Top 5 Must-Have VR Experiences

I have spent the past year using the htc Vive to help teachers give students experiences that they cannot possibly have otherwise.  Through this year, I have compiled a list of five of our must-have VR experiences in SteamVR.  (Note: I have not added pricing information as it can change, but check for sales!)  These are in no particular order as they all served their purpose extremely well!

Google Earth VR

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The Roman Coliseum in Google Earth VR

It started out shaky; I’ve got to admit that I hated it at first.  I was not a fan at all.  It made me nauseated and it wasn’t very user-friendly.  With the addition of the search feature and the newly rendered locations, I am in love with Google Earth VR, and so are my students.  We’ve used this in several classes.  We explored the Roman Coliseum, enjoyed a tour of London, and stood at the summit of Mount Everest.  We found and labeled various biomes, went to Pearl Harbor to discuss why this was so important to our military during World War 2, and of course as everyone does, found our school!

theBlu

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This was my very first VR experience and will likely always make my top 5 list.  It would have to be a mighty contender to knock this one out of the top five.  I used this with every science class to discuss different content in each grade level.  With one grade level, we discussed bioluminescence using the experience called Luminous Abyss.  In another, we used the experience Reef Migration to discuss water pollution and migration of animals.  Finally, using Whale Encounter we discussed the magnitude of the oceans and ocean water.  This is also my go-to for the first encounter for others in VR.  It is a quick experience that shows exactly how immersive today’s high-end virtual reality has become.

The Lab

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This experience is brought by Valve, and has so many easter eggs included that it automatically makes my first list of top five.  I spent an entire afternoon just discovering easter eggs!  I have also used several of the experiences within The Lab to explore content from the classroom.  There is a human body scanner, which is fairly impressive to see the heart, brain, and lungs.  The solar system within The Lab is perfect to share inner and outer planets, planetary motion (both revolution and rotation), the asteroid belt, and to discuss size of planets.  Bonus – you can pick up the planets and throw them around like bouncy balls.  There is an adorable robotic puppy in The Lab that my students have loved playing with; he will even fetch!  Finally, and easily my favorite experience in The Lab is the Slingshot!  Imagine… you’re in a cardboard factory with boxes on top of boxes.  Placed between some boxes are loads of TNT explosives (yes, I know – so cool!).  You are given “cores” to calibrate, which just means that you are launching these spherical objects into the factory and the more damage you do, the higher your score.  Your score is given in dollars of damage! It’s great!  Two tremendous parts of this experience – tracer cores and core personalities!  Yep – there are boxes (they look like blue box fans to me) placed in the factory.  Hit one of those, and you can aim your tracer core shot – great for hitting the TNT in the distance!  In ELA, this game is perfect for point-of-view and characterization!  Each core has it’s own personality and talks to you.  They are hilarious, so turn up your volume!

Tilt Brush

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Another goodie from Google is Tilt Brush.  This experience is perfect for students to draw settings of stories, create 3d sculptures, generate nonlinear and linear graphs, and thanks to Jimmy Fallon – Tiltbrush Pictionary is a thing and can easily be done using vocabulary words in class!  This takes a few minutes of practice to learn the controls, but it is well-worth the time and money.

Water Bears VR

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Do you remember the app called “Where’s My Water?”  You had to dig through dirt to clear the route for water to reach a bathtub for an alligator… please say you remember that.  It was one of my favorites until I got stuck on a level.  Anyhow, this puzzle game is very similar.  You are given pipes and a water source, and these absolutely adorable animated gummy bear looking creatures in a bubble.  The goal is to use the pipes to move the water from the water source to the water bears to free the bears and move on to the next level.  It is super cute!  The levels get progressively harder and there is critical thinking and problem solving that must be used.  My personal favorite thing about the experience is catching the water bears when they are released and listening to their laughter at being released.

Bonus: Vivecraft

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Let’s face it.  I can’t just do 5 must-haves.  I’m sorry!  Go get Vivecraft and let your students build and mine on Minecraft IN virtual reality!  They get to experience it through the eyes of Steve/Alex!  How cool is that?  Want to make it even cooler???  The coolest thing my students did this year with Virtual Reality was to create their own splash pads to scale, designing in class, building in Minecraft, then experiencing in Virtual Reality using Vivecraft!  It was pretty epic and the students (and teachers) loved the experience!

Comment with your must-haves from SteamVR!

 

 

Virtual Reality: htc Vive vs Oculus Rift

One of the most frequently asked questions….

Which do you recommend: Vive or Oculus?

I will admit up front that I have a pretty in-depth knowledge of the htc Vive and a pretty limited knowledge of the Oculus Rift.  Which means this post may be totally biased.  However, it’s been asked and I feel the need to share.  Because I know it can be argued, I’d like to point out in advance that there are other options, but right now, these are the front-runners.  I will not address those I haven’t personally tried.

In the beginning, it was Oculus.  I never had the pleasure of wearing the first Oculus, but I hear the motion sickness was something else.  My first experience was the htc Vive.  I was finally able to try out the new Oculus a couple weeks ago.  Here is my verdict.

Headset: Vive

To me, the Vive is sturdier.  I’m using VR in education with 450 students and teachers and I’d like to know my headset isn’t going to break into pieces if a student hits it on accident.  I will say that the Oculus feels nice on because the headset is much lighter & it looks super sleek!  The Vive feels better on my face (using the included face cushion) and allowed less light in when adjusted.  The adjustments on the Vive are smoother and easier to handle than the Oculus.  The Oculus has a very small strip of velcro while the Vive has more substance to it.  I also like the headphones on the Oculus, which are adjustable.  However, the Vive has a port for headphones behind the head, and if the deluxe strap is ordered, it’s a moot point for Oculus.  So for overall headset, I’d have to choose the Vive.

Controllers: Oculus

I love the new Oculus touch controllers.  These were an incredible add to the Oculus headset a few months ago.  These touch controllers feel so natural in your hands, and are easy to maneuver in experiences.  I also love that in the majority of Oculus content, the controllers have the same commands using the controllers.  Another cool feature is that you can give various gestures (like a thumbs up, point, etc) using the touch controllers that you can’t give on the Vive (yet).  With that said, it’s not enough to make it an automatic Oculus win over Vive.  Especially since both have pretty cool haptics.

Room-Scale: Vive

One of the coolest things about the high-end virtual reality equipment is the ability to have a room-scale experience.  This means that you are able to move about the virtual room in the same way that you move around a physical space, with your feet.  Prior to this, it was teleport only through a button on a controller, or the motion of your eyes or head in the headset.  The ability to do room-scale VR is what set Vive apart from their inception.  The idea that you could actually walk around was amazing.  Now Oculus has leveled the field in this respect by offered room-scale using base stations similar to Vive. However, having used both of these room-scale options, I like the Vive best in this regard.  Both the Vive & the Oculus offer their base stations/sensors with the original kit, but while two base stations are sufficient for a good room-scale experience with the Vive, the Oculus really needs three sensors to give you an equal experience.

The Experiences: Tie

I hate when people do that on one of these “which is better” posts, but honestly… I have to here.  I would be very interested to know the opinions of my peers on this.  The limited experiences I have in the Oculus were pretty consistent with what I had experienced in the Vive as far as graphics, response, etc.  I don’t really use Viveport (the Vive platform) nor the Oculus Home (Oculus platform).  If I based the choice on my limited experience in both platforms, I’d have to give it to Vive. The Oculus Home doesn’t allow you to move about, and I desperately want to move to change the radio and look around the patio you’re on, but I can’t (yet).  Instead, I typically use SteamVR and search for VR enabled experiences only.  I look forward to seeing the Home and Viveport evolve though, as there is quite a bit of change coming it seems.

Overall: Vive

So overall, I’d have to tell anyone who asks that I’d recommend the htc Vive over the Oculus Rift – for now.  With the constant changes and the incredible advances in both the look of VR and the experiences offered, there are only awesome things to come in the future of VR in education!

 

 

What’s Inside Our Virtual Reality Lab?

Several people have asked what was placed in the Virtual Reality lab since a recent blog post, Media Makeover.  I thought it would be much easier to create a short blog post relaying this information.

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Virtual Reality headset: htc Vive – Included in the box are the headset, two controllers (with power adapters, lanyards and micro-USB cables), two base stations (with power adapters, wall mounting kit & sync cable), 3-in-1 cable, audio cable, ear buds, 2 face cushions, cleaning cloth, link box, power adapter, HDMI cable, USB cable, mounting pad, and various documentation.

Paint:  Sherwin-Williams Dynamic Blue

Lighting: Ikea Holmo Floor Lamps (Set of 3) & Philips Hue Lights Starter Kit

Base Stations: Two base stations come with the htc Vive.  We chose to mount them on tripod stands for portability (although we rarely move the set-up now).  We have a very small piece of masking tape with an “x’ on it to aid in quick set-up if the tripod is bumped or moved.  We also purchased mini ball heads.

Computer: Nearly any VR compatible computer will do.  Be sure your graphics card is ready to handle 1080p quality from the Vive & consider that you may choose to be running the Vive and two exterior screens (monitor & TV).  For exact US specs, check here.

Viveport vs Steam: We typically run Steam for all of our VR experiences.  The new home screen is pretty awesome, and the ability to switch environments and join with others around the world is an incredible improvement.

Futon: We chose the Mainstays Memory Foam Futon in black.  I would recommend any seating with faux leather that is easy to keep clean.

Banners: Lucas Gillispie designed and printed these using creative commons images & an online banner maker called Bannerbuzz

TV: We chose a 40″ HD TV with wall mount for students who were waiting to be able to see what the student in the headset was experiencing.  We found this allows those who can’t put on the headset for various reasons to still take part in the experience.  Virtual Reality is a tool to teach, so we want all students to have the same opportunity as much as possible.

We look forward to the new vive tracker and are interested to see what come from the TPCAST Wireless VR add-on.  Finally, keep an eye on the new Vive standalone VR headset.  Check out current information here.

 

Battle of the Books – Gamified

I gamified my Battle of the Books team using an online gamification platform.

I’m getting ready to upset a lot of people with my next statement.  I despise Battle of the Books. (waiting for the shame bell and rotten tomatoes….)  I realize some are 110% adamant about the benefits of Battle of the Books (BoB), but I struggle every year showing enthusiasm for something that I truly believe is detrimental to many students.  My reasons for not liking BoB? (So glad you asked!)

  • A required list.  Let that sink in… a REQUIRED list for reading.  I’m a huge supporter of self-selected reading.  I agree with the oodles of research that states that one way a student develops a love of reading is to choose their own books.  I – as many educators – want students to have a love of reading.  This is not only a required list, but a LONG required list.
  • TWENTY-SEVEN books for middle school in one year.  27 = 2 tens and 7 ones.  I realize these are usually phenomenal reads, but let’s think for a minute about how long is takes the average student to read one book, let alone 27.  Oh, and competition is typically before Spring Break.  This will immediately turn off many students who might otherwise be interested.  I believe it raises a concern of quality vs quantity here, too.  I’d rather see the students invest in half the amount of books, really internalizing their themes and learning life lessons through empathy for characters.  Who’s with me?
  • Retention rate of students throughout the year is low.  I may start the year with 20-30 students who show an interest in being on the BoB team.  Only 12 students are allowed to attend competition.  This isn’t typically a problem for me as I am lucky if I end up with 8-10 students on the team in March because the others choose to quit.  Why do they quit?  Read, Accelerated Reading test (don’t get me started), answer questions, repeat.
  • Let’s talk about those questions… “In which book is there a white house in the bend of a river?”  Honest.  “In which book does a character send a note to a friend through a nurse?”  True story.  How about we ask some real thought-provoking questions?  The white house was barely a blip in the story, and the note was sent to a friend because the girls weren’t allowed to see one another due to their race, so they resorted to passing notes through a compassionate nurse.  Let’s focus on what’s important in these books (like the reason behind the note, and not the note itself).

These are just a very few of my grievances.  Also in competition, we can always use the “we’re all winners” approach, but let’s be honest… unless you win & advance in a competition, you lose the competition.  Ever had to ride a bus back to school with a group of students who have spent all that time reading and studying mundane questions to have them come in last place?  Yeah – it’s not fun.

With all that said (my personal opinions), my district participates in BoB.  So… I participate in BoB.  Every year, I get a team together.  Every year, we continue the “read, answer questions, repeat” tradition.  Every year, I lose several students due to a lack of continued interest.  Last year, I decided to try something new.  I had dabbled in this idea while working at an elementary school, but really dove in this past year.  We didn’t practice from August until February.  You heard me.  No practice… My students had so many extracurricular activities, and those that really would have success comprehending the books were the students who were involved in Robotics, Drama, Debate, various athletics, etc, etc.  I agreed that if the students would read the books on their own and complete projects, we would meet virtually, with no physical practices until the final team of 12 was chosen – typically in late January, early February.

How did I ensure that the students were reading the books in the meanwhile?  I gamified Battle of the Books using Rezzly, formerly known as 3DGameLab.  This platform allows me to create quest chains in which students complete quests to earn badges, achievements, and rewards, which also equates to experience points (XP).  Each student who showed interest at the beginning of the year received the log-in information.  They learned about BoB through a quest, learned how to earn points through a quest, and learned how to earn additional XP through a quest.  For each book, there was a thought-provoking question and a short project (a service project, a research project, a collaborative project, etc) that must be completed in order to earn the badge and XP for that book.  I attempted to create questions that were similar to questions in ELA class, thus targeting specific skills as needed.  There were NO Accelerated Reader tests… I repeat, NO Accelerated Reader tests.  In order to keep the landing page from overwhelming students, they were presented with a quest called “Are You In” first.  This outlined the basic ideals behind BoB and presented them with the opportunity to opt out or opt in.  If they opt in, basic information on Rezzly was available as a quest, as well as a quest for their first book (usually a shorter book, or a book with a fairly straight forward project attached) as a starting point.  From there, it would spread as the branches of a tree, allowing the student more choice in selecting the next book.

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Examples of quests can be seen below.

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Upon completion of the question/project, they would submit the quest.  I was then able to approve or return the quest.  I would return the quest if it was evident the student struggled with the response (typically reflecting a quick skim of the book), and would approve if it was sufficient.  If the response was exemplary, the student earned awards, such as a gold coin, which earned additional XP.

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Various badges, achievements, and awards were given as additional forms of XP and bragging rights for those who earned them.

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As students completed all 27 books, they earned a Bookworm badge with 200 additional XP.  Then they were presented with new quests that encouraged students to think of comparisons and contrasts between two or more books on the list and reflect on those similarities and differences.  Finally, the top 12 students were chosen in late January/early February.  These were chosen with as much objectivity as possible.  Basically, the 12 students with the highest XP were on the team and would attend competition.  The top 6 students were designated as mentors.

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I must also mention that we had a guild (basically a virtual meeting space) available on our district LMS page.  This allowed us to have conversation in discussion boards, polls, and share our projects with one another on a virtual platform, which took the place of practice until the month before competition, freeing those students to participate in other extracurricular activities.  We met twice a week for the 4 weeks prior to competition to perfect the dynamics of the team and participate in mock battles.  After competition, we had a party, celebrating one another and what we had learned thanks to these books.  I guarantee you that my students learned more than there was a white house on the river, and they understood significance of a note being passed between these two girls.  We didn’t win the competition; they won so much more.

 

Media Makeover

There’s a saying “form follows function”.  I’m sure you’ve also heard “if you build it, they will come”.  Basically, my media center needed to reflect the changes that we hoped the pilot would bring to the culture of the school and the vision for media centers throughout the district.  The media space at my school was perfect for the school when it opened in 2000.  Based on new trends in education, and push for Future Ready schools, the use of the space was no longer adequate.  The physical space desperately needed to be updated and the collection needed to be heavily weeded.

Makerspace

We started with a good-sized classroom off the media center.  It previously functioned as the technician’s workspace, but I immediately envisioned a makerspace there.  It already had a sink, tile floors, a solid wall, and lots of storage.  I was also trying to break the habit of sending broken chromebooks to the media center, so I felt that having the technician in that space was counter-intuitive.  The technician at our school graciously moved to another space in the school, and a fresh coat of paint, in some pretty cool colors was the beginning of a makerspace.

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Before

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Before

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After: painted and ready for materials

Virtual Reality Room

The next room on the list was the periodical storage room.  This room was full of classroom book sets, old magazines, manipulatives, old textbooks, and so much more.  I found that teachers didn’t even know what all they had at the school as it was all stored in the media center.  So many teachers were excited to come pick out what matched their curriculum and take it back to their classrooms.  As a teacher, unless I saw it in my classroom, I would forget it was available to me.  I think many of these teachers operated the same way.  Now the manipulatives and many of the book sets are in classrooms.  Textbooks were sent back to the district warehouse.  Old magazines were placed in the makerspace for projects and teachers were directed to the online content.  What teachers did not want, or no longer matched with the curriculum, the students took home.  We transformed this room into the Virtual Reality room (more information on that in a later post).

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Storage

I won’t add images of the storage space as this space was used as a storage space for the school it seems.  There were so many pieces of outdated or broken technology that I asked our central office to sort through the materials and properly remove anything that could be removed.  My assistant superintendent was also kind enough to help me sort through the professional collection to focus on our district initiatives and provide our staff with the most current literature from well-respected educators.  There is an ancient white computer that has become a discussion piece as we still use it to power the poster maker!  My students love to glance in the storage room at the “dinosaur” and I have used the floppy disks that accompany the computer as talking points in several lessons.  Otherwise, most of the space was cleared out and now that all Chromebooks have been turned in for the summer, the once empty shelves are full of Chromebooks waiting for school to start again.

My Office

I really struggled with what to do with my office.  I’ve never been the type to sit in an office to work; I’d rather be visible in the media center.  I considered turning this space into another student space, a quiet study room or a space for reading.  The more I considered the space, I decided to keep it as my office for now.  All of the equipment to repair books, prepare books for circulation, and any files that needed to be kept are housed in my office.  I also keep the professional books I have purchased here so that they are separate from school-funded books.  Any materials that are not ready to be placed in the makerspace and my breakout boxes that I loan to teachers are also housed here.  Finally, I house my more expensive equipment here, behind the locked door to prevent theft or accidental breaking.  This space may eventually evolve into another space for students, but for now it remains my office.

Media Space

This space deserves an entire blog post in and of itself.  For now, the quick version is that after weeding due to age, condition, and circulation, and after adding another shelf to each case to eliminate unused space, I was able to remove 2 12-foot long bookcases, 1 9-foot long bookcase, and 24 feet of bookcases on the walls.  The corners of the media center were dark and everything felt so cluttered.  Now it is open and airy and there are so many exciting places for students to sit and read, work on projects, collaborate, and have class.  Look for a post in the near future about specific changes in the media space.  For now, enjoy some pictures of the space from my first day at work to phase one of the media space changes.

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What comes next?  This year I am installing a Minecraft lab of 10 computers.  These computers will likely run an eSports league as well.  I’m excited to build a large Lego wall and extend the makerspace with the help of my Makerspace Mentors.  I am also looking to begin the transition to having all my furniture on wheels.  Because my school is located near the center of our district, the media center is frequently used for large meetings.  Furniture on wheels would make things so much easier!  I’m also eager to put in a comfortable reading area in one of the alcoves near the interior windows.  There will be more “comfy chairs” (students’ words, not mine) available in the media center as well.  Finally, on the big screen TV, I will have announcements of happenings around the school, as well as a showcase of awesome work from students and teachers.  Stay tuned!

 

 

 

Transitions

Here we go… my very poor, horrendous excuse for my case of FtB – Failure to Blog 2016-2017.  I changed jobs.  There… that’s it.  I know what you’re thinking; I’ve heard it all year. “But this is the BEST time to blog!”, “Your reflections could help others.”, and “You’ll look back on this and be thankful you wrote about it.”  To all of that I say, “I know, I know.  You’re right.”  However, for some reason this year, it just wasn’t in me.  Professionally, this year was tough.  (To be honest, personally, this year was tough, too.)  What made this year so hard?  I couldn’t tell you.  I can’t pinpoint one particular cause; believe me, I’ve tried.  In my 11 years in education, this was one of the two most challenging years (strongly rivaling my 2nd year in the classroom).

Flashback to last summer when my phone rang as I was on my way back from EdCampSummit for EdCamp Organizers held in Atlanta, Georgia.  The number was from central office and I believed it to be one of those automated calls.  Upon listening to my voicemail, I quickly found out that I was being summoned to my superintendent’s office for a meeting the following day.  I subconsciously heard that ominous “oooooooo” sound when someone is sent to the principal’s office.  The end product of that meeting was an outstanding offer to pilot a new position in my district that formally merged the role of the media coordinator and the instructional technology facilitator (my two loves).  I was excited to lead this change for my district, but was also incredibly nervous as I would be heading to a middle school for the first time in my career.  I’d always heard that middle school is a love it or hate it position, similar to teaching kindergarten.  Some people are just born to teach those grade levels and they love every moment spent with that age group, and some aren’t and don’t… at all.  There is no middle ground.  Reluctantly, I packed up my things at the elementary school I’d only been serving for 2 1/2 years, and moved to a middle school.

I feel that I need to set the scene as this will aide in future posts.  This middle school isn’t just any middle school.  It’s also the first magnet school in my district, the first school of choice in my district.  The school itself was less than 20 years old, and the magnet was established just three years ago.  With 10 years of experience, I was coming in as one of the most veteran teachers there.  The administration in the school was new – a first year principal although she had many years in education & was the former assistant principal at the school & an assistant principal that was new to the school, coming from a high school.  Title 1 funding had just been pulled from the school due to the change in demographics.  However, both of the feeder schools for the middle school are Title 1, with one of those schools listed as 100% free and reduced lunch.  (Sidenote: Students from two feeder schools automatically attend the school and there are several spaces open for students to apply to attend.  These students are chosen from a lottery.)  All students at the school participate in the magnet program with a focus in STEM Education, which is awesome!  There is not a case of haves and have-nots in regards to access to educational experiences.  Every student in the school receives a Chromebook and they are allowed to take the Chromebook home with them for educational purposes.  The school also has a BYOD policy, two Project Lead the Way classes, and operates on a 6-block schedule, with every class being 52 minutes in length.  There are roughly 425 students enrolled in the school.  I would be the third media coordinator in four years in the school.  With the 1:1 initiative, the previous media coordinators spent the majority of their time working on Chromebooks, troubleshooting issues and replacing minor broken parts.  I needed to break that mold to allow for availability to serve as the instructional and digital coach, as well as serve as the media coordinator.

As part of the pilot position, I was to build a strong media program and begin coaching the staff, building relationships “from the ground up”.  I was so incredibly overwhelmed.  The media center space was much larger than my elementary school media center, the students were usually bigger than my former PreK-5 students, the collection was enormous, and I desperately missed my makerspace that I had created at my former school.  We had signed up for a virtual reality research project with an educational research organization, but had nowhere to put the equipment (more on that in another blog post).  I had two enormous storage rooms packed to the gills in classroom book sets, thematic units, manipulatives, calculators, old textbooks, and old technology.  Oh, did I mention that I was to distribute and manage the chromebooks in the school, which were haphazardly in bags in the floor?  I was totally lost.  My directors stepped in and helped me create an entry plan, which allowed me to focus on one thing at a time with a flexible timeline.

Throughout the year, I worked hard to earn trust from my faculty, my administration, and my students.  Although I constantly felt like I was falling face first, I reminded myself that I needed to keep a growth mindset and relied heavily on my PLN to keep me inspired.  This year has been a lesson on “failing forward”.  Now that summer has (finally) started, I feel that I can take a moment and reflect on the year, sharing what I’ve learned and some of the awesome things my students did throughout the year.  Look for more information to come, with posts on virtual reality, transforming the media space, building a makerspace, collection development, building relationships with students and staff, coaching successes and failures, and my observations from the year.

So there you have it… my FtB 2017 story – the short version.  Subsequent posts will be from the eyes of a new Lead Digital Learning & Media Innovation Facilitator at a STEM Magnet middle school during Pilot Year One.

Ending the Blogging Hiatus

So I’m here to say I’m officially ending the blogging hiatus today!  I’ve been inspired during the Blogging session at #EdCampWake & I’m looking forward to sharing the awesome that I see and my students are doing.  Have you ever been in a funk?  It’s easy, as an educator to lose sight of your “why” in the craziness of evaluations, testing, conferences, (insert acronym here), education jargon, blah, blah, blah….

It was brought to my attention today that I’m not just neglecting to blog, but I’m neglecting to take time to reflect on my practices.  At first I was a bit offended, but then I felt more convicted.

No excuses, but here’s an explanation.  In July 2016, I was given an incredible opportunity to pilot a new position in my school system.  It formally marries the Instructional Technology Facilitator position and Library Media Coordinator position.  I am the Lead Digital Learning and Media Innovation Facilitator for my STEM magnet middle school.  I have always been at the elementary level, so being at the middle school and adapting to the differences in culture has been an adventure.  I knew no one at the school (which is saying something in my rural district), and although I’m pretty outgoing, I was terrified of rejection.  I still am in many ways.  I serve as both the digital coach and as media coordinator for my school.  It’s my district’s way of purposefully moving our media centers to the future.  And I love it!  I appreciate how purposeful it is – changing the culture and climate of the media center.

So, today – March 18, 2017 – I am committing to writing a blog a month.  Some will be reflective, some full of awesome resources, and some will be just sharing my hopes for the future for accountability…

Thank you to all the folks in the Blogging session (specifically Tom Mullaney) at #edcampwake.  Stay tuned.  Here we go again.