Posted in Tech Practice

Jumpstart Screencasting

Module 7 – Screencasting

Jump Start: A Teacher’s Guide to Tech from Cult of Pedagogy – with Jennifer Gonzalez

1000px-Clapboard.svg_  Lights, camera, ACTION!

Wow! Screencast-o-matic was so easy!   My practice video is nothing to be excited about, as I was just playing and it doesn’t even make sense.  However, here is what I learned.

  1. Screencasting can be a valuable tool for me to record and review what I learn.
  2. Screencasting can be a valuable tool for student to also record or to review a given lesson.
  3. Creating a classroom “channel” of lessons could be invaluable to families.  No need to google something when they can go directly to your class youtuble channel of lessons or tutorials that you have created.
  4. etc…more to come as I play more. (online stories for my cherubs to hear a story on their parents phone as they wait in line at the grocery store)

I also learned (through this process and through another online course I’m taking) that planning what you will say and planning your steps are critical! Clearly I didn’t do this as I was playing on my first attempt 🙂  Sometimes you have to dive in 1st.

I really like the features of screencast-o-matic that allow you to record frames and type the words across the bottom.  So many free options.

My first unplanned attempt: youtube screencast-o-matic test

On a side note, I need to revisit thinglink.  My original thinglink has other options to add different types of tags, but when creating this screencast, I could only add url links.  I’m confused.  Time to back up. My original:

Posted in Tech Practice

Jumpstart Take Your Pick

Module 6 – Take Your Pick

Jump Start: A Teacher’s Guide to Tech from Cult of Pedagogy – with Jennifer Gonzalez

Flashcard Creators, Mind Mapping Tools and Survey Tools

Lions and tigers and bears, OH MY!  Goodness.  This assignment is why so many teachers through up their hands and get overwhelmed.  One could spend hours digging in tech to decide which tool is “the one” to use.  Thank goodness that’s not me.  I picked one from each, took a peek, noted what to return to later and decided upon the one to dig for this task (I’m lying. It’s been hours through breakfast, snacks, lunch, and afternoon drinks.)

Since we are a Google district (and I have already spent hours and need to move on), I chose to think about Google forms/surveys in a different way.   I created an exit ticket for my elementary students learning how to identify the theme.  What was especially thought-provoking about this is that this particular creation could be used as an exit ticket in class, an assignment, or even a flipped pre-assess before another lesson or for an absent student.  (you can click here to see the live form Exit Ticket)

exit ticket

The tool itself is easy to use and customize.  I have used different survey tools for just that – surveys.  Thinking about this tool in different ways opens interesting possibilities.  Students could easily use this, embed and collect data to report on later. I could use this in a flipped way with my new teachers, with parents, as well as students now that google has improved it to embed video content pictures as well as text.  I also like how google has added different choices for responses besides just text and multiple choice. Checkboxes, dropdowns and linear scales are among a few new additions that will be a novel way to gather information, assess, or have participants think about something.

Below is a list I want to play with (or have students play with and tell me about):

Mind mapping: popplet vs. vs. coggle (I’ve used Lucid chart and like, but so expensive.  sigh)

Flashcards – hmmm…not my thing so I need to explore  quizlet vs studyblue


Posted in Tech Practice

Jump Start Social Media

Module 5 – Social Media

Jump Start: A Teacher’s Guide to Tech from Cult of Pedagogy – with Jennifer Gonzalez

Social Media Frenzy

I’ll admit social media has sucked me in, spun me around, then spit me out.  After regrouping, I began to find my why for different platforms and some possible uses for student learning. I also had to set some parameters for myself around constant connection.

I have looked at most social media sites out of curiosity.  Here’s what I have come up with as of now:

Facebook: I am guilty.  I use it to connect with my family all over the U.S. and a few contacts outside the U.S.  It’s purely social for me.  I may post some educational links but only because so many of my friends and family are also educators and education is our interest.  The only students I connect with are ones who are grown and have been out of school for a while.  This course has been hard for me in facebook since that has not been my platform for professional development.

Twitter: I used to be #FrustratedandOverwhelmed with twitter.  Now I love it.  It, along with google+ is my professional development.  It’s been a while, but Tuesday nights used to be #EdChat time for me and #edTech Chat was Monday’s. I could find a chat every night!  But what is really powerful are the hashtags.  #ISTE16 would have been a nightmare if I had to sort through billions of tweets.  With hashtags you can find anything you want at anytime.  There is also twiducate that we used when I taught 2nd grade.  By using hashtags, you can pull a conversation into one place.  As a staff we toyed with the idea of a selfie summer with the hashtag #EastSelfieSummer16 to connect with each other.  The same could apply with students.  Take an elementary math unit in geometry for instance.  How fun would it be for students and their devices to be taking pictures and tweeting about shapes and geometrical concepts they find in the world that is easily brought back together through the hashtag – then add other students from all over the world and BAM! I could go on for pages.  Now with Periscope and Twitter – you can be live with people all over the world, too, at anytime of day or night!  Hence, my personal parameters I set so I actually see the world not live through the media and others.

This is an example of using hashtags at ISTE16 during a workshop about using video for coaching teachers, students, and self reflection. It was going on during the workshop like a backchannel such as TodaysMeet.

#projco #ISTE16 #jumpstart

Instagram app: I have played with instagram a bit, but I didn’t get why I needed instagram, fb, twitter, snapchat, etc.  This is the platform I will explore more since I know it works like twitter with hashtags as well. I wonder how to capture a meaningful 15 second moment for instagram? I went to a selfie session at ISTE and also had an Inspire session where they spoke about snapchat and education.  It’s ok if our pictures are only there for 24 hours on our story.  We captured a moment in time, now it’s gone and that’s ok.  They talked about some ways to use with students. Maybe instagram becomes that only longer lasting.  I don’t know yet.  Connect with me @trevy4 on Twitter or ttrevenen on Instagram and find out if I figure it out.

My first attempt at clipping a 15 sec video.  WOW! These two were amazing!

View this post on Instagram

#rockpaperscissors #sting #sting

A post shared by Tiffany (@ttrevenen) on



There are so many, but I sticking with these for now.  I also know they can be connected so one post goes to other platforms.  I’m not into that.  I like things separate right now. I don’t need to inundate my entire family nor friends outside of education with my professional development learning.  I don’t need to share my family photos and personal endeavors with my PLN.  Student do not need to be a part of either of those.  Separation for me for now, unless I can be convinced otherwise.

The other separation I make is with my time. Angela Watson recently had a challenge called A 21 Day Challenge for Teachers about #IntentionalConnectivity. Changed. My. Life. No, really, it did.  I’m free.  The tech fog is gone.  I use the tools when I need to just like a pen or a spoon, not as a drug to fill spaces of time. We don’t walk around with a pen or a spoon in our hands, so why look down at your device all the time. Sit with boredom, it’s fine, you’ll love it.  I highly recommend this challenge if she offers again.

Posted in Tech Practice

Jump Start Embedding

Module 4 – Embedding

What have I learned about embedding when I thought I already knew most ways?  I knew there were different ways to embed images, charts, videos, links, and so on.  I knew to even try using a couple different methods such as urls or html code – not that the code means anything to me yet (I know, I know time to get on the coding treadmill that I’ve been putting off).  I also know to give credit where credit is due and even how to provide that link back to the original source – all basics at this point in technological time.  However, this assignment tested my grit, to use the jargon of the times.  I guess I do have a growth mindset because I stuck with it for what seemed like hours (maybe 1). What was that game show where the participants could phone a friend, ask the audience, or have half the multiple choice answers taken away?  At any rate, it was to late to phone a friend, half of my choices (all of my strategies I knew of) where already taken away.  All that was left was to ask the audience – facebook group.  I knew I wouldn’t get an immediate response so I thought, “Wait, I’m the audience!”  Thank you you google and people who post help.  Viola, embedded – new strategy to try next time.


I have known about Thinglink for a while – when it was all free.  I hadn’t dived in.  I took the plunge in the free shallow end.  I can see how it would be very engaging as well as a tool for creation and collaboration.  And now that I know how to embed one, it can be a fun way to engage teachers and parents as well or like the example below, capture learning and bookmarks.

By the way, if you are curious (or this is me reading this later and I’ve forgotten) about how I embedded  a Thinglink – I just copied and pasted the url right into this text! Thinglink works with WordPress in that way.  No need to click the insert media button nor use html code.  Below, with Vimeo, I used embed code and inserted using the html tab and with Slideshare I used their WordPress shortcode and pasted right into this text.

The example below created by a teacher in Thinglink has also been “reblended” by others.  I could reblend (adding or changing links) to make it my own and still share the blend with others.  This mix stood out to me since I just got back fro #ISTE16 in Denver and these are the hot topics.  I learned so much about makerspaces and virtual reality learning and had fun sketchnoting.  This Thinglink gave me the idea to create my own from ISTE. It’s a condensed fun visual vs a list of resources, a bunch of clicks to different categories, or even trying to find my notes that I kept in several different digital places, ugh.



This Vimeo below was also from an ISTE16 workshop, The Power of the Selfie presented by Cynthia Merrill, Bonnie Painchaud, and Amy Riley.  These teachers have a Selfie Center in their classrooms.  They set up an ipad for students to go take selfies about their learning.  Sometimes it’s in pictures and writing and sometimes video (selVies-lol). These are moments in time where perspective is captured. They use instagram, vimeo, and storage like dropbox and seesaw.  For younger students, I discovered at the start-up area at ISTE Expo.  They can snap a pic and record voice or type as they tell about that selfie related to a book they read, how they solved the math problem, their thinking about science, social studies, the world, their friends, life. Check out this READBox idea using selVies and QR codes and Vimeo by a 2nd Grade teacher, Ms. Riley.   What I don’t like is that for a class, video is first stored on a device then uploaded, meaning you have to take up space, then organize, then upload, then delete.  I would much rather use a platform now such as easyblog where you take pics or vids right in the program and it’s not taking up storage space on a device nor do you have to go back to organize or upload.  Vimeo another tool to have in a toolbox, still always first considering “what tool would help me do what I want or learn”, not “what can I do with this tool.”

The Power of The Selfie Center from LivBits on Vimeo.



You have to have a LinkedIn account to upload, create, keep clipboards of other slideshares using the platform SlideShare, however, you don’t have to have an account to view SlideShares. Slideshare is a way to upload powerpoint presentations to embed, share with colleagues or the world (Google slides now has that ability, too) Slideshare has the LinkedIn network to search for presentations on a certain topic.

The Slideshare below is also from ISTE16.  I went to a workshop moderated by Vicki Davis (coolcatteacher)  featuring tech guru Kathy Schrock (yes I got a picture with her!), sketchnoting queen Sylvia Duckworth and Heck Awesome Carrie Baughcum. Below is the Slideshare about their sketchnoting workshop.  Changed my life!

Here’s what I’ve put together this summer so far – I prefer to take written notes and I’m a doodler.  My world has been freed knowing that it’s ok not silly and brain friendly to take visual notes.  Now, combined with app Procreate (Notes+ works too) and my new Musemee stylus along with wordpress,  I can sketchnote on my ipad and upload my notes to WordPress and reflect!  WHOA MIND BLOWING! – can you hear the fireworks? Below the slideshare is one of my favorites from Sylvia Duckworth.


Posted in Tech Practice

Jump Start Create Your Portfolio

Module 3 – Create Your Portfolio

Jump Start: A Teacher’s Guide to Tech from Cult of Pedagogy – with Jennifer Gonzalez

I’m not going to lie…this has been a rocky process.  I am persevering and navigating the chasms and boulders.

A portfolio by definition is a range of investments held by a person or  even a set of pieces of creative work collected by someone to display their skills.  A diary or journal by definition is a book in which one keeps a daily record of events and experiences. In the olden days of teaching, we, the teacher,  would keep artifacts of student work in a portfolio to show growth or show off our  project ideas that students so masterfully mass-produced. Educators soon found that this was cumbersome the older the student was (but we kindergarten teachers still held portfolios as the ultimate testimony to the amazing skills Kindergarten children gained under our tutelage).  Then there was a span, extremely brief, where the Colorado Department of Education required teachers to have a portfolio…and that went out within a couple of years when they realized they would have to sort through them to approve licensing.  Along came digital portfolios – without the ability to share with the world.  Still the problem of what to include, too much, too little, how to organize, etc persisted.  And now here we are.  Pics, vids, links, etc.  Our entire digital footprint is our portfolio.  Choose your clicks wisely, people are looking.

Which brings me to this site.  Portfolio, diary, journal, whatever you want to call it, it is just a place to collect my own personal learning. As soon as I had that frame of mind, my WHY, navigating this site actually became easy.  Someone else already set up the organization of it. I just had to choose one that worked visually for me.  I’m not selling something, so no need to have elements checked off of some random design list.  Again, someone else took care of that.  The important thing for me now is the content and the audience.  The content will be reflections about learning in a place I can come back and say, “now what was I thinking” or “how did I do that”.  The audience might be reaching out to others to learn, but I don’t expect that from this blog. There are other tools for feedback and collaboration.  If that happens here, great, if not, I can fill that need elsewhere and reflect on it or record learnings here. For me, this site will be for me (and any of the millions who choose to be bored enough to read it, welcome).

I think struggling through WordPress isn’t a lesson in building a blog, but a lesson in reframing my thinking, as it is with learning anything I value that is difficult at first.  I am willing to figure things out and make them work if there is a reason to do so.  Assigning it as a task isn’t enough for me to persevere, never was, and I suspect not enough for most students except your gold star seekers. Being a polite student, I would have completed this task.  But because I am a learner down to my core, I made it meaningful for me (which I suspect it Jennifer’s goal for us).  I may not have followed each checkpoint, but this is a useable tool for me now.  I will come back to it often.  I need to remember to let my students make their own meanings, too.  It isn’t always about the outcome I would have originally expected – and, yes, I still am certain I can equate their choices to the standards. Another, aha, maybe this will help me with my Colorado Teacher Rubric, got to love SB191.