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Inviting Technology into the ClassroomAlycea SnyderREEA Webinar

Welcome to Inviting Technology into the Classroom!

During this session, we are going to play with some of the tools we talk about, so youll get some hands-on time. Feel free to pull out your smartphone , iPad, or other gadgets.

Your handout for this session includes a QR code. This will take you to a WordPress site that contains resources, links, and more information. Well talk more about QR codes later, but in the meantime, take a minute to install a QR code reader if you havent done so already. Most QR Reader programs are free, and there are a couple of suggested programs printed on your handout. If you need help with this, look for Michael. Hell wander around and help you get setup.

A copy of todays presentation is available on the WordPress blog, along with notes and links to all of the resources I discuss today. You have access to it all, so you can jot down notes selectively without missing anything.

1Session objectivesReframe ideas on what it means to be not paying attention during class timeRelate to students who learn better hands-on, and recognize how tinkering with gadgets can support this learningUse tools to guide students activities, including online handouts, resource lists, iPad apps, and moreWork with technology, not against it.

What is this session all about?

Today, we are going to talk about some simple, practical (and mostly free) ways to incorporate technology into your classroom. We are going to touch on adult learning styles, but I have no intention of hashing out academic learning theories. We are going to run through a couple of tech processes; some of them you may be familiar with already.

First, Id like to tell you a story.

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Once upon a timeI was recruited into tech support.

I have a room full of brilliant techies, and not one of them can help somebody on the phone.

I learned how to learn technology

I was not a techie...

Technology should make life simpler.Once upon a time (well, in college), I was recruited into a tech support job position. In the words of my boss at the time, I have a room full of brilliant techies, but none of them can explain technology to the people who come to us for help. He assured me he could teach me the technical end of things, but he wasnt able to teach me the ability to explain it simply and patiently to people. That was the skill he was hiring me for.

I loved this job, and I had no idea how profoundly it would impact my future. I learned how to learn new technology. Almost every program we used back then is now obsolete, but thats irrelevant. I learned how to learn the new ones.

I also learned I was not a techie, or at least not the kind I worked with. I felt, and I still feel, that Technology should make life simpler. Most techies didnt share this philosophy with me. They liked new gadgets and new programs specifically because they were complicated. They loved the challenge.

I once asked a question about video editing. They recommended I try the new video editor that came with 20 different ways to contort the audio feed to create your own special effects. I just wanted to piece together a home movie and cut out the 3 seconds where my thumb was covering the camera.

3I look for these SimpleIntuitive(and whenever possible) Free

Technology in a classroom

Minimal risk to executeMinimal hassle to set up

I look for technology that is simple, intuitive, and whenever possible, free.

In this session, we are not going to be talking about the newest, coolest, most interesting new programs, gadgets, and buzzwords. We will be covering some basic tools that have been around awhile, that you may have used before, that can be incorporated into your classes with minimal risk and hassle.

First, let me share a couple of tips I learned working with the IT guys. When technology is making life more complicated, this is usually due to one of two reasons: I am using the wrong tool, or I am using the right tool incorrectly.

4The Right Tool, The Right Way

Choose the right toolThe most basic tool that will accomplish what you need to accomplishTRY: Review blogsUse the tool correctlyTRY: Take the tourTRY: Start with YouTubeTRY: 5min.comSimple tools used correctly can be very powerfulStart with the right tool. What is the right tool? It is the most basic tool that will accomplish what you need to accomplish. If you need to crop a photo and email it to your mother, you probably should not be using Adobe Photoshop. Photoshop is capable of cropping a photo, but by the time you figured out how to open the photo and crop it, you have stumbled through a maze of unnecessarily complicated steps. If you start with a program like Googles free photo editor, Picassa, you open the photo, crop it, and email it to Mom in a matter of minutes.

So how do you find the right tools? I love the review blogs. Top 10 QR Code creators. Top 10 apps for teachers. Many bloggers have deals that reward them for highlighting the benefits of some specific software, so I try to avoid the blogs that are completely centered on one piece of software. I look for the ones that compare the pros and cons of each multiple programs, so I can select which features I care about and decide how much Im willing to pay for them.

Use the tool correctly. Whenever I download a new program, I take the tour. Three minutes of watching someone else use the tool correctly while they are explaining it to me saves me hours of frustration and headaches. Often, watching a tour shows me that this is not actually the right tool like I thought it was, and I go back to finding the right tool.

With a few exceptions, user guides are generally written by the very IT guys I used to work with. Brilliant people, who may not be able to explain things to us laymen very well. Asking friends can help, but quite honestly, I usually start with YouTube. I go to YouTube.com, and search for something like how to create QR code or how to connect wireless printer. I find that starting with the words how to eliminates a lot of videos on people trying to sell me a wireless printer or QR code software, and directs me immediately to the tutorials I am looking for. 5min.com is another great site. Almost all of the 5-minute videos here are tutorials.

Simple tools used correctly can be very powerful, so lets talk about how we can use them in a classroom.

5Adults are self-directedSimulationsRole-playingCase studiesSolve immediate problems

Set the StageFirst, lets think a little about adult learners. There are a lot of theories out there on learning styles, for children as well as adults. Oodles of expensive studies have researched, poked, and prodded the issue. While well touch on some of those topics today, Im not here to teach you academic theories and recite research data. I simply want to frame a bit of the conversation as it applies to these new technologies.

Compared to children, adults are self-directed. They control their own learning. Simulations, role-playing, and case studies are particularly effective with adults. Solving immediate problems is always important. When working with adults, the instructor becomes more of a resource and less of a lecturer.

6Adults are self-directedIn a classroom of children where an adult stands up at the front, there is a clear hierarchy that says the adult has something to provide and the children are to absorb what is being handed down. In a room full of professional adults, with a professional adult at the front, the difference is less pronounced. All of a sudden, you need to justify yourself. Why does your content matter? Why should they listen to you? How will the information you have to share benefit them?

7Instructors of adult learnersInstructors are more resource, less lecturer

Role is to facilitate information exchangeTraditionalClassroom ManagementEvolved Adult-Oriented Structure

Your job as a teacher shifts from handing out information to facilitating information exchanges. The more you try to assert yourself as lecturer of pupils, the more they shut down. Establishing a peer relationship right off the bat can go a long way.

Technology is beautifully poised to bridge the gap between traditional classroom management and an evolved adult-oriented structure.

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When you see this student at the back of your classroom, what do you think she is doing?

The gut reaction from many teachers is slacking off. I want to challenge this gut reaction. Yes, she might be playing angry birds, but is that any different than doodling in the margins?

There is something to be said for a quiet library-like atmosphere that allows complete concentration. But there is also legitimacy in the busy, lively atmosphere that real estate agents thrive in. 9

Energized by activityBusy, lively atmosphereAccustomed to multi-taskingLove the background buzz

Truly extroverted people are energized by activity. Flipping through Facebook posts of their friends can spark their brains, keep them engaged, and make them feel connected. The library atmosphere is generally not the locale of choice for adult learners. People bring their laptops to coffee shops for the background buzz and energy that they feed off of.

I learned years ago that I retain more if my hands and eyes also have something to focus on. In classrooms, I take notes; I doodle. At work, I juggle multiple activities all of the time. At home, I juggle more. In class, my natural inclination is to continue to work on multiple things the whole time. If the instructor does not provide me with anything else to focus on, Ill probably find something on my own (and its not likely to be related to the class).

Real estate agents are accustomed to handling multiple requests, and reducing their speed to library-friendly can quickly put them to sleep.

10Provide Resources11

Adult learners are self-directed.Information is abundantInstructors are not the only resource

TRY: Direct students to the best resources and let them explore

Provide ResourcesAdults are self-directed learners. I can give you a handout and direct you to the second paragraph on page 4. If you are really interested in this class, you will probably follow along. If you are only here because you need to fulfill this course as part of your commissions requirements, chances of you bothering to read the paragraph are much slimmer.

But this is the fun part about working with adults. They choose what to look into, what to pay attention to. Yes, they need to learn about the new disclosure law. But is it really important that they learn it solely from your PowerPoint slide? Could they also learn by reading the law itself? Glancing through the local associations summary of the impact on the law? Looking at a well-constructed blog post that discusses the pros and cons of the law?

Lets revisit the role of an instructor. There is no scarcity of information out there. If you are teaching a course on writing good CMAs, students can find information on CMAs from a thousand different sources in a hundred different formats. The information is available. Your role as facilitator is to share it. Direct your students to the best sources, and let them investigate these sources while you talk about them.

12QR CodesInstant gratificationCreation is easyBig payoffFlexible options for resultsTRY: Create QR code using Kaywahttp://qrcode.kaywa.com/

QR CodesOne way to do this is through QR codes. Quick Response Codes are all about instant gratification. Open your phone. Start your QR reader. Point it at the QR Code like you are going to take a photo of it and abracadabra results.

If you followed the QR Code printed on your handout, you were taken to a Wordpress blog that I created specifically for this course. I created this code to go directly to a link. You can also setup QR Codes to return a specific string of text, to show a phone number, or automatically start a text message to you. You could fill out all of your contact information, and when someone scans that code, your info will be added to their contacts.

There are many places you can go for free QR Code creators. I like Kaywa, because Its simple. Its intuitive. And its free. Lets run through how to create a QR Code now.

http://qrcode.kaywa.com/13WordPressEasy to sign-upUpload additional filesLink directly to resourcesNo limit to amount of contentPotential as marketing tool

TRY: Add resources to WordPress blog

http://alyceasnyder.wordpress.com/WordPressWordPress is a blog site that I like because, as you may be able to guess Its simple, intuitive, and free. I spent less than 5 minutes signing up for an account and creating the site. I added a page, which took another minute. From there, all the time spent developing the site is optional. (I spent another hour trying out different images for the header. )If I planned to teach this course once a month for the next year, I would develop it thoroughly, create some posts about the topics well cover, maybe make a page where I could link to relevant news events as they occur. If I planned to make a career out of instructing, I would link it to my website, link my courses together, and use it as a marketing tool to drum up some buzz around me and my niche topics. I chose WordPress today for two reasons.

1. I knew I could continue to edit the information until the very last minute, if needed. 2. I could upload a file for you to download and print if you so desire. Google Docs and Dropbox also are great options to store and share files, but they require passwords to access them. In this case, I wanted to be able to share a file with you without you having to sign in to anything. WordPress provided a simple, easy solution.

Once established, a WordPress account is an excellent way to direct student focus

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Give students something to doLinks to followPDF document to highlightResources to investigateDirect Student FocusSimple, easy method #1: Fill a WordPress blog with links. Students like their technology. People like playing with gadgets. So give them something to play with. While you are presenting, they can be reinforcing your ideas by browsing through your references.

Give them a pdf to review, allow them to review it online. I use a program that allows me to add comments and highlight my PDFs, and save it so I can go back to it in the future.

16The goal was to learn information

There was simply less information.Taking NotesLets challenge another traditional notion. In school, you were probably taught to learn information. Sounds pretty basic, I know. But think about how the world has changed in the last ten to twenty years.

When I was in school, if I needed to learn about Mars, I might find a book at the library using those handy dandy card catalogues- you know, the kind with actual cards. I might ask a teacher, or check an encyclopedia. I would likely find the same handful of facts in all of these sources- the distance between Mars and Earth, the average temperature, named after the Roman god of war. Yes, the sources of information were limited, but thats not all. There was simply less information.

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What happens now if you want to learn about Mars?

You might start with a Google search for mars, which returns over 1 billion results. You could watch a full 3D animation of the Curiosity rover, and read endless news articles about the preparation and landing of the rover. You could learn not only about Mars current geology, but the historical geological record starting 4.5 billion years ago. Spinning 3D models, orbit patterns, distance photos, close-up images the sheer scale of information in existence is mind-boggling.

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Learning Navigating

When the goal is memorization, taking written notes on paper makes sense.

Now, students sift throughand organize information.

The goal has changedWhat does this mean to us? There is simply too much information out there for students to learn it all. Student focus is shifting from learning to navigating. Taking notes used to be a tool used for memorization. People often remember things better simply because they write them down. When the goal is memorization, taking written notes on paper makes a lot of sense.

For students today, however, the goal has changed. Students are not trying to memorize data- there is simply too much of it. Students navigate and organize information. They figure out how it applies, and then put it somewhere they will remember to look for it. 19Re-define what it means to learnKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationWhat does this mean for educators? Well, we need to re-define what it means to learn. You may have seen this image of Blooms taxonomy of learning domains before.

Lets say agents working with short sale buyers have an additional disclosure form they must use. In a quiet room with all gadgets put away, you introduce a new required disclosure form in the short sale process. You tell students that a new disclosure form is required and they heard you. You handout paper copies of the form and explain the information. You ask them if they understand all the required components of the form, and being such attentive students, they all nod. You might bring up a discussion of why it was needed, and toss in a case study to reinforce the forms necessity. All eyes are on you, and most of the students jotted down something in their notes. You can feel confident that your class learned this information right? Sure. But lets try the other method. In a room full of students with thumbs flying and fingers clicking annoyingly on their gadgets, you introduce a new required disclosure form in the short sale process. Students find the link on your WordPress blog, and pull up a copy of the form on their phone. They open a PDF editor and add a comment to the form to remind them that the brokerage contact information field should include both a phone number and an email address.

Agents are unlikely to memorize all of the steps involved in handling a short sale from start to finish. But thats okay- They arent relying on memory. When they hear about a new step in this process, they save a copy of the blank form in their Google Docs folder with all of the other short sale forms. They open their to-do list template in their transaction management software to add the step to the process. Someone asks Do we need to get this signed before the buyer makes an offer, or before we even show the house to them? Someone else argues that, even though they should, not everyone puts short sale - subject to lenders approval in the MLS listing. Would we get in trouble for showing someone a short sale house prior to delivering this disclosure, if though we dont even know its a short sale?

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In this scenario, lots of students tinkered with their gadgets, saved files, and looked very much like this woman. I would argue that the students in this scenario not only learned the material, but learned it better than the classic model.

21Instant applicationThe tools to learn hands-on are already in their hands.

Analysis, synthesis, and evaluation occur more easily in context. Where should students focus?

On integration of the material KnowledgeComprehensionApplicationAnalysisSynthesisEvalu-ationThis is an educators dream! You dont have to deliver information, and hope it sticks long enough to be applied. Students can incorporate your material into their real lives in real time. The tools to learn hands-on are already in their hands.

There is a lot of expensive technology out there to help direct students attention to the content, like those clickers that students can us to answer questions and the computer summarizes the answers and puts them on the screen. While they are kinda cool, they often focus on the knowledge and comprehension levels of learning.

Analysis, synthesis, and evaluation occur more easily in context. Technology has provided real estate agents with the ability to work from anywhere. For educators, the result is awesome. Students can apply what they learn in real time, from the classroom, while you are teaching it.

If you present information in a way that support immediate application providing digital copies of handouts, linking to additional resources, encouraging them to take a moment now to add the new step to their process you direct student focus to what really matters: integration of the material.

22Create an Ideal EnvironmentTo be quite blunt, this whole setup can be pretty distracting. There are some simple tricks you can use to keep your ideal learning environment, even with students typing, clicking, and swiping while you teach.23Invite technologyTRY: Set the expectationProvide the wireless passwordReconsider break timesCheck the lightsListen to what you sayStudents are looking downDeliver the entire message out loud

First, set the expectation. Tell students that smartphones and tablets are welcome, and request they turn off the volume to minimize distraction. Let them know that you have provided some digital resources for them if they prefer to use these over the paper handouts. Instruct them in finding the resources. Get the wireless password. Whenever you teach in a new building, ask your facilitator in advance if wireless internet access is available. If it requires a password, get it in advance and either add it to your first slide, or write in a whiteboard to allow students settling in to get connected. Reconsider your break times. If I am an agent waiting anxiously to hear whether or not my sellers are going to accept the offer, its going to be very difficult to keep me from checking my email. And when the email comes through saying tell the buyers well accept the offer, I want to act on it. In a strict environment where the instructor has told me to put away all devices, guess what I am thinking about. The new disclosure form required of short sales? Not a chance. I am watching the clock, waiting for the next chance to check my email. Why do we take a 15-minute break every two hours? To accommodate the average size bladder and the time it takes to smoke a cigarette? Maybe we could factor in email-checking time. Offer a 5-minute break after one hour- long enough to check your email and send a text message- and a 10-minute break an hour later. Make sure everyone can participate. If you incorporate additional technologies- like texting in responses to a poll question- let students know they should partner up if they did not bring a phone with them today. If you offer online handouts, bring a couple of paper versions, or at the very least, something that helps them find your digital handouts later. Check the lights. Looking at a screen can be really harsh under those super-bright fluorescents. Often you can opt to turn on half of the lights at a time, which can help your screen-loving students stay focused and headache-free. Listen to what you say. This very basic suggestion may be one of the hardest to practice. Years of using PowerPoint has taught teachers that they dont need to say everything out loud, because it is all right there on the screen for students to read themselves. Listen to a recording of most classrooms, and you hear a lot of this, that, and here. This is the form that you use. Make sure that if you see damage like that, you ask the sellers for details. One of the biggest challenges for educators is accepting that students are looking down. Skipping over details while teaching can be a difficult habit to break. The first step is to eliminate those details from your actual slides- they dont belong there anyway. The second step is to really listen to what you say. With or without a phone in their hands, there are many auditory learners depending on the words you say more than the words you show them on a screen. Make sure you are actually delivering the whole message out loud.Use the Buyers Short Sale Disclosure Form.When it is important to actually see what is on the screen, say so. If you ever see a water stain that looks like it seeped up from the floor this image is a good example of what you are looking for - ask the sellers for details.

24Support Future Learning25Identify, streamline, and prioritizeTRY: Pinterest

http://pinterest.com/

Corral good ideas into one placePinterest is publicResources are ready and waitingOne, easily-shareable public forum Ready for student accessOrganic marketing tool

Support Future LearningThe next concept goes back to that idea of what it means to really learn material. The focus of a lot of education has moved from memorizing information to being able to find, sort, and apply the correct bit of information when its needed. Supporting future learning, therefore, is not about shoveling more information at students, but helping them identify, streamline, and prioritize the information thats already being blasted at them. Pinterest is the new favorite site for exactly this purpose. The site offers a highly visual way to capture, categorize, and refer back to ideas. Let me offer a disclaimer here- I never got into Facebook, and I really dont see the point in Twitter. I do, however, love how Pinterest functions. While Facebook offers a good way to check in with your friends, and Twitter is a massive swap meet of informational nuggets, Pinterest is less about broadcasting all of your private thoughts out into the world, and more about corralling good ideas all into one place. Dont get me wrong- everything you do on Pinterest is public, and the terms of agreement are loathed by lawyers everywhere. Used correctly, however, it can be a really great tool! Lets take a quick look at how it works. This is my Pinterest page. I was initially turned off by how messy Pinterest boards looked, but then I learned how to use it a little better. Lets start with a basic search for Real Estate Education. These are all pins that people have added. Every time someone else re-pins it, it shows up again. Rather than searching for pins with real estate education in the description, you could search for entire boards focused on real estate education. (Real estate infographics looks pretty cool). You can see the whole board at once, but I like to view the items one at a time. Click on one, and it will open in a pop-up. If you want to see more about it, click on it again and youll be redirected to the original website that posted the link. Lets go back to Pinterest now. This is a great post with information Id like to reference in the future. Im going to pin it. Now this is my favorite part. I have created different bulletin boards and I can select which bulletin board it belongs on. Ill create a new board here called(resources for Diversity Class)And pin it there. I can add a little note to remind myself what I liked about it. Actually, this resource was so awesome. It seems like this person frequently pins new items that will apply to me, so Im going to follow them. The next time I go to Pinterest, their new pins will show up front and center and I never have to hunt for them again. Lets jump ahead a month. Now, I am ready to write our new class on (diversity issues for real estate agents). I go to Pinterest, open my boards, and click on the (Diversity Class) board. All of the resources I have gathered over time are ready and waiting for me, in a highly visual, easy to find location. This is so much better than my old method, where I would print out pages of text, file them in my drawer, store them for 6 months, and then decide that half of the content was not that useful anyway, and eventually recycle a huge stack of wasted paper. Pinterest also has a secondary function of sharing the info. Everything you do on Pinterest is public, which results in a happy side-effect. All of your research is combined into one, easily-shareable public forum ready for student access. All they have to do is follow you in Pinterest. You watched me follow someone already, so you saw how easy it was. You can also take it a step further if you want, and send an email invite out to your contacts. Pinterest can act as an organic marketing tool. If you are dialed in to real estate news and consistently sharing your research on Pinterest, you spark a natural following that helps promote your image as the guru in your niche.

26Questions?

I hope over the last hour, you have a new way to view students who are tinkering with their gadgets while you are trying to teach. Hopefully Ive sparked a few thoughts on simple, low-hassle ways you can incorporate some additional technology into your classrooms, and you are inspired to work with technology, not against it. Any questions?

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