All posts by Michael D. Roush

Technology Integration Specialist,. Proud proponent of Universal Design for Learning, Assistive Technology, and presumed competence. Adjunct Professor of Education at Wilmington College, Wilmington, Ohio.

TEDx Dayton 2018 – “Shift”

The 6th annual TEDx Dayton event has come and gone.  The theme for this year’s program was “Shift”.

Michael, speaking about his daughter, Amelia, on the TEDx Dayton stage.I was so honored to be included as a speaker for this year’s program. My talk was about lessons I have learned from my daughter, Amelia.  Amelia just turned 9 years old, and was diagnosed with Autism just before her third birthday.

I have told versions of this story in other formats – as a five-minute Ignite session at the Ohio Educational Technology Conference a few years ago, in an article that was published in a booklet called “Sharing Hope”, and as a brief keynote address to special education and school improvement consultants in Ohio.  But, the presentation was never as “polished” as it needed to be for TEDx Dayton.

The process of breaking my thoughts down to their bare essence, and then building back up to a connected and meaningful series of thoughts, was one of the hardest things I have ever done professionally.  I am deeply grateful for all of the support that the TEDx Dayton organizers offered me to help get my talk to that point – after all, it will soon be available on the Internet for the world to see. (Yikes!)

It takes several weeks for the recordings to be finalized and posted among the videos on the TEDx site.  But you can bet that once it is there, I’ll happily share Amelia’s story with anyone who would like to listen!

 

 

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TEDx Dayton 2018 is coming!

Earlier this year, I submitted a TEDx Talk proposal for this year’s Dayton event.  Mine was one of nearly 200 proposals submitted.  I was very pleased to be chosen as one of about 50 to get to audition.  And now I have the honor of being chosen as one of the speakers at this year’s TEDx Dayton!

My talk is titled “Ten Things I Have Learned from Amelia.”  Amelia is my soon-to-be-nine-year-old daughter, who was diagnosed with autism just before her third birthday.  This talk has been brewing in my mind for years, and I have already used it as the basis of a five-minute “Ignite” style talk, and it appears in the CCHMC booklet “Sharing Hope”, which is given to families of individuals who are beginning a plan of care at their Department of Developmental and Behavioral Pediatrics.  While there have been many discussions over the last six years about what and how we might teach Amelia, I have found it to be much more powerful to pay attention to what and how she is trying to teach me about herself and the way she sees the world.

The organizers of TEDx Dayton have pushed me (and all of the other speakers), to make sure that we are able to give the best quality delivery we can of the best quality construction of our message that we can.  On Friday, October 12, Amelia’s will be one of several stories that are told that day, on the stage of the Victoria Theatre.

I have many, many people to thank for their contributions to Amelia’s development over the last nine years, and I won’t have time to thank them all on October 12.  But, my goal is to let Amelia, and all of her friends and family, and everyone out there who can identify with her, know just how amazing she is and how much we can all learn from one another if we’re willing to pay attention to the lessons being taught.

 

Active Learning

My role as a Technology Integration Specialist with Forward Edge has taken a twist this school year. I am supporting teachers in the Felicity-Franklin Local School District for the third year in a row. Two years ago, I was there two days a week. Last year, I was there three days a week. This year, I will be there every day they have school!

So, here’s the twist: I will still be supporting their implementation of educational technology, K-12. But this year, Felicity-Franklin is implementing a new makerspace, and I have been so fortunate to see it grow from an idea to a reality.

Our first two projects in the Active Learning Center are complete, and they were a great way to get started.

Student green screen video, standing at a crime scene.The Forensic Science high school class researched careers in the field, and created brief informational videos about them. They recorded their videos in front of a green screen, and used OBS (Open Broadcaster Software) to superimpose their videos on backgrounds that matched each topic.

Students build their prototype catapult.Several Agricultural Education classes participated in a Catapult Challenge. In this project, students had to design and build a device that would perform three different tasks.

Design Thinking and Learning-by-Making is built upon exploring questions that do not have a “one right answer”, and students get plenty of opportunity to brainstorm, build, test, refine, as many times as they need.

I heard students say, several times, “Let’s try both ways and see what works better.” “Can we try again?” “What if we…?” I never heard one student speculate about what their grade might be. They weren’t worried about a grade.

It was a little noisy. It looked a little chaotic at times. But, we had zero behavior problems.  Our makerspace is a little under 900 square feet, and our biggest class was 27 students.  It felt a little crowded at the “build space” when four or more teams wanted to use it, but we weren’t stepping all over each other.

Some students had the idea of using their school-issued Chromebooks (or their personal phones!) to research catapult designs to get ideas for where to start or where to improve their designs.  They were a little nervous to let the adults see them doing this.  They’ve grown up to believe that looking up an answer is against the rules.  But, when the question is constructed properly, looking things up is “research”, not “cheating.”

Perhaps my favorite observation came from the class using the green screen.  They were fairly hesitant to get in front of the camera to record their first video.  I had visions of the students “ooh-ing” and “aah-ing” over the technology and the opportunity to do something different!  In reality, everyone wanted to go last.  Eventually, the teacher imposed a list of who would go when, and the students complied. However, when they came back the second day, it was a completely different story.  I posted the videos from their first day in their online course management system, so they had a chance to see them before coming back.  When they returned to the makerspace, they were all ready to have a chance to do their video again.  They saw what they had done, and they saw that it could be watched by everyone else in their class.  Now, they wanted to do it better, and they knew where they needed to make improvements.

Try. Review and reflect. Refine. Try again. That type of approach to learning results in remarkable achievement.

Book Creator Ambassador

I am not one to pile up professional endorsements “just because”.  But when there is an ed tech tool that I have found exceptionally valuable, and that tool conducts a program to recognize people who want to help others get the most out of that tool in helping students, I like to dig into it to see what else I can learn about my favorites.

Book Creator Ambassador badge.

My newest credential comes from one of my longest-running favorites in ed tech: Book Creator.

What started as one of my all-time favorite iPad apps is now a first-ballot hall of fame cross-platform application.  You and your students can become published authors and create your own high-quality multimedia electronic books.  The old excuses and barriers of self-publishing being too hard, too expensive, and too time-consuming are gone.  The world is your audience.

The newest iteration of Book Creator goes beyond the idea of you becoming your own publishing house, to connecting your classroom, your building, and your district in such a way that you can collaborate in ways that were not possible before.  A classroom, building, or district can publish entire libraries of self-created multimedia eBooks!

Book Creator is a great way for students to produce their own content-rich textbooks, create memento/souvenir eBooks of special events, get creative with project portfolios, and capture volumes of evidence of their learning with ease!

I have to thank Jon Smith and Mike Marotta for introducing me to the incredible power of Book Creator back in its early days, and for creating challenging ways to use it to help all (yes, ALL) students.  One of my professional goals this year is to help a group of students publish a book of their own original work, and Book Creator is going to be an important tool in making this happen.  As Rushton Hurley says, “When students know that others will see their work, they want it to be good. When it’s just for the teacher, they want it to be good enough.”  Book Creator helps students produce good work.

Check out bookcreator.com for the free version for Chrome, iPad, or Android – great for an individual teacher wanting to help their whole class become published authors.  Full versions can be a very affordable part of any building or district’s curriculum plan.

Picademy 2018 Reflections

The Raspberry Pi is an inexpensive (about $35) credit-card-sized computer, designed to make access to coding and digital-and-physical making much more accessible.  To support this mission, the Raspberry Pi Foundation conducts two-day “Picademy” workshops, to give educators of various experience levels on board with the power of Pi! I was honored to be selected for one of this year’s workshops, in Jersey City, NJ.

Picademy is not about having the most skill, or aptitude, or experience with programming.  Instead, Picademy is all about being willing to learn something new, and find ways to apply that newfound skill to solve problems.

I made the light turn on!I had a good bit of experience with the Scratch blocks-based programming language going in, and that helped.  I had almost no experience with the Python text-based programming language going in, and that was okay.  I had some experience with other text-based programming languages, and that had its advantages and drawbacks.  Drawbacks: I found myself thinking first of how I would accomplish a task with other programming languages I know, and I felt like I didn’t have enough time to break down and understand some of the sample code snippets I was typing.  Advantages: programming concepts like loops, functions, and variables were familiar to me, and I was prepared for the sometimes-frustrating process of troubleshooting a snippet of code that is not working properly for that one little mistake that is breaking the whole process.

"Two Live Mikes" - Mike Marotta and me.As luck would have it (it was pure luck, unless the application reviewers did a lot of homework on the applicants), I happened to be at the same session as Mike Marotta, someone I have followed on Twitter for a long time, and learned many things from over the years.  Mike is an Assistive Technology expert, the 2017 ISTE Inclusive Learning Network Outstanding Educator award recipient, and he serves schools in the state of New Jersey as an Assistive Technology resource. We had never met face-to-face that either of us can remember, despite so many common interests, so this was a treat on multiple levels.  We got to work together, and get a chance to get to know each other face-to-face.

You might think that an event like Picademy would be filled with people who have largely the same background, interests, and ideas for using the Raspberry Pi.  But the group was exceptionally diverse. I met STEM teachers, university educators, media specialists, classroom teachers, published authors, tech directors, and professional development coordinators, and having a chance to hear some of their stories was a great benefit of the time spent there.  I met some wonderful people, and my Twitter family has grown!

Building the book-holder-page-turner.The group work time made this even more powerful.  Day Two of Picademy was focused on groups developing their own project ideas.  One workshop participant (a classroom educator from Detroit, MI) had an idea for a device that would help turn the pages of a book for someone who was unable to do this on their own.  Mike Marotta and I thought that sounded like a great idea for a project, with lots of opportunity to put our newfound knowledge to work on a problem we were both very familiar with. So, we joined that team and began working with the physical materials we had available.

My Picademy project group, with our book-holder-page-turner!

If you are looking for a fast-moving workshop experience to challenge you, I certainly recommend applying for a 2019 Picademy.  And, if you don’t want to wait that long, there are lots of free online tutorials available right now!

I am not sure where all this road will lead me next.  I want to infuse some of this into the Coding Across the Curriculum workshop I have developed.  I want to make much of what I learned an integral part of the makerspace I will be helping to implement at Felicity-Franklin Local Schools starting in the 2018-2019 school year.  I’ve already been asked to develop a presentation on more possible uses for the Raspberry Pi as Assistive Technology.  And that’s a large part of what the Raspberry Pi is about… plenty of valuable options.

Everyone can learn to code – not just the kids!

 

Finding Meaningful Work For Young Adults With Autism

On Tuesday,   May 8, 2018, I was making the 90 minute drive from Felicity, OH, to the Dayton Metro Public Library.  I was on my way to an audition for this year’s TEDxDayton event, coming in October.  (I’ll let you know if I made it or not.)

On my way, I was listening to “Here & Now” on WVXU, 91.7FM, from Cincinnati.  The show included this feature on finding meaningful work for young adults with Autism.  I found it very fitting, since my proposed TEDx talk is about lessons I have learned from my daughter, Amelia, who was diagnosed with Autism just before her 3rd birthday.

The archived audio version is below.  I remain very hopeful that by the time my daughter is ready to graduate high school that there will be more options for her to be a contributing member of the workforce than a sheltered workshop.  That possibility has more to do with the system understanding her strengths than her fitting into the system we have created.

https://player.wbur.org/hereandnow/2018/05/08/meaningful-work-autism

Another Podcast?

Historically, I have not been one of those “New Year, New Me” kind of people.

I don’t typically make New Year’s Resolutions.  I don’t set annual goals and post them around my home, car, and office to remind me to work toward them.  I do set goals, but I don’t formalize them in the same way many others around me do.

In recent years, I have become more intentional with some of the changes I want to make and new things I want to try.  This blog was one of them.  A still-unfinished book manuscript (7,500 words and counting) is another.  My newest “Hey, there’s an idea, let’s try it and see what happens” project… a podcast.

At ISTE 2017 in San Antonio, I talked briefly with my friend Luis Perez about this idea.  At the time, I was only thinking about how much would be involved in creating such a podcast, and how many podcasts already existed.  His advice to me?  “Do it!”  In truth, the barriers I was seeing were the same ones I had already talked myself through in starting this blog and in starting to write my book.

So, those of you who are visiting my blog get a “sneak peak”.  I am planning to start this podcast as a regular series in 2018, but I have a rough cut of episode one ready to preview.

Cincinnati Zoological and Botanical Gardens Director, Thane Maynard, taught me years ago that you can say a LOT in 90 seconds.  His “90 Second Naturalist” radio spots are some of my favorite listening – as much for how they are structured to convey a little important information quickly as for what information they contain – so with a nod to him, here is Episode 001 of “The 90 Second Integrationist”.

So far, I have used a reasonably inexpensive (~$50) Blue Snowball Ice microphone and the powerful open source Audacity software to create my audio files.  I found a piece of intro music I liked from freemusicarchive.org.  The next step (once I produce a better quality m4a/mp3 file) will be to create the necessary rss file to submit the podcast to iTunes.

If you have 90 seconds, check out Episode 001 and let me know what you think!

(**note** – One of my biggest hesitations about starting a podcast was my self-imposed requirement that I provide a transcript with every episode.  Some of my best friends and biggest influences in education work with students who are hearing impaired and/or are themselves hearing impaired.  I could not in good conscience provide a product that they were unable to consume.  On the blog post, a transcript appears below the audio controls.)