Thank you for joining us for “A cyber-ensemble of learning tools and strategies.” We are interested in your comments, ideas, and questions. Please feel free to join our discussion!
You can also see additional information at this link: http://teacherscreate.org

Hi, I really enjoyed this — the interview segments are quite compelling, and of course it would have been great to follow a particular science or math project to see it unfold. How central is some kind of teacher “console” — are students’ devices echoed on the teacher’s, for example? Is there a shared work space where students can “drop in” on others’ work, or is the sharing at the discretion of the student or team?
Did one young woman talk about how this would help her with a class of 48? Or did I mis hear? Hope so!

Brian: you heard correctly: the teachers all have massive student loads (48+)! They are dedicated and innovative and as I’ve transcribed video footage, I am so respectful of their kindness to all students in such large classes!

Loved hearing from the student now inspired to become a teacher herself, as well as the teacher discussing how it positively impacted her relationship with her students. Your description says that there are also participant schools in Africa – in which countries? How has implementation differed in that context?

I really loved the screen-sharing software since it really shows the thought process of the students. Do you think there are specific age groups that would benefit the most from these learning techniques? What is the process of implementing these tools in a classroom?

Kelly, if you are going to use video editing software, it is probably best if the students are middle school or higher, but elementary school students could make videos that are not edited using simply pen and paper. We have used some low tech versions of the CyberEnsemble in Africa, for example.

The processes vary according to location and the needs of the teacher and students. At the schools shown in the video, students work, usually together in pairs, with pen and tablet, making and editing their own math videos. The learning environment and format varies—sometimes the CyberEnsemble is used in a summer workshop or an after-school club. Other times it is used in the classroom. The possibilities are endless, really. The math teachers work closely with researchers to come up with interesting and novel ways to implement the tools.

Thank you for sharing the overview of a class engaged and focused on their digital tools. We often hear of 1-to-1 and visualize it as mass of internally focused, individuals that we see waiting for a train. They are obviously absorbed but conscious that they are “in class” and responding to their assignment, each other and the expectations of the class. Also wonderful to have a teacher agree that learning with the students can bond and share the mentoring expected of a teacher. Finding “common ground” is a fine event in learning. I agree to with Sarah..that hearing the student on video discussing her goals and expectations for a teaching career builds a bond with us out here watching!

Betsy: I’ve been part of the transcription team for almost three years, and it is just always is so rewarding to see the interplay of teacher as student and student as teacher. Students are gaining respect for the difficult work of their teachers and their teachers are seeing how seriously their students work to gain concept mastery. Thank you for your comment!

This project has done something that is hard to do, improve teacher-student communication and “connect” them, as one teacher said. What did you provide for professional development and how long did it take for teachers and students to get to common ground?

At many of our sites, we use a workshop format to train teachers—they work with students during the workshops to learn how to use the tools, and leave the workshops with lesson plans they can implement in an upcoming class. They continue to learn through the implementation phase. At the two locations featured in the videos, we have weekly Skype meetings with the teachers and researchers visit the sites several times a year to support the teachers and collect data.