Just another blog post from Mr. Woods

It has been a few years. I have gone from tech coordinator at a small district, to tech integration specialist at a larger district. I still find myself fixing printers...I guess that is just part of the song and dance of being "the tech guy", or maybe its because I am not sharing my story. 

The story I need to tell about my job is about collaboration and the best way to tell that story is how I've worked with teachers to help adopt new projects. This fall I approached a teacher to work on a video project where students take clips from popular cartoons and record voiceovers in a different language. Working in collaboration the teacher and I created examples for students, we facilitated a discussion with students about how they would be assessed, in the end we both assessed the project.

I tell this story because my work is as a teaching partner and collaborator. I work with teachers from the beginning of a project with a new technology all the way to the end, not just a phone call away when they need "tech support". 


3 Simple Shifts after ITEM 2015

Every session I attended at the 2015 ITEM Conference had countless great ideas, but the three breakout sessions that stood out the most for me were: Macgyver Librarianship, How to Amplify Student Voice, and Coding in the Elementary School.

Jennifer Lagarde’s (@librarygirl) MacGyver Librarianship breakout session was filled with a nonstop stream of ideas for improving the library. Much of the time was focused on simple inexpensive ways you can redecorate on a dime. However, the biggest take away for me was the fact that very few of the ideas that she shared were hers. Most of them came from her involvement with the professional learning network on Twitter titled #macgyverlibrarianship. Paricipating in that community is a simple shift I can implement right away.

With the simple and powerful message of Friday’s subtle shifts keynote resonating in my head, I followed Dr. Brad Gustafson (@gustafsonbrad) to an interactive discussion he facilitated  about ways to Amplify Student Voice in your school. The session had over 12 different ideas including: augmented reality, blended learning, makerspaces, Youtube, student led PD, and so many more. But one idea struck me as something I could easily implement on Monday, the Principals Podcast Crew. I teach a media production class and I think that offering their video editing services to create a podcast from the principal about what is going on in the school would increase communication and creativity in our school.

One of the last sessions of the conference I attended was all about coding in the elementary classroom. The list of free tools for introducing young students to coding and computational thinking was inspiring, because so much of the time that our elementary students spend in the computer lab is devoted to playing educational games or using test prep software. The coding curriculum we discussed, can be easily implemented and will also have a greater impact on student success.

Participating in #macgyverlibrarianship chats, implementing the Principal’s Podcast Crew, and trying out coding in the elementary school are three subtle shifts I can implement right away in our school. I am looking forward to the dramatic changes that result.




Flipping over the Tonka Institute

I attended the annual Tonka Institute professional development workshop this June. I signed up for several sessions related to the Flipped Classroom; it has something that I've wanted to do for a while and some teachers have been talking to me about getting started.

Cambridge Isanti Innovation and Coach, Kristin Daniels (@kadaniels), led a session on planning for flipping the classroom and another on the tools that you need to get started. I walked away very motivated.

Most workshops leave me overwhelmed; new ideas, no time to integrate into curriculum or the training plan, but Kristin's sessions were different for two reasons.


  • Flip one lesson, flip one unit, flip one chapter - Nobody should expect to change their instruction overnight. The one lesson, one unit, one chapter mantra resonated with me
  • The longer you wait the harder it gets - Trying new things is hard to do, but the longer you wait the harder it gets. This video highlights the idea well:





The turning point for me to get started was when Kristin did an experiment with Origami paper. Each of the workshop participants were instructed to grab two sheets of Origami paper. Then we watched a video on how to fold a frog. We were not allowed to pause the video. A few students sitting in the front row completed the task without error. But most of us failed.

We then watched the video a second time but we were allowed to pause the video and back up as needed. Using that method everyone was successful. It was a powerful exercise. Instructional videos allow students to learn at their own rate. What's more if we assign these skill based lesson outside of class and allow students to develop mastery outside of class we can use the classroom for more authentic and meaningful learning.

For more information from the session click here to check out the workshop resources.


Repurposing Old Pentium 4 PCs with Vector Linux 7 Lite Edition

One of the major projects that my SWAT team students took on in the 2nd Trimester was to load Vector Linux Lite on all of our old PCs that could only handle XP.

I wish I had on hand some of the images and video of this process. It was quite an experience. First we took apart computers, cleaned up all the parts, and put them back together. We learned about careful handling of motherboards, how delicate the pins are on a CPU, and we also learned the names of all the major parts of a computer.

It was a real mess and tons of fun. After the machines were back online we started to test out different operating systems. We tried Ubuntu, Puppy, Vector Standard, and Vector Lite. After some trial and error we settled in on Vector Lite.

We have since deployed 6 systems into the classroom and have had 0 tech support calls. That is if no news is good news.

A post about posts I'd like to post

I often find myself in the middle of a busy day attempting to solve a problem when all of the sudden a light bulb turns on. The solution becomes apparent and sometimes simultaneously, a blog post writes itself in my mind. I think to myself I need to stop and document this idea or concept and share it somehow. Most of the time these flashes of literary insight fall flat. When I get around to thinking again days afterwards the idea seems less important to me.

I wish I could write a swap partition in the long-term storage section of my brain for the working memory to keep track of these ideas when they come up.

Here are a few things I would like to write about this trimester:


  • Gamification of  GEN Yes SWAT Team class
  • Genius Hour with 6th Grade Media and Technology Class
  • #releasethegeekbookclub 
  • Vector Linux Light Classroom PC Repurposing
  • GEN Yes Presentation at TIES Technical Leadership Conference



KISS my browser: The Internet is my phonebook

My head is still sore from all the scratching the last several weeks. I'm just now emerging alive from a series of problems stemming from an event, something I've come to call "the experience" or "the internet is my phonebook". This post is intended to document an event that took down our school computer network, telephone system, access management, and bells. 

At about 10 am in the morning one day the entire network in our school went down. No internet access, no email, just passing traffic through our switches. Not knowing where to begin I figured I would start in the outside world and contact our ISP. I unconsciously pull up my browser to Google the phone number for our ISP only to be reminded that the internet is still down. I knew I was going to be in for a long haul.

Luckily I had a post-it note next to my desk with contact information for our eRate account rep from the ISP and was able to call in to see if we had traffic. I was given the information I needed to configure my laptop to get online directly from our modem and set off to the server room to test the internet. After confirming that there is traffic to our school all of a sudden the UPS in the room starts going off...

I'm already panicking that the entire school has been without network connectivity for 30 minutes. The UPS now distracting me I walk over and press a button on it thinking it would just disable the alarm, instead it cycled the power and took everything plugged into it down. PBX, PA, and bells. When it powered back up the PBX made a scary sound like plugging a toaster that is switched on into the wall. And just like that we have no phones.

Now the experience has gone from a series of unfortunate events to a full blown disaster. Still no clue what was preventing us from getting online, I leave the server room to tell the office that the phones are down, confirm that getting phones back up is now top priority, and get permission to get help from the outside on our PBX. I was promptly approved.

It did not take long for the technician to determine that the power surge had fried one of the power supplies. I now know that when power cycling the PBX I need to turn each switch off before powering it back on and then power each of the power supplies up one at a time. With the phones back up I'm free to start troubleshooting why we aren't getting online. 

The next link in the chain is our firewall. I call in for support. They promptly asked me why our network interface has a /24 at the end of the i.p. Not being a blinky lights and wires guy I have no idea why this is a problem. The support tech went on to explain that a /24 suggests that we are claiming ownership of millions of i.p.s. I'm then directed back to our ISP to get the correct IP settings and then back to the queue with the firewall to go over the changes.

By now you can imagine that the experience will not come to a resolution at this point. Despite fixing several glaring mistakes in the configuration of our firewall we still have no internet. I phoned in a trusted network admin named Brian Norman at Lakes Country Service Cooperative to walk me through the next steps when the KISS mantra starts resonating in my head. Is our domain controller even online? The command prompt confirms that it is not.

Unfortunately turning on the domain controller is not as simple as just flipping a switch on a physical server. No we have vmWare and I need to boot vSphere to check the logs and restart the DC VM. Of course I don't have it installed locally on my machine because well that would just be smart.

With Brians help I plugged a monitor into the esxi host to read the instructions for how to get vSphere. Navigate to the ip address of the host and download vSphere client from there. Well it turns out that the link on this page points to an .exe on a vmware server in the outside world. Can this get any more complicated?

The end is almost here and if you are still reading at this point bear with me because this post has just turned into a schematic for how to troubleshoot problems like this in the future. I reconfigured my laptop to connect directly to our broadband modem, found my way to the vSphere link online, then download and install, reconfigure laptop to get ip settings from DC, log in to vmWare root and spin back up DC...deep breath...INTERNETS!!!!!!!

I left that day at about 9pm. My troubleshooting energies depleted completely. The next day the phones had another hiccup as one of the power supplies still had an issue. We also discovered that one of our bell systems was malfunctioning after the power surge. With no documentation or playbook it took me 3-4 painstakingly frustrating phone calls into the bell system tech support to get things reconfigured with a telephone programming system (don't worry bored reader, I won't go into any of the details). I'm not even going to get into the story of the problems with our access management server or our problems with POE switches running the door locks.

I'm still not sure that I have seen the end of this experience. What I do know is that I have learned a lot in the process. I now have phone numbers handy for all of the major vendors. I have ip settings for testing our internet connection handy. 

It has been challenging to focus on the instructional side of technology in the last few weeks with the all this bouncing around in my head. Hopefully writing this down will clear out some mental space and energy to move forward.

Mildly Inspirational Monday

Over the duration of my first iteration of teaching of the GenYes my students and I have developed a number of structures that have helped us organize our learning in the class. We are still working out the details of how precisely the class is organized, but I'd like to post some of the specifics here.

Daily Structure

Getting their attention and outlining the target-
My students have drafted an agreement that has come to be called, "The Concentration Act" which gives me 3 minutes of their undivided attention: no phones, no inside jokes, no giggling. Just 3 minutes of undivided attention. I set my timer for the 3 minutes and in that time I get their attention tell them what they are going to learn and discuss the activity for the day. If I go over the 3 minutes I lose 30 seconds the next day. If they interrupt me or somehow get distracted I immediately get 30 additional seconds.

Learning activity
During the concentration act time I outline for students a skill or concept that I want them to learn. During the learning activity time they figure out as a team how to accomplish the task. The task should take no more than 15 minutes to accomplish. A task might be how to embed a screencast tutorial into the team website, or how to edit a picture using Pixlr. I tend not to do any "teaching" during this time. Instead I ask questions:

  • What have you tried?
  • Are there any buttons on the screen that give you clues on how to accomplish the task?
  • What does that link say when you hover over it?
  • Do any of your teammates have an idea on what to do?
  • What other tools or resources can you consult?
Choice time and the teacher assistance project
After all students have completed the task they have a choice of what to do next. If the task was something that got them intrigued they can continue to spend time learning more details or they can pick up their progress on a Teacher Assistance Project. 

#TIL
Near the end of class we take some time to gather as a team to share ten words (theoretically the length of a tweet) on what they learned today. I compile a list of the #TILs for use on Techtorial Tuesday (explained below)

Weekly Structure
The week plays out as follows:
  • Mildly Inspirational Monday
  • Techtorial Tuesday
  • Independent Reading Wedensday
  • Throwback Thursday
  • Figure It Out Friday
Mildly Inspirational Monday
On mildly inspirational Monday I show TED talks and then we immediately apply something we learned. Last Monday we watched Jane Mcgonigals Massively Multiplayer Thumb wrestling and then played a full class thumb wrestling session.

Techtorial Tuesday
On Techtorial Tuesday I take the most intriguing or helpful #TILs and encourage students to make screencasts on that topic or to make screencast tutorials on things they are working on in their Teacher Assistance Projects.

Independent Reading Wednesday
On independent reading Wednesday we take 20 minutes to read a book of our choice. I'm experimenting with the idea of the task to be having students create book reviews on the books they are reading. I may assign them to read a children's book and then create a book review video or book trailer to share in our Destiny Catalog. So far though we have been reading and working on Teacher Assistance Projects.

Throwback Thursday
Thursdays are reserved for taking some of the old computers in our school and getting them cleaned out and loaded with Linux. 

Figure it Out Friday
We focus our time on Friday looking into our progress on the various teacher assistance projects and how we can get better at supporting the teachers in our school with technology

Reflection
The first several weeks of the course I did not have this structure and to some extent I still don't have it fully implemented the way I have it written down here. Most students have appreciated the structure. Now that I have written down I will have some more points to ponder as the structure is implemented.