The CA BOCES Summer Tech Camp 2023 is a 2-day event that highlights resources and tools to aid with technology integration for the classroom.  It is a great way for participants to stay up-to-date with the most current trends in technology and to get new, exciting ideas for implementation. This year, the event kicked off on Tuesday, August 15th and culminated on Wednesday, August 16th. It was the first time Tech Camp had been held entirely in-person since 2019. 
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Dr. Angie Ridgway and Nate Ridgway, dynamic educators and co-authors of Don’t Ditch that Tech, joined as the Keynote speakers for the event. Their sessions on student differentiation and accessibility by utilizing different types of technology inspired and delighted the attendees, over 40, each day. ​

Topics for other sessions this year included Microsoft Office updates, Chat GPT, the SAMR model, Castle Learning, coding, the Computer Science & Digital Fluency Standard, district round tables and the ever-popular Osmo. Heather Francisco, STEAM Instructional Coach from Wellsville, also presented on Canva, a tech tool that has revolutionized presentations, poster creation, video creation, and more. Participants were able to choose which of these sessions they wanted to attend so they could create a learning experience that was most meaningful to them.  

Participants also got to explore our “playground” each day with a variety of digital resources and physical resources that can be borrowed through Learning Resources, via the Insignia page. The digital playground included links to resources like Gimkit, BreakoutEDU, Padlet, CodeMonkey, and more. The other resources that were on hand for participants to experiment with included a variety of Osmo games (the Monster drawing activity and the Coding Awbie games were a hit). There were also robotics available, including  like Sphero-Mini and the new Sphero-Indi.  

Couldn’t attend but interested in viewing some of those resources from Tech Camp? Visit our Wakelet with a variety of presentations, websites, and other resources. There is also a Padlet with even more resources. Please check them out! 

 If you have any questions or would like further information about any of those topics, please feel free to reach out to me at brooke_neamon@caboces.org so I can connect you with the staff specialist who can best meet your needs. 

Summer Tech Camp will return next summer in August of 2024. Stay tuned throughout the year; look for announcements about the Keynote speakers and other exciting topics that will be featured at next summer’s event. We hope to see you there! 

By: Brooke Neamon, CA BOCES Model Schools

I’d used Osmos before going to Ellicottville Elementary. When I returned to work at Instructional Support Services, I went to learning resources, worked with Clay Nolan and figured out some of the learning games available through learning resources. One that I really liked was the Osmo.  
Osmo is an educational technology platform designed for elementary classrooms. It combines hands-on manipulatives with digital gameplay to create an interactive learning experience. ​

The Osmo system typically includes a base that holds an iPad or a compatible tablet and a variety of physical objects or manipulatives that interact with the tablet's camera. These manipulatives include tangible shapes, letter tiles, number tiles, and drawing boards. 
Using Osmo, students can engage in various educational activities across subjects like math, spelling, coding, and creativity. The physical manipulatives are placed in front of the tablet's camera, and the Osmo software recognizes and interacts with them in real-time. The tablet's screen then displays the corresponding digital activities or challenges. 
For example, in a math activity, students might use number tiles to solve equations or arrange shapes to learn geometry concepts. In a spelling activity, they can use letter tiles to form words and receive immediate feedback on their spelling accuracy. ​

Osmo is designed to make learning more engaging and interactive for young learners, combining physical manipulation with digital elements. It promotes hands-on exploration, problem-solving, and critical thinking skills in a fun and educational way. 

Students in Mrs. Norton’s 2nd grade class loved using Osmo. It’s easy to reserve the Osmos. Just go to the Ensignia Page on the Learning Resources website to reserve them. Don’t forget to make sure to reserve the bases with the Osmos. 

By: Rick Weinberg, CA BOCES Model Schools​

Whenever I introduce students to a new computer programming language, I always have them make a square. When I taught 4th grade students at Franklinville how to program with Pyonkee, I taught them how to make a square with a repeat (loop) and without a repeat. The code with the repeat was more efficient and easier to write. Fewer coding blocks were involved. I asked students to create shapes with equal side lengths all the way up to a 12-sided figure. Students had to use trial and error to find out what the “turn degrees” (angle) is for each shape. Students picked this up quickly and able to program their avatar to draw multiple shapes. 
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Next, I had students close Pyonkee and open Blockly. On the interactive digital board, I showed the class how to make a square with a repeat. They then created the code on their own iPads. One-at-a-time, we paired the Dash robot, using Bluetooth, with 4 student iPads and split student into groups. I then asked students to apply what they learned using Pyonkee to have your robot draw a hexagon, octagon, and nonagon. Students were able to easily transfer what they learned on Pyonkee to Blockly and the Dash robot. (The Dash robot can be checked out of the Learning Resources library if your school does not have these robots.) ​

Students learned a lot more than just coding and computer programming. Since students were in groups, because we only had four robots and about 14 4th graders in class, they had to work together. This is not always an easy thing to do for anybody. Not only did they learn to work together, but they also shared, took turns and communicated ideas to each other very animatedly.  
 
Computers are in every career and every “walk of life.” The ubiquity of computing devices is starting to cause people to question their use. Regardless of your thinking on the subject, computing devices are here to stay. It would be great if students understood how computing devices worked. Not only could it help a student have skills that might make them more attractive to employers, but coding also changes the way we think and look at the world. Every student should have this opportunity. 

By: Rick Weinburg, CA BOCES Model Schools​

Welcome to 2023, a brand-new year that grants us the opportunity to prioritize student engagement, learning, collaborating and exploration through technology. In this era, our students are practically being born with tablets, iPads, videos, games, and apps at their fingertips. Teaching students how to properly utilize technology can enhance learning and strengthen core skills like reading, writing, math, science, and more. 

​Before the winter break, I was able to work with students at Hinsdale Central School to strengthen these skills using technology. The first graders had been learning all about the “Gingerbread Man”, an elusive sugar creation that runs away to protect himself from being eaten. I utilized Breakoutedu.com, an awesome resource that is offered through CABOCES, to adapt a physical breakout box activity to help the first graders to “catch the Gingerbread Man”. 

​What is a breakout box? It is literally a metal box with a variety of different locks that need to be solved to be opened; there is a lock with a three-digit code, one with a four-digit code, one with letters to spell a word or phrase, a directional lock, and the final lock- a key. Students receive different “clues” of varying levels (you can choose how difficult you want it to be), and they solve the clues to find the correct code to open the lock. The students usually have a certain amount of time, and a limited number of hints, to solve all the clues and “breakout”, meaning that they have successfully completed the activity.
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The Breakout EDU website offers a variety of different breakout style lessons for all age ranges. There are some that require a physical breakout box, which can be borrowed from the CABOCES Learning Resources Center. There are others that are completely digital, so you do not need to have the physical box and locks. Either way, this resource supplies you with a list of exactly what you will need to do to set up the lesson, and it will provide any materials that you may need to print out or organize.

​The “Gingerbread Man” breakout activity required a physical box. We used four different locks and the students had to complete a series of activities to find the “codes” or the keys to the locks, so they could help to find the gingerbread man. Some of the activities required math skills (reading a graph), and others required reading skills (coloring the words that included long vowel sounds, short vowel sounds, etc.). To do the activity as a full class, I adapted the PowerPoint that Breakout EDU provides, and the students were able to follow along on the classroom Promethean board as we completed the “clues” to find the Gingerbread man.

The students were so thrilled to have received these “messages” from the Gingerbread man, and they were so proud of themselves every time they figured out a clue, shouting, “We did it!” When being asked if they thought we could figure out the next clue, a choral, “Yeah!” rang throughout the room. 

When we finally figured out the last clue and found the remaining key to open the box, you could feel the suspense in the air. In both first-grade classrooms, we were successfully able to open the box to discover where the gingerbread man had been hiding! He was sneaky enough to get himself out, but he left a note and a candy cane treat for each student, telling them that they had done a great job following his clues. The students’ excited exclamations, with a few hugs peppered in, demonstrated just how proud of themselves they were to solve the clues and find the “Gingerbread Man”.
 
Is this something that could be achieved without the use of technology? I am sure there are ways, but I am grateful for the Breakout EDU resource because it made the planning and executing of this lesson so much easier.
 
If you are interested in learning more about Breakout EDU, or if you are interested in bringing in other types of technology into your classroom, including fun review games like Gimkit, interactive presentations like Nearpod, or coding technology like Puzzlets or Pyonkee, please contact me at brooke_neamon@caboces.edu so we can make an appointment. I would love to help!

By: Brooke Neamon, CA BOCES Model Schools

I learned the hard way that Pyonkee was too hard for first and second graders. So, the next time I was in on December 7th, I asked Shawne to push out LightBot Hour, which is an app for students who are emerging readers and is one of the free “hour of code” apps. This was much more successful. First and second graders could work on their own and at their own pace. The teacher and I had to help with some basic reading, but the “learning game” was played independently. Eventually, what seems to happen in every classroom is a student saying, “I am on lesson 2-1.” Then another student says, "I am on lesson 1-7”. I always state to students in plain language that learning is not a race, and that we all learn at different rates of speed.  ​

With the older students, third and fourth graders, we used Pyonkee successfully. Students experienced right angles (90 degrees was not familiar to students). Students programmed the iPad to draw a square and then learned to modify their code to draw a square using a repeat. Repeats are possible in all coding languages, so for third and fourth graders to learn this concept is important when moving forward with technology. Students were given the learning adventure of creating a hexagon, an octagon, a heptagon, a decagon, and a dodecagon (12 equal sides). Students were not given the “turn degrees” to these shapes and had to use trial and error to figure them out. As they did this, I said, “You are being computer scientist because using trial and error is what scientists use all the time.” I saw some students doing math on post-it-notes to try to figure out the angles.  
Students and teachers had fun and learned a lot. Currently, we are building skills to help with math. After these foundational skills, I will be teaching students and teachers how to make their own video games. Don’t tell anyone, but there may be more math involved! If you are interested in having me come to your school or classroom to do some coding, or other ed tech things, please email me at richard_weinberg@caboces.org. 

By: Rick Weinburg, CA BOCES Model Schools​

In the second and third photographs, students in Mrs. Halley Kasperski’s class worked through a “low-tech” task facilitated by Mrs. Lindsay Simpson to best catch the mischievous (or perhaps misunderstood) leprechaun. While I have seen and utilized it many times before, the slide Lindsay used to help students work through the Engineering Design Process struck me a bit differently as I was reflecting on our work. Whether a Model Schools coordinator works with educators in your district to help facilitate lessons on coding, lessons using physical kits through the Learning Resources program CoSers, or lessons emphasizing computational thinking, nearly all of these lessons work through a similar process to the Engineering Design Process.

For example, when Lindsay’s lesson was finished, I worked with separate groups of students to explore the littleBits kits that GV has available for students in the Innovation Center. When students arrived, we opened our inquiry with a Notice/Wonder dialogue to ask questions and imagine specific outcomes using the resources available; then students planned and created using those kits to see if their imagined outcomes were plausible; and lastly, we concluded by suggesting possibilities for extending the learning and revisiting what had taken place.

So what does Model Schools work look like? It can look like a mess. It can look like excitement. It can look an awful lot like an inquiry process or the Engineering Design Process. Ultimately, it looks like it’s worth it.

By: Mark Beckwith, CA BOCES Professional Development

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It’s true…the Minecraft: Education Edition frenzy has finally hit the CA BOCES region in a big way over the past year-and-a-half. While Minecraft: Education Edition has been around for a few years now, many schools in our area are just now discovering the power and resourcefulness that comes with using it in the classroom.
 
When the pandemic hit in spring of 2020, a lot of teachers were forced to pivot to many online resources that might now have always been familiar to them. One of these software tools was Minecraft: Education Edition. The digital nature of Minecraft: Education Edition makes it an ideal tool for meeting students in an area they mostly enjoy (video games) and combines to form over 1,050 different pre-made lessons and activities of varying age levels, subject matter, and needed skill sets.
 
The lesson library (https://education.minecraft.net/en-us/resources/explore-lessons) is vast, fully-loaded, and includes some starter subject area kits to get started including lessons for Science, Math, Computer Science, History & Culture, Digital Citizenship, Social Emotional Learning, Equity & Inclusion, and much more.
 
Each lesson comes with student outcomes pre-determined, links to outside resources that might be referenced in the game, and even downloadable world files, as needed. Everything to get started is found here in this one-stop-shop for educators to browse, gather, and deploy.

Minecraft: Education Edition is free for Microsoft 365 schools, with the licensing coming alongside their M365 accounts. After downloading and installing the Minecraft: Education Edition software on their laptop or iPad, students login with their M365 credentials, and then can begin enjoying all the resource available.
 
Some lessons focus on the creativity side, like Build Challenges such as a Treehouse Building Challenge, a Pumpkin Carving Challenge, and more. Other lessons use the Minecraft worlds and blocks to create giant immersive worlds where students go on a journey to discover learning along the way, such as navigating their way through a plant and animal cell while seeing the organelles up close and a description of what each one does that they can add to their in-game journals.
 
It has been a hit with the students and teachers alike in the CA BOCES region thus far. More trainings are scheduled later this spring and summer, and we cannot wait to see what the teachers and students get to discover next!

By: Ryan McGinnis, CA BOCES Model Schools

This is just one simple example, but as these students become more comfortable, they will be choosing and creating their own graphic pieces. I think of the many times our student clubs need to promote things such as school events or showcase things they have done. Rather than us, adults doing that for them they can now take ownership and create them themselves. To me, that student voice and ownership is the most important and useful part of Canva. If you haven't checked it out yet, take a look at Canva for education! This is a link to a helpful blog post of ideas for using Canva in the classroom!  

​By: Chelsea Skalski, CA BOCES Professional Development

A new month brings exciting new Microsoft Teams technology designed to help your classroom stay organized, save time, and collaborate in the months ahead. A slew of new features and updates are rolling out now and will be available soon to support both students and staff as they move into spring.  Look at the included PDF for more info, as well.

Flipgrid has been a favorite of many teachers both virtually and in person. Recently, Flipgrid launched a series of weekly virtual field trips to help bring experts from around the world into classrooms to engage students. Events take place  on Wednesday at 12:00pm CST.
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January field trips are focused around the theme of literacy:

​February field trips are focused around the theme of Black History Month. 

In these sessions, students will get to hear from authors and experts who will inspire them and spark meaningful conversations. Each session also provides teachers with a link to premade activities and Flipgrid conversations to do with students beforehand and spark their thoughts leading into the event!
 
To register for Flipgrid events, go to THIS LINK where you will find all of the upcoming sessions!

By: Chelsea Lobello, CA BOCES Model Schools

3. from a connector.

As many schools continue to navigate remote and hybrid learning, we often think about our youngest learners and worry about how they will connect with their teachers, view lesson materials and complete learning activities at home. Seesaw has become a great tool for doing exactly that!  Seesaw is described as “Student driven digital portfolios and simple parent communication,” and I have found that this quote is exactly what Seesaw is. Add the pandemic into the mix and these portfolios and simple communication become a lifeline to student success in all learning situations we may be in.
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Students log into Seesaw Class App using their home learning code. Once logged on, they are connected to their teacher’s class and able to view and complete activities, view teacher videos and share photos and videos to their personal journal. This is especially helpful when we have students at home, in the building and anywhere in between. Teachers are able to create their own activities, as well as collaborate and share with teachers around the world in the community library.

​Families log into Seesaw Family App where they can see all of the activities the student has done, message teachers, and leave comments on student work. This meaningful feedback connects home to school to further support student learning. For example, a student can work on a writing piece in Seesaw, then view compliments from family members, teachers, and even their principal right under their work.  

With Remote Learning plans factoring into many Districts’ plans for the upcoming 2020-2021 school year, one of the platforms that many teachers in the CA region will be using is getting some long-awaited and powerful updates to enhance learning remotely this fall.

Microsoft has announced over 50 updates for its Microsoft Teams platform, both major and minor, that will make the product a much more enjoyable software application for remote learning.  Some of the new features coming to Teams are introduced below.
 
​Meeting Updates
Meeting with students and other teachers just became a more supercharged, with the addition of Large Gallery view, that enables seeing 49 participants on the screen at once, as well as Together Mode, which strips away the boxes behind the video participants and puts them into a virtual assembly hall to make them appear as if they are back in the classroom together. 
 
Alongside these updates, more features such as extended meeting Attendance Reports (up to 24 hours after a meeting has concluded), the ability to “hard mute” participants so they cannot unmute themselves, breakout rooms for smaller discussion-based settings, the ability to share a new collaborative Whiteboard experience with text, pens, and sticky notes, a raise hand feature to signify wanting to talk, and more settings for students to be “participants” (ability to chat and share), “attendees” (view only), or “presenters” (ability to share screen) will be hitting teachers’ screens soon.
 
Assignment Updates
Teachers will also see updates in the Assignments tab across the top of the General channel in their Teams.  This includes the ability to now have students see a thumbnail preview of attached websites prior to clicking on the link, the ability to attach up to 500mb worth of file attachments to Assignments, “Anonymous Grading” as an option where the students’ names are stripped from their work to focus solely on grading the work and reducing any “grading bias” that may exist, whether purposeful or not.  There will also be the ability to set a default due time for all assignments in that class, so you won’t have to change it every time!  There are also lots of new kid-friendly animations when they turn in their work that are new to the Fall 2020 update.
 
For more details on the Fall 2020 updates to Microsoft Teams, or for more information about when to expect more of the announced update features, please check out this article https://techcommunity.microsoft.com/t5/education-blog/25-updates-for-microsoft-teams-for-education-for-back-to-school/ba-p/1554445

​By: Ryan McGinnis, CA BOCES Model Schools

Teachers and students in the Cattaraugus and Allegany County region have all-access to many high-quality online resources.  Check out our guide.  All resources can be accessed at http://resources.caboces.org  Contact anyone on our team for username and password assistance.  

 By: Chelsea Lobello, CA BOCES Model Schools​

Of all the technology integrations that have taken place recently in the CA BOCES region, the upswing of VEX robotics has been the most exciting for me. This year’s competition, Tower Takeover, as well as those from previous years, is more than just an engineering challenge. Students must demonstrate more than academic ability if they want to be successful in this arena.
The REC Foundation includes a similar sentiment on their website:
“In addition to learning valuable engineering skills, students gain life skills such as teamwork, perseverance, communication, collaboration, project management, and critical thinking. The VEX Robotics Competition prepares students to become future innovators with 95% of participants reporting an increased interest in STEM subject areas and pursuing STEM-related careers.”

Almost always, technology should be a tool, not the goal. The scenarios above followed this approach of utilizing technology as a means to an end, providing meaningful benefits on teaching and learning. Hopefully your pursuits with technology are equally as fruitful.
By: Mark Beckwith, Model Schools

If you heard a buzz coming from the Main Center of CABOCES in Olean on August 20th and 21st, there was no need to worry!  Our annual CABOCES Summer Tech Camp was going on and the energy, excitement, and participation was through the roof!  If you missed out, keep reading for a recap of the event.
 
Spanning the course of two days in August, over 75 participants took part in a refreshing look into new and exciting instructional technology applications and programs to take back into their classrooms for the upcoming school year.  There were 14 different school districts and three BOCES represented by the participants. 
 
On the first day, Matt Miller (author of Ditch That Textbook, Ditch That Homework, and Don’t Ditch That Tech) presented a keynote all about bringing new and innovative approaches to educational activities using a variety of technology tools that most of us already have access to on a daily basis.  He showed how to take virtual field trips using Google Maps, using the Quizizz app to replace general homework review assignments, new ways to combat Kahoot/Quizlet overuse.  Matt also demonstrated the use of Pear Deck to make classroom presentations more interactive and engaging.  He finished the first day with a meaningful and enlightening discussion regarding the relevancy and educational impact that homework may play in our classrooms.  A participant commented that “Matt showed some things that were new, some that I already knew, but the approach to using them in the classroom has me excited and ready to go for this school year!  He made everything seem so easy and relatable to my classroom.”
 
On the second day, we had the opportunity to shine the light on some of our local teachers who had put in requests to present to their peers on what they do, software programs they do, and much more.  With over 20 teacher-directed presentations to choose from, as well as other sessions from vendors like Apple Education, Castle Learning, Spider Learning and the CABOCES Professional Development team, Day Two had a more “conference” feel to it.  Regional teachers were able to choose from sessions such as “Beyond being Nice Online” by Fillmore teacher Eileen Anderson, “The Art of Storytelling” by Mark Beckwith from CABOCES, “iBooks” from Cattaraugus-Little Valley’s Chelsea Lobello, and many more!
 
If you missed out, you can follow along with what the discussion and buzz was about on Twitter, just search for the hashtag #CABOCEStechcamp to see the resources and more that was shared during the conference days.  Teachers left Summer Tech Camp with a tremendous buzz and excitement to use what they learned in their rooms and looking forward to next year’s CABOCES Summer Tech Camp 2020!  

By: Ryan McGinnis, Model Schools

High School ELA students in Jessica Brassard-Moore’s ELA class in Cattaraugus-Little Valley decided that they would use it to solve problems.  After reading Bram Stroker’s “Dracula” the students determined a character as their custome and used the engineering design process to create a solution for that customer.  Most of the students chose Van Helsing as their customer and designed products that would help him defeat Dracula. 
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The students individually brainstormed solutions and then worked on designing.  The used a free 3d modelling website called Tinkercad (https://www.tinkercad.com/) to design their projects.  Some students were given a quick tutorial, but soon became experts in the program sharing their newfound 3d design skills with each other.  When students finished designing their projects, they were able to 3d print an actual product and “pitch” the products to their teacher and classmates. 

The lesson idea originated form the website http://www.novelengineering.org/.  In a Novel Engineering lesson: “Students use existing classroom literature – stories, novels, and expository texts – as the basis for engineering design challenges that help them identify problems, design realistic solutions, and engage in the Engineering Design Process while reinforcing their literacy skills”.  Novel Engineering can be used for many different types of literature and across all grade levels.  This is a great way to integrate STEM/STEAM lessons and the engineering design process into ELA classrooms.  They provide many examples on their website

These students used a 3d printer but any materials for making or designing could be used to develop a solution.

By:  Rob Miller, CA BOCES Professional Development

When students and teachers are browsing Jody Thiel's library in West Valley School, they can expect an interactive experience to learn about her students' favorite books. Visitors can point their phones or tablets at the book Pig Pug by Aaron Blabely and a student video will "pop up" to give viewers a summary of the book. You can virtually explore 20 different books in her library.

West Valley students in third grade created "Augmented Reality" book reviews of books they recently finished reading. The students created props in the Library Makerspace to use on their summaries. To prepare for the video recording, students read their books and wrote a review that included the book's authors, the setting, the storyline and their favorite parts of the book. Some students listed similar books that piqued the interest of others.

Augmented reality is putting a computer-generated layer in a real-world environment. The layer is not seen by the user until they view it through the lens of an augmented reality viewer on a phone or camera. The students used the cover of the books as "targets" and placed a video of their summary on the cover.

The videos were recorded on iPads. We then used an app called Aurasma (https://www.aurasma.com/) to put a new video layer on the books. When a patron or another student in the library has the Aurasma app, they can point their tablets or phones at the books to view the student created videos.

 By:  Rob Miller, CA BOCES Professional Development