it all night and you forgot to save it?   —  All of these excuses cease to exist once students use Google Docs and share the document with their teacher.

Apparently my students agree on the usefulness of Google Docs.

I was struck by this  a few weeks ago when I assigned an essay to my 11th grade English class.  As the majority of the students in this non-academic English class had not used Google Docs in grade 10, I chose to use what they were accustomed to: Microsoft Word. While Google Docs/Drive is an excellent solution for schools, having students set up accounts and learn to use Google Drive in an environment where students DON’T have school Google accounts to start with is a time-consuming process.  See a post I wrote about a year ago related to this topic.

As the majority of the class was setting up their Word document, a few students asked if they couldn’t just use Google Docs.  Although I didn’t realize it until later, all the students who wanted to use Google Docs were those had been stuck with me in Grade 10 and used Google Docs regularly.  In fact, every student that I had taught before wrote their essay in Google Docs. To them, it just made the most sense to use Google Docs –they could easily finish at home or even on their phone if needed.

I dream of a day in my school division where the Google platform for education will be embraced.  All students graduating from our high schools should be experiencing the power of this online platform to prepare them for the careers they are entering.

 

Tech in the classroom takes perseverance

Over the past week I’ve been reminded of two lessons about using technology in the classroom:

  1. When using an unfamiliar tech tool/app/method in the classroom for the first time (or the first time in a long time), expect some level of chaos…even if you have planned your lesson diligently.
  2. If you use a tech tool/app/method in the classroom on a regular basis, (or even a 2nd time in close proximity) the chaos diminishes and powerful learning can take place.

Last week I had my students use a quizzing app called Socrative while we did a quiz based on video clips on the use of camera movement in films. We had used this app earlier in the semester–some students had even downloaded it on their phones–but you would have never known it from the login confusion that reigned. One of the things I like about Socrative is that the login for students is so simple: they don’t need a separate user name or password; they all simply type the same “room number” every time we use the app.  But, as I was reminded, even simple uses of technology, complete with written and verbal instructions, are somewhat chaotic the first time.  After what seemed like endless trouble shooting and problem solving, we got through all seven quiz questions. (Thank heavens for the invaluable second set of eyes and answers from a talented EA!)

Icon for Socrative Student   app

Icon for Socrative Student app

At the end of this seemingly chaotic experience, I used a feature of Socrative that I wasn’t as familiar with–the “Exit Ticket” –to ask the kids a final question: “Would you rather do this quiz on paper or a digital platform like we used today?”  Despite the crazy episode we had all just endured, the overwhelming majority described why they preferred the digital platform; only 3 out of 20 students would choose to do the quiz on paper.

Buoyed by their tolerance, I converted the next day’s quiz to the Socrative platform as well. (On a side note, I do not applaud Socrative on the convenience of transferring existing quizzes to their program).

This is where lesson number two comes in. Day two was like being in a different world. Bellwork instructions for the day were to grab an ipad or take out your phone, login to Socrative, enter your name, and wait for the first question. Chaos didn’t come to class on day two! Classmates helped each other out if they were stuck, and shortly after the bell rang, I was using the teacher version of Socrative to push the quiz questions to the students as I showed each film clip. It was as if we had used this program every day for a month!

On day one, I was deeply reminded of why so many teachers don’t use technology in their classrooms on a regular basis.  Even those who are enticed to try something new easily become defeated by the chaos of that “first time”. Try teaching a class to sign into Google Drive or share a Google Doc with a classmate for the first time, if you doubt this chaos theory! Or try getting a group of students (or teachers) to submit responses to a ‘text’ poll for the first time. Students’ inability to follow written or verbal instructions seems to increase exponentially with a piece of technology in hand! The first time. After that, the critical mass of students who can help other students problem solve quickly shifts; the process becomes easier and easier each time.

There will always be students who are less adept at using technology, but when the majority learn the routine, the chaos ends. For example, in a different class, students have each written about a dozen different blog entries.  Most have the routine down, and the instructions ‘to blog’ are followed as seamlessly as answering a question on paper. Yet after a dozen practices, a few students get stuck at the same steps almost every time.  No chaos however, because the critical mass of students can point them in the correct direction if I am not immediately available.

Final advice:

Don’t be surprised when your well-planned technology-reliant lesson turns to chaos when introducing something new.

But don’t quit after the first time, because it will get better, and it will be worth it.

Maybe this semester: 1 to 1 Learning -Part 3

My first semester of attempting a 1 to 1 learning environment is past the half way mark. My students have been under the tutelage of a student teacher for the past 5 weeks. During this time, they have used technology occasionally, but not on a daily basis. Now that they are stuck with me again full time, I’m working on ameliorating some things that were not as successful as I would have liked.

I’m still not sure that I’m sold on Edmodo.  One of the things that I was hoping that it could do, but turned out to not do easily at least, is to be a platform for students to interact with their peer’s writing.  My solution: Kidblog.org.  You can check out what we’re up to at http://kidblog.org/MrsKannekensEnglish/.  Each student has their own blog, nested within the classroom blog. Viewers must be logged in to read or comment on student content (unless I change the settings for certain content).

Trying kidblog.org to encourage peer review

Trying kidblog.org to encourage peer review

I have long heard teachers on Twitter expound on the benefits of having students blog.  While I’ve most often considered trying it in my Social Studies course on globalization, I think that it may be the format solution for having students interact with other student writing. Introducing the platform with a half hour left before a 10 day school vacation likely wasn’t the most effective launch, but I look forward to having students experiment with the tool when we return.

Kidblog offers students a very authentic blogging experience, as the editing space looks and feels very similar to Trying something new: KidblogWordPress. It allows students to tag and categorize from teacher produced lists, to save and publish, and to add links.

If nothing else, it allows students to be CREATORS of content instead of merely CONSUMERS.  This in itself is a worthwhile lesson.

Maybe This Semester: 1 to 1 Learning-Part 2

So 2 weeks into the semester.  We are up and running with digital devices on a daily, somewhat sustained basis in one of my English classes.

The student account creation for Edmodo was a breeze!

The student account creation for Edmodo was a breeze!

The sign up? The very first day, the Edmodo sign up went like a dream. I couldn’t believe how smooth it was. All students created accounts without a glitch. In comparison, this was vastly different than each semester when I get my classes going on google docs!

Will students remember their devices? So far, the ones who have their own devices have brought them faithfully. They are small and portable, so it’s not an issue.  On our second day of using the ipads in class, I asked a question (on the ipads) about how students felt about using ipads and Edmodo.  The students overwhelmingly wrote about enjoying, even loving, using the ipads.  Even the student without computer or internet access at home was eager to expand her technology skills. Many wrote about how much easier it was to type on an ipad than on a regular computer, although some were longing to use a real key board.

Will Edmodo do what I need it to do?  This is the questionable part.  I frequently remind the students that we’re all learning this new platform.  Most are open to the idea that this is new and we’re all figuring it out.  Where to submit an assignment, where to post comments so that your classmates can’t see them, how to upload and submit their google doc response—these are all issues that I’ve had to model and re-teach.  I’ve even tried a few quizzes with the edmodo quiz option…useful, unless the answer could be quickly googled.  Not sure how to manage that aspect.

I’m finding that the marking on my end is a bit of a challenge.  In order to mark the work that they submit online, the teacher has to have online access and be sitting in front of a computer.  Although I spend lots of time in front of the computer creating and reworking documents, trying out new websites, and setting up Edmodo, I’m not so sure that I am enjoying the EXTRA time attached to the computer to do the assessing.

My big take away is a confirmation of my beliefs on students and their devices.  It has almost been accepted that students are the technology experts and we, as educators and the education system, need to somehow “keep up” with students.

The more I work with students and technology, I’m realizing that students are very good at ‘consuming’ with their technology: playing games, watching YouTube, interacting with Facebook and Instagram……HOWEVER, few of my high school students could function ‘productively’ if they were dropped into a work environment.   I’m sure they would pick it up quickly, but they currently aren’t leaving our institutions with these skills.  For instance,

  • basic Word Processing skills like indenting, line spacing, and even leaving a space after typing a period –in a formal essay, not just less casual writing—are increasingly lacking
  • only one or two students in my class has used online production and sharing applications like Google Drive/Docs, Dropbox, or Evernote
  • many struggle to follow instructions for posting responses to polling or survey sites like polleverywhere.com, padlet.com, socrative.com

Like any new skill, some pick up the technology ‘productivity’ side quickly, but in general, I don’t think that the majority of youth is as technologically apt as we assume!