On Friday the technology team welcomed the Middle School staff into the Riveter Lab to get a look at some of the tools that are in the space. Our hope is that they can begin to envision integrating these tools into their lessons. We strive to provide cutting edge tools and know how enabling Hamlin students to demonstrate their understanding in innovative and new ways.
Staff arrived and after a brief introduction they went to learn more in depth about 2 specific tools. Staff self-selected their sessions and attended two of: 3D printing, Arduino, laser cutting, video production and editing with Green Screens, Circuit Scribe by Electonink, or Autodesk’s Project Ignite platform. Staff were engaged and using the tools in a hands on way. We look forward to inviting staff back to the tools knowing that the more they use the tools, the easier it will be for them to see curricular connection for their students.
The newly opened Riveter Lab on the second floor of historic Stanwood hall is a space and resource that brings together (rivets) the entire school. This has been a message the tech team has worked hard to communicate with faculty and students in both lower and middle school. We also have been vocal in regards to welcoming faculty and staff to be trained on using the array of tools in the space. That is why we were so happy to invite the Development Office and the chairs of this year’s golf tournament into the space.
They were looking to create a video, highlighting teachers that would outline the goal of the “Raise the Paddle” fundraiser – to support our Professional Development fund. The team was trained on using the iOgrapher equipment, our green screen, and DoInk’s Green Screen app. They filmed the staff and used the app to create this video:
Pretty good for a first attempt! Like anywhere good news travels fast and it was only moments before the chairs of the Golf Tournament contacted us requesting to sign out the necessary materials to create a “photo booth” hole at the tournament. This would allow the tournament committee to take pictures and place them on creative backdrops for display at the tournament’s dinner. Here are some of the unmodified “green” shots:
We don’t know if it was the fantastic video or the exemplary cajoling of the division heads, but the Raise the Paddle was a huge success and the entire faculty will be attending this year’s NAIS conference. We feel so fortunate to work with families who recognize the ongoing need for teachers to grow and improve their craft.
On Friday the dedicated and dynamic @hamlin lower school staff were introduced to the Riveter Lab. The space, refreshed but familiar welcomed them and then they quickly got to work. Our time was spent being introduced to the new and exciting tools housed within the library, seeing some of them in action, brainstorming how they could be used to help the girls bring their dreams to life, and then a heated competition: to build the highest free standing structure they could using Keva Planks and Strawbees:
We’re really proud of the accomplishments of these teachers and the fun they had … but it seems we were a ways off the world record:
Do these @hamlin Board members look like they’re working?
Board trustees try their hand at fourth grade Lego robotics activity.
Well they most certainly are; working and learning! The tech team welcomed school board members into the @RiviterLab to learn a little bit more about what would be happening in the rejuvenated space.
The team thought the best way to do this would be to get the board in the space and using the tools. The board heard some introductory comments about the space from Director of Technology & Innovation Mark Picketts before being divided into three groups. The first group explored Circuit Scribe by electroninks and worked through an introductory activity housed within Autodesk’s Project Ignite toolkit. The second group worked with Middle School Technology Integration Specialist Jim Lengel as he walked them through the process his first trimester 3D digital arts students are experiencing: building laser cut lamps. The third group engaged with Lower School STEM coordinator and Integration Specialist – Caroline Windell and worked through the identical lessons some of their 4th grade daughters had completed earlier in the day – an introductory investigation on movement with the Lego EV3 robots.
The slide deck that introduced the Board to the space highlighted the space as one shared by all students, introduced our partnership with the Rosie the Riveter National Historic Park site, as well as let them know the things on our: Today, Monday, and Someday lists:
A time laps of the 20 minute introductory session:
They’re NOT mutually exclusive! The tech team @Hamlin has been working hard to transform the school from one with pockets of innovation to one that has innovation has a pillar of its culture. We do so under a stable mission statement that we work with everyday, that mission:
The Hamlin School educates girls to meet the challenges of their time and inspires them to become extraordinary thinkers and innovators, courageous leaders, and women of integrity.
Innovation often involves the use or adoption of a new idea or behavior. It can absolutely add stress – it’s hard work to keep up with a moving target. We need to keep up, for our students – and the “target” is moving faster today than ever before. The dynamic educators at the Hamlin school work joyfully after this mission, and we are blessed to work with such a dedicated group.
In addition to the stability of our shared mission the Hamlin staff also enjoys stability through the technology team. The stability of this team is an important calming factor to staff as new initiatives are rolled out. The team has worked to gain the trust of the staff. Teachers know that the tech team – all educators – has thoroughly vetted initiatives and will differentiate training to meet them where they are with respect to any new roll-out. We’ll also go at a pace that doesn’t add anxiety. I feel grateful for the 100% return of the technology team here at Hamlin (pictured) and look forward to a year stable innovation.
Today Hamlin opened The Riveter Lab (@riveterlab) a dynamic research and design center housed within the Coreen Ruiz Hester Library.
The great hall was standing room only and you could hear a pindrop as Wanda M. Holland Greene revealed the new space by cutting the ribbon and opening the doors, inviting parents to experience the space and tools their daughters will use as they build their dreams while bettering our world.
The physical shift in space marks a larger pedagogical shift that has happened at Hamlin. We are no longer coming to school to “get information” instead girls come to Hamlin to learn how they can use information to meet the challenges of their time.
The tech team thanks parents, trustees and school administration. We know they see the Riveter Lab as we see it – a place where Hamlin girls can take their dreams … and build them.
Hamlin was incredibly well represented at the inaugural ATLIS conference held this week in Foster City. Five team members represented the school at the conference; and five workshops were led by Hamlin technology specialists. Embodying our belief that the way we move from a school with pockets of innovation to a school with a culture of innovation is to share what we are doing.
Sessions varied in length, including 90 minute “deep dives”, 40 minute workshops, and 20 minute “Quick Tips”.
45 Minute Workshop by Liz Beck & Jim Lengel: Launching a New Learning Management System: Change Management Strategies
Quick Tip – Self Grading Exit Tickets and Formative Assessments Using Flubaroo:
Let’s go – out and about with mobile technologies! We often acknowledge that a benefit of technology is that it can provide our students with the ability to go beyond the walls of the classroom to explore virtually the world. And as school technology becomes increasingly mobile, we are also seeing the benefits of how “taking technology along” can enhance real time field trips and involve students in real world participatory learning. Taking students to “the place” with mobiles in hand – whether it be a visit to a museum, a historic site, a local community event or contributing to a citizen science project – can add a dimension of creativity and student learning that builds on and supports our curricular goals.
Teachers are incorporating ways to make these field excursions with mobiles even more powerful than just accessing apps to listen to museum recordings or taking a few pictures or videos on the day of the trip. Involving students in working with local organizations and creating field trip guides prior to leaving stretches out the learning beyond the designated day away from school. By setting up inquiry-based projects and goals to achieve while on the trip and having students share what they have curated, collected, and created with a world wide audience can be a powerful learning experience. And when classes partner with community organizations, National or local parks, or history sites, students contribute back in meaningful ways to the locales they visit.
For example in science, teachers use citizen science apps and sites to make field trips participatory. There are many scientific organization that count on people (like your students) to move their science inquiries forward, and for students to know that they are contributing to a scientific study adds to their investment in the excursion. What students contribute on the trip matters to the world beyond the classroom.
An Illustration of this can been seen at Hamlin School in San Francisco, where science teacher Rachel Davis’ students are collecting data on therevitalization of Mountain Lake in the Presidio, which is part of the Golden Gate National Recreation area. Students use their iPads to monitor phenology, water quality, dragonfly migration, pollinators, insects and birds while in the field and report their data to scientists so that the information can be used to understand how environmental systems are changing. This is particularly important to the Presidio as scientists work on reestablishing native plants and animals to the lake which has suffered under the urban environment. Rachel partnered with the Presidio Trust to involve her students in this real world inquiry-based project – and both the students, the park and other science organizations benefit!
Studying history? A web search at the Library of Congress or contacting your local historical society will most likely reveal some neighborhood or nearby history connections. Sites like The Living New Deal which works to identify and preserve New Deal sites or Photogrammar out of Yale University (where students can search photos taken by United States Farm Security Administration and Office of War Information between 1935-1945) provide primary source images and information on mapped sites which may be in your backyard. With iPad in hand, students can view downloaded images researched in advance and then have the historic documentation with them as they travel. Historic primary source photos are powerful images which can connect students to an event while they stand on the spot where it happened. With the multi-media creation tools on their iPads, students can record reflections, interviews and capture current images to compare and contrast as they participate in inquiry-based activities on the sites.
When the places on your visit list don’t have field study or museum guides that can be accessed via mobile, that’s where student involvement and research really comes in. Set up a free iTunes U course for students to access on their iPads and fill it with the “on the go” content thatyou want students to have while in the field. Students download the content from the iTunes U course on their iPads prior to take off and then they are set with all of the background information, photos and documents that you want them to access. You can map out locations, add directions for literature walks, provide instructions for poetry creations, connect to citizen science apps or data sheets, provide mind mapping or sketching tools, connect to photo montage apps or Multi-Touch books that can all be carried along easily, and used without wifi connection. The sites and sounds while students are “on location” can easily be captured with iMovie, Garageband or screen casting apps such as Explain Everything and edited on the spot for interviewing or journalism assignments. To add even more student input, have students do the research to help you create these iTunes U course guides. Posting discussion comments along the way can enhance discussion on return to class.
For extended field trips, students can take on the role of teacher or facilitator by sending content that they have created back to their home school for a virtual interface with students still in the classroom. Students can also share their skills and knowledge on data collection and curation with younger students.
So although we may not travel outside the classroom walls with our students as often as we’d like, when we do, we can use mobile technology as a learning and creation source. When you can’t take them there – virtual is wonderful – but when you can, their contributions to the records of our knowledge are invaluable – both for them and the world.
Come learn more about setting up field trips and iTunes U course guides during our February 10-11 EdTechTeacher San Diego iPad Summitsession. Share with us how your students are collecting, curating, creating and learning while they are out and about with you.
The room was at capacity as Leah explained how coding has given her the power to bring her thoughts and dreams to life. “No one understands your ideas better than you” Leah explained as she explored that what has made Task Rabbit so successful has not been an entirely original idea – but instead the skills to realize that idea.
Hamlin is leaning in this week, celebrating with speakers, alumnae visits, and the goal of having every Hamlin girl and staff member spend an hour coding (more details).
Leah Busque with Head of School Wanda M. Holland Greene, and members from the Hamlin parent community.