Monthly Archives: September 2015

You Can Pin-terest It!

You may have heard of this website:….

Now use it in your class!  How?

Step 1 – Sign up.

Step 2 – Search by key word or click on some of the suggestions below.

Step 3 – Set a timer – you will lose track of how long you will be here…

For the Teacher

  1. Search Pinterest for classroom organization ideas
  2. Search Pinterest for teaching ideas based on your subject: elementary math, spanish, calculus, middle school social studies, site words, digital citizenship, Shakespeare, middle school music….just to get you started!
  3. Search Pinterest for different teaching techniques – try interactive notebooks or formative assessments or TED Infographics.
  4. Need some teacher inspiration – click here now!
  5. Follow some great boards for unlimited ideas: Edutopia, ISTE, The Buck Institute, Shake Up Learning, Edudemic just to name a few.
  6. Most teachers have a chocolate or coffee addiction…

For the Student

  1. Have students send pins they like to a classroom account, these could be funny/inspirational/whatever.
  2. Have students search for a project idea and email/post a pin in the classroom LMS.
  3. Have students share some ideas related to the current unit of instruction.
  4. Students show understanding of digital awareness by sharing pins of resources that are good/bad and why.
  5. Students could sort pins according to topic – be able to explain why they sorted like they did.



Have you hugged an EDTC 3123 student today?

Momentum is definitely picking up this week in the EDTC 3123 Applications of Educational Technology courses in which students seeking teacher certification explore the processes of learning new technologies and then using them as a means to facilitate effective instruction. A quick glance in Willard 007, and you will see clusters of students gather at computers where they collaboratively design instruction using such tools as Google Docs and Diigo. These peer teaching teams work to complete a framework for a complete lesson in which they will teach their peers a week’s worth of course content and the use of a new technology tool.

As I survey these hard-working students in my own section of the course, I feel sympathy for them knowing they carry the burden of a full course load which they must balance with successfully completing and executing the considerable project I just assigned them.

Then I consider the reason they elected to take the course in the first place. These students are pledging themselves to the front lines of our field. In as little as two semesters, many of these students will be solely responsible for the management of a classroom and the efficient design and delivery of instruction to a body of students. At the moment, they share the task of planning a two-hour lesson with two to three of their peers, a lesson they will be able to teach without the strain of managing student behavior. In a matter of months, they alone could be required to plan for and teach as many as seven or eight complete lessons in a single day. Their planning times will give them a space to take a quick breath and begin to tackle a stack of papers in need of grading or next week’s lesson plans, but before they have gotten far in either task, instruction will have begun anew. The mountain of paperwork they had to set aside will be stuffed in a tote bag and lugged home where it could keep them up until after midnight. After five or six hours of sleep (if they are so fortunate), they will wake up, return to the classroom, and start it all again.

Contemplating these eventualities, any wisps of guilt I may have felt for assigning these peer teaching projects swiftly evaporate. We’re living the good ol’ days!