TTU Teach Ag Playlists

For those that have missed me, I'm baaaaack! Sorry for neglecting my blogging responsibilities. It has been a busy month; the coming month is jam packed as well. Now, back to our regularly scheduled program.

This post is simply to share a couple playlists I compiled for two of my courses this semester. At the beginning of each semester, I have students complete an interest questionnaire so I can get to know them. I have used several methods for collecting this information, but have settled on Google Forms. It keeps all the information organized neatly! Previous questionnaires contained basic questions (e.g., major, year in school). This year, I switched to a new set of questions! The majority of questions on this new form were stolen borrowed from Dr. Daniel Foster (@FosterDanielD) from Penn State. His questionnaire asked students to list a few of their favorite songs. After I read that question I knew I wanted to do the same.

After the students completed the form, I compiled their favorite songs into a class playlist. I shared the playlist link with them in the 'About' section in our Google Classroom. I am sure this practice isn't groundbreaking, but it sure is fun to learn about my students. Specifically, this provides me a glimpse of their musical preferences and allows the students to explore different music. During breaks or when they are working on various course projects, we let the playlist do its thing. I've embedded the YouTube playlists below for each of the courses. Feel free to listen, or share another student playlist with me.

Until next time, whenever that may be,
OP

Important note: Being the "Belieber" that I am, I did add a Justin Bieber song to each playlist. I also added a Miley Cyrus song. In my defense, none of the students listed either of those artists- an obvious oversight on their part.

AGED 3010: Professional Leadership Development

AGED 4300: Development of Youth Programs in Agricultural and Extension Education

Ed Tech Info Project

I consider myself to be technologically savvy! When I arrived at Tennessee Tech last July, I thought all my students would be as technologically savvy as I am. I thought the faculty in my college would be as well. We know what assuming does, right?

When I noticed students struggling with the various ways technology was used in my classes, I first became frustrated. I thought if they would just put forth a little effort, they would master it (as an educator, I know this was a terrible approach to the situation). I mean, these students never had to tell their siblings to get off the phone so they could browse the internet, right? They have always been connected to technology in some way, right? I don't know the answer to those questions, but I assumed they had to be on the same page with me (I know, another educator no no).

I then learned how little technology is integrated across other courses in the college. Again, I became frustrated. Why weren't other instructors using technology in their courses? Do they not understand how technology can help streamline processes (e.g., grading or providing immediate feedback), or how it can help engage students? At a faculty meeting to kick off the new semester, we worked through an activity that allowed me to understand why technology wasn't being used in other courses (I am speaking in generalities here. The majority of faculty openly admitted to not using educational technology in their courses-aside from the overhead projector and discipline specific technologies).

The lack of technology integration, I learned, was due to limited exposure. They didn't know that technology could make grading easier or help engage students in the learning process. As I often recommend to my preservice teachers, I reflected on this topic for some time. I then asked myself, "Instead of being frustrated, how can I help?" A brainstorming session with one of my students led to a novel idea (in my opinion). We worked on a solution that could prove to be truly symbiotic for the faculty and my students. The Ed Tech Info project was born.

This project will allow faculty members in the college to request information on educational technology via a Google Form. My students and I will then explore the tech, and develop a one-page brief on the technology. While I know we could point them to a number of outlets that explain these tools, allowing the students to explore and test the tech provides a much deeper understanding of the technology. We have a list of Ed Tech tools we are currently exploring, and plan to roll one out per week, at a minimum, via our TTU Teach Ag social media profiles (Facebook, Twitter, and Instagram). Below is the first one we released earlier this week.

In an effort to expand the possibilities, we have decided to allow YOU to also request information on specific educational technologies you want to explore, but don't have time for. The link to the form is below. We will email the one-pager to you once completed, roll it out on our social media platforms, and eventually house them on our webpage (currently under construction).

Ed Tech Info Request Form: https://goo.gl/forms/fotR6wa9CeOEJ2q03

First Day Failure

Classes began last Tuesday here at TTU. For me, Tuesday was one last prep day as I have a Monday/Wednesday load this semester. I ran through everything I had planned for the first day of my Development of Youth Programs in Agricultural and Extension Education class. We were making the leap from iLearn, the traditional LMS, to Google Classroom. I practiced adding students to classes, creating announcements, posting assignments, and creating questions. I felt pretty good about my abilities within this new LMS. After all, I am a Level 1 Google Certified Educator.

Wednesday rolled around. Class began. Troubles started. The trouble started when my projector wouldn't turn on. I tried to figure it out for about 30 minutes before students started trickling in. Nothing worked. I wanted to walk the students through the Google Classroom layout, but abandoned the projector as it wasn't absolutely necessary to kick the class off. I wasn't defeated, but I was flustered. 

Once we began, I tried to walk students through getting enrolled into the actual Google Classroom. A few of the students hadn't received their credentials to log on. When I created the student accounts, I failed to send them the log in information with their credentials. Once everyone got their credentials, I shared the enroll code so they could access the actual course page within Google Classrooms... it wasn't working. I reset the code and shared it again. It finally worked, but I was really flustered at this point. 

As a class, we discussed the syllabus, assignments, field experience, and various expectations. I then took a moment to explain why we were switching to Google Classroom. I explained that it was new to me, just as it is for them. I committed to rolling my sleeves up and working alongside them to meet the course objectives. We took a class selfie and dismissed for the day.

After that class I remembered some of the things I tell my preservice teachers... things like don't be afraid to fail, be transparent with your students, take risks. In reflecting on the "First Day Failure," I think I practiced what I preach. I took a risk in switching to a new LMS. I was open and honest with them about the difficulties experienced. I was terrified of failing, especially in front of them, but I did anyway. 

I think I have Google Classroom figured out now, and today is a new day. Bring it on!

Time: Use it Wisely

This blog post will be short and sweet! Happy to hear your thoughts on the subject,

Time is something we often brag about for the wrong reasons. We talk about how busy we are, or how much time we spend at work. I will admit that I often do this! I complain to my wife that I don't have time to wash the dishes because I am so busy with everything that is attached to life in academia. I generally say this as I plop down to watch my favorite TV show or play my Xbox. It is in these moments that we begin discussing cutting the extraneous things from our schedule. We talk about not watching our favorite TV show in order to get something else done. I think this is a mistake. We have to have time for things we enjoy or help us relax. If not, it hampers our productivity. 

I am no expert at scheduling my time. I make mistakes often. I struggle to find the balance I see so many other academics manage so well. This jumbled mess of a blog post is a roundabout way to explain my commitment to becoming better at using my time wisely. I have to learn to say no. I have to learn to schedule fun things. I have to learn to just wash the dishes. 

Time: Something we wish would fly by, but end up wishing we had more of!

OP

New Year. New Blog. Same Me (with some modifications)!

New Year. New Blog. Same Me (with some modifications)! It might not be a catchy title for my first blog, but it will suffice. Now, keep reading (please?).

I finished Ditch That Textbook by J. Matt Miller (@jmattmiller) on a flight to Utah this week. It is a fantastic book that discusses how educators can transform their teaching by embracing a new paradigm; one that embraces technology, taking risks, and being real with our students. One of the more eye-opening passages, in my opinion, revolved around teachers being selfish by not sharing. Other snippets discussed that its OK to be vulnerable, and how it contributes to our growth. Thus, this new venture into blogging was born.

The purpose of this post is to share my goals for the upcoming year, and to share the word that I hope defines my 2017 (a great idea stolen from Ditch That Textbook). I have many goals for 2017, but will list and briefly discuss my top 3.

2017 GOALS

1. Start blogging
I think I am off to a solid start on this one. I don't feel super confident in committing to X blog posts per week, but I am aiming for 2 posts per week. The purpose of this blog will be to share my successes, blunders, and musings in my role as a teacher educator. I speak to my students frequently about the importance of being a reflective practitioner, and this will make some of my reflection more public. I am hopeful it will help someone, somewhere, somehow.

2. CREATE and SHARE
I know this is relatively vague, and I like it that way. This particular goal may be accomplished via creating and sharing lessons or projects from my courses, help guides for useful tech tools, or workshops/presentations on 'best practices' within the learning environment. (I use best practices hesitantly- because I know what is best in my situation, may not be best in someone elses).

3. Empower students
I want to do a better job at empowering my students to take control of their learning. I want to relinquish control where possible. I want to facilitate, not dictate, within the learning environment.

2017 WORD
As seen in the picture, AUDACIOUS is my chosen word for 2017. "Intrepidly daring," or "recklessly bold," or "marked by origniality and verve," are the suggested definitions of audacious according to Merriam-Webster. I LOVE THEM ALL!

I want to be intrepidly daring in the classroom. I want my instruction to be marked by originality. I want to challenge students with relevant, recklessly bold assignments. I want to be audacious in all that I do in 2017; professionally and personally.

If you are still reading this... thank you! Thank you for playing a role in my accountability network. I hope you will stop in from time to time to see what my students and I have been up to. Feel free to connect with me on Twitter (@opmccubbins).

OP