Northwest ISD Instructional Technology: NEW IT Resources Site!

If You Give a Teacher an iPad...

Adapting to a New Technological Environment

While biological adaptation happens due to environmental stressors over long periods of time, mental and social adaptations can happen much faster under certain conditions. What we are currently witnessing in relation to teaching and learning is a change that not only shows what we, as humans, are capable of but also the degree to which our schools are capable of serving students. While education reform seems somewhat out of reach most days, times like this, although unfortunate in many ways, can force our constructs and viewpoints to change and ultimately result in natural and positive reforms. Dr. Derek Voiles put it best in a recent tweet when he said, “The schools we walked out of won’t be the same schools we walk back into when this is all over. Our schools won’t just be different, they’ll be better.”


Northwest ISD is fortunate to have many resources already in place to help make our staff and students successful during times like this. However, the particular challenge brought about by Covid-19 has shined a light on areas of need and allowed us to take steps to help improve things like online access, technology training, and remote communication. In addition, educators in our district have been given the challenge of using this time to really focus on student relationships, learning, and growth in very innovative ways.

Math typically takes a lot of practice and, traditionally, practice looks a lot like plugging away with a pencil, paper, and a calculator to work out a solution. While that pencil and paper practice is an important part of understanding the way math works, NISD Algebra II teachers took it a step further by trying their hands at an app called Explain Everything on the iPad where they smashed it together with Zoom to create incredible videos that bring calculations off the page for students.

In addition, Becky Spasic and Carla Dalton, at Byron Nelson High School, took this opportunity to share their knowledge of this app with fellow teachers by using it to create a “how to” video for implementing this strategy in a remote classroom setting. This strategy is one that adds an element of comfort and personalization to remote instruction while also helping students approach content from a variety of platforms.

When NISD teachers began looking at the shift to remote learning, many wondered how elementary students would be able to learn without being physically present with their teacher and classmates. How could our youngest children possibly manage their own learning tasks? It became apparent very quickly that most of our elementary teachers were teaching a level of independent learning prior to the break and that many of these students were able to adapt very quickly to a remote situation.

Seeing third grade students manipulate Google Slides and Google Drawings to illustrate understanding of ecosystems and food chains is truly an amazing process to watch and it almost makes you forget that you are watching eight and nine year olds as they move adeptly from one application to another while happily finding ways to showcase their knowledge. The teams of teachers creating these lessons know their students, know their capabilities, and have prepared their students to be self-sufficient learners.

Although the changes in the trajectory of society due to Covid-19 are some that we will be navigating for years to come, the world of education is one that is capable of mastering this shift and the obstacles that come with it. Educators are meeting this challenge head on with every bit of creativity and determination they have for the sake of their students. Some critics are predicting that this change will automate learning in a way that will make teaching an obsolete profession. However, through this, we are not only learning how much technology can help produce student independence but we are also learning how necessary human beings are in making the use of these tools relevant to learning and student success. Without previously established expectations and student relationships, these teachers would be dealing with completely different results. Educators are a necessary element to making learning meaningful for each and every one of their students and they cannot be replaced by technology. Circumstances like this will only enhance skills of both teachers and their students and everyone will grow as a result.

Finding the Right Tool for the Job

In many instances, educators are encouraged to approach student learning and growth by focusing on individual student deficits or identified areas of need. While being aware of student needs is important, an effective educator must also be able to focus on what a student can do rather than solely concentrating on what they can’t. Educators spend a lot of time collecting, evaluating, and comparing assessment data in order to guide practice in a way that is designed to fill and eliminate learning gaps for students. However, promoting student growth and success requires an educator to see their students from multiple perspectives and to know where they are in the now.

A successful model of education considers both strengths and needs and does so by allowing students room to showcase those things on a daily basis. Temple Grandin, a professor at Colorado State University and a famous autism spokesperson expressed this effectively when she said, “In special education there’s too much emphasis placed on the deficit and not enough on the strength.” One of the best things about being involved with special education classes at Eaton High School is seeing how the teachers of these classes focus on the entire student. Knowing what students need as well as what they are capable of doing is key to helping them learn independence and skills that will serve them well into adulthood.

Lisa Daniel’s Applied English students are given opportunities to not only learn necessary ELA skills, such as expository writing and resume building, but she also works with them on how those skills apply to real life situations by arming them with the right tools and resources to compete for opportunities in the postsecondary world. For example, Lisa’s students were given the chance to begin developing their own ePortfolios to help record and reflect the skills they have been learning as well as to create a way to showcase themselves after they leave EHS. While building these sites, one student spoke of his deep interest in meteorology and weather and began incorporating his independent research and knowledge of the topic into his ePortfolio in order to show not only his desire to pursue that passion but also his independently developed skills in the areas of research, communication, and science.

Another student in one of Lisa’s classes encountered this same curriculum in an equally inspiring way by requesting access to an added tool in order to begin setting up his ePortfolio. This student, who deals with some physical limitations that most might consider a total obstacle to his ability to use digital tools and devices, was able to communicate a need for a stylus in order to access Chromebook features, allowing him to more effectively express how he wanted information displayed by setting up his page formatting, background, profile photo, and portfolio pages. While this was not an easy process for him, with a simple tool and some one on one teacher support, this student was given the independence to complete a task successfully. What some may not realize is that the student’s differences are not a hindrance to him in every situation. With the right tools, this student, who may not express a physical voice that is heard, can have a distinctive voice through his work and successfully do the same, if not more, than the students around him with no noticable differences in the end result. The author, George Couros, said it best when he said, “Technology is not just a tool. It can give learners a voice that they may not have had before.”

Christina Schweitzer’s SOAR (Social Occupational and Academic Readiness) students were awarded iPads and upright stands through the Northwest Education Foundation Grants. These particular devices, when utilized with the provided stands, allow students with physical differences to access tools that help to develop online navigations skills as well as reading, writing, and other communication in ways more conducive to their physical needs. For example, students were given the opportunity to work directly with interactive online anatomy curriculum to access content about the human anatomy in ways that were previously unavailable to them with textbooks or regular curriculum tools. In addition, these SOAR students are able to utilize digital resources that are focused on incorporating individual interests and skills. By bringing in digital tools like these, teachers can facilitate personalization of learning and students can engage and connect more with content while showcasing talents and mastering curriculum. Simply put, when we figure out what a student can do, we can find the right tools and resources to help that student grow in ways previously unimaginable.

Although technology tools are great to have in the classroom, it is never about the tool itself. Good learning is always about how those tools are used and about using the right tool for the right student and situation. When educators, such as these special education teachers, take the time to get to know what their students are capable of doing, they can customize curriculum to access those strengths and create situations where students display their talents while building confidence and a solid mastery of academic skills.

Fit for the FUTURE

Professional coaches have long been using innovative technology to train athletes. Mobile devices now make it possible for anyone to access these kinds of tools at a fraction or even free of cost and with much greater ease.  Fifth-grade students in Coach Bates' and Coach Bossert's PE class at Justin Elementary, were asked to develop fitness videos using the new student issued Chromebooks.

Ella stated, "We enjoyed being able to pick our groups because they were good partners.  Everyone got along which enabled us to get a 100% for a grade."  "The project began by researching information to distinguish the differences between aerobic and anaerobic activities, cardio and core exercises, so we could personalize the workouts," said Aleigh.

Before the Chromebooks arrived, students would customize their workouts in PE to an iOS App call SWORKIT. SWORKIT is your own personal iPad app, trainer.  You simply select the part of the body you want to exercise and by choosing from over 20 pre-built workouts, you can personalize your activities. "Staying healthy allows you to do many other things you enjoy in your life," said Bethany. 

Ella collaborated with her group using Google Docs and came up with a checklist to share the plan for the project.  PE teachers are advocating the push to use more technology in the classroom and it is great to see that more resources and opportunities are opening up to them. The students Bethany, Ella, Kimora, and Aleigh did an outstanding job not only developing their own personal workout videos, but they even developed some activities that could help those who needed modifications due to injury or pregnancy.

The students used the application called WeVideo to produce their videos to share. The coaches gave the students a rubric and choice.  The project turned out so well it was chosen to be showcased at TechnoExpo 2017. Coach Bates asked Kimora, " How did using the technology make it easier to do this type of project?"  Kimora stated, “I am a technology person and I really enjoyed using the Chromebook and iPad.  It was easier to make sure our form was correct for the exercise.”  Their finished workout video is below.

Surfing The Great Wave

Fourth grade students in Mrs. Rhoads Art classroom, at Haslet Elementary, have added a digital component to their most recent artwork. As an introduction to this project, discussions were had about various career opportunities in the “tech art” field. Students were familiar with the process of combining art with the digital world. They were able to make connections to this type of art by referencing popular movies, like Harry Potter, as examples.

Their project began with a study on the Japanese artist, Katsushika Hokusai. He is most famous for his print “The Great Wave Off Kanagawa”, part of the series Thirty-Six Views of Mount Fuji. Students were inspired to create their own version of the print using watercolors. Students worked on drawing and painting skills as they layered colors to create depth in their piece. Students discussed the way movement is suggested by the repetition of curved lines.

Then it was time to turn their artwork digital by adding not just the suggestion of movement but actual movement as they surfed their wave. Using the Green Screen app by DoInk, students worked in groups to insert themselves into their own “great wave”. This process involved taking a still shot of the painting and importing it into the Green Screen app. With their background set, the artists brushed up on their surfing skills and pretended they were surfing on the wave they painted.

Emily said, “It was fun to draw my own waves and it took a lot of time. When Mrs. Rhoads told us we were going to use the green screen I couldn't wait”. Riley added, “Adding the technology made me like art more and made it more interesting. I liked seeing myself in the picture I drew”. Emily and Riley, two of the fourth graders who will be presenting this project at Techno Expo 2016, were excited to talk about this project and are looking forward to showcasing their talents.

Claymation Creations

From creating their own set, modeling their characters, and writing their scripts, 5th grade students at Cox Elementary got to experience what it is like to create a claymation short film.  Using the Stop Motion app, students were able to capture picture by picture each action in their story.  

Mallory, Kaylea, and Paige's group truly enjoyed this project.  "We started with the idea of creating our set in space," mentioned Mallory.  "This was a crazy idea, but Mrs. Ascher helped direct us to some tools that we had in the art room that could help. Paige added, "We learned  how to make a background that looked realistic.  We used shiny stars and made a planet out of a 

plastic ball and pipe cleaners.  We used glitter, so with the black light, everything appeared to be glowing in space." The team agreed that planning an entire story requires organization, time, and attention to detail. They team had 304 pictures to put into their film. 

Kaylea points out, "The most challenging part of this project was moving the pictures just the right amount so that that movie was smooth and not choppy."  The group agreed that planning the script and assigning roles was important to getting things done on time.  "We helped each other think of new ideas to add on to our story.  Two people worked on the background, while the other worked on props and organizing the pictures," stated Mallory. This project required much communication and collaboration.

In art, these students were introduced to several famous paintings. They decided to include The Mona Lisa, Starry Night, and Dancing Lady in their film. "These are paintings in our classroom and we’ve talked about them as a class," said Paige. "This is why we decide to have our characters talk about each of these in space. We wanted to do space to be different and think outside the box." Overall, these students and the entire class learned not only about story creation, but organization, communication, and how to publish entertaining work for a target audience. In fact, it's not just the students at Cox Elementary that felt this project had impact. The University of Southern California featured this project in the Toolkit for Digitally-Literate Teachers.