Designed for busy educators, this webinar offers practical ideas, tips and resources for using social media in professional development. AT Specialist, Chris Bugaj, presents four alternative strategies to deliver staff development: 1) establishing Personal Learning Networks (PLN) through social bookmarking (Diigo, Delicious, Livebinders, Pinterest, etc.); 2) using targeted short videos; 3) using email signatures and/or automatic replies; and 4) using open source resources. A PDF of his accompanying PowerPoint is included.
- [Voiceover] Well, hello everyone, it's 5:00 here. My name is John Newman. I wanna welcome everybody to our CTD Webinar here. We are so proud to have Chris Bugaj talking about the very important topic of professional development. I'm from Pacer Center, one of the many partners that make up the Center on Technology and Disability. Just introducing Chris here. You know, there's an old saying that says, "We can't be the best parent, the best teacher, unless we take care of ourselves." And I think that quote really is very true if you're a professional in this field. So, today we are taking on this very important topic and we couldn't think of anyone better to really present on it. Chris, as many of you know, is a podcast host of the A.T.TIPScast, he's also an author of the Fun and Practical Guide of AT in the public schools. So, he really lives this topic and we're just so glad to have him here and kind of give us some very modern and time efficient tips for keeping up to date as professionals. So, thank you so much, once again, Chris, and I will turn it over to you.
- [Voiceover] Thank you so much John, I really appreciate it. Welcome everybody, welcome back for some of you who came to the last webinar on the reading and writing strategies. This webinar won't be in Jeopardy format. This one's going to be a little bit more straightforward, like a slide show. But I hope it's just as fun and engaging and that you participate just as much as the last one with active chat, throwing in questions down there in the chat for me or for each other, sharing resources that you know about. I mean, occasionally, I will just flat out ask you, and hopefully you'll participate in the chat that way. A little bit about myself, I work for Loudoun County Public Schools. I'm an assisted technology trainer there. I work on a team of 12 people. There's one supervisor, one support person, and then there's 10 of us trainers that divide up our county. Loudoun County Public Schools is in northern Virginia. And the entire county is a school district. So, I mean, depending on where you are, school districts work in different ways. You know, like where I grew up just south of Buffalo, it was based on townships, right. So, your entire school district was a township. Here your entire school district is based on the county system. So, we divide up the county. And so what I do on a day-to-day basis is go out and meet with teachers to brainstorm solutions for problems that students are having. Or that they're having. And what we've learned over the years, I've been doing this now for, I think, 600 years, something like that, it feels like that.
It's Started in the county in '99 and we started the Assisted Technology Team in, officially, in 2001. So I guess 14, 15 years, somewhere, I've been officially doing assisted technology. And one of the things we've learned over time is that... We try and get ahead of the teachers. Before they can ask us a question, we wanna have the answer for them so they don't even have to ask us the question. They have a resource that's available to them, that they can find the answer for themselves. So, what are some of the tips and tricks over the years that have worked for us, as the assistive technology team, that I use? And then, hopefully, that you'll add down there in the chat, as well, what you use. The alternate title of this webinar is called Multiple Means of Professional Development, as you can see there on the screen. And just, you must know, someone must know, what side of the spin I want, right, what side, there's a spin of something, what is it? Can you guess where the title came from? Yes, UDL of course, right. But there might be somebody out there in the audience that doesn't know what UDL is.
So, it's Universal Design for Learning and there's these three different pillars. And each pillar, three different concepts, core concepts, and each one starts with multiple meanings. And so, I thought it might be a fun twist on it is to put Multiple Means of Professional Development. And all the different ways, not all the different ways, many different ways you could do professional development and get the ideas across to teachers efficiently. So let's dive in, shall we? So, this is... There's all my contact information, so you have access to, this is being recorded, so you'll have the entire video, you can go back, and we have the PDF there that has my contact information. And one of the very last slides also has this entire slide deck that you can download as well. So, you'll have all my contact information, if you have questions afterwards. And then... I think I might have mentioned this in the last webinar, but again, not everyone was there, one of the books that we use, some of the schools, we use in some of the schools is called The Fundamental Five by Sean Cain. And he talks about these five different practices that teachers, he studied different teachers and he found these fundamental things that teachers do. And one of those, that good teachers do. And one of them is to frame your lesson with objectives on the board at the beginning and then maybe at the end as well. And so these are the objectives.
What are we going to learn today during this webinar? One is to establish a philosophy, how to create, for how to create a professional development program, right, so how to make it really good. Two, at least three different tools or methodologies that you can use to help educators learn some new practices. And then number three, how to create a digital archive of materials that you can use, that the teachers can search through. So, that's what we're gonna talk about. Starting off with the philosophy. Yeah, here's what PD should be. It should be, what we learned over time is that it shouldn't be just one experience that you have. Come get it and then you think you know everything. Or the presenter thinks you know everything. That it has to happen more than one time. As someone who does a lot of professional development and talks to many people and talks to lots of teachers, I realized that it has to be more than one way, right. I mean, just like we preach UDL to the teachers and ask the teachers to present to the students different ways they'd present their content and have students express what they know, that doesn't change as you get older and you become an adult learner, right. So, being a professional developer, someone who's presenting content all the time, you have to understand that you can't just do it one way. It can't just be, come to the workshop, put your butt in a chair, and get the information. You have to have different modalities. And then because you're doing it so often, you want it to be reproducible, right. So that you don't have to keep saying the same message over and over the same way.
You wanna be able to do it as many different ways and people can experience it again. Well, okay I think I got what Chris was saying, but now I'm gonna go back and watch that video again. Or maybe I'll listen to it on my drive home. Something like that. And then as much possible, whoever put 'sit and get' is exactly right, it cannot be sit and get, it has to be as interactive as possible. That's why the chat's so important in this webinar. The more you just sit there and listen, the more you wanna tune out and you wanna go and do something else. So, but most importantly. Most importantly, what it has to be is... Fun, it has to be fun. You have to keep it fun. And that's, to me, that's what makes people come back to other presentations that you do. That's what makes it most memorable. I mean, in the world of UDL, and the terminology of UDL, you have a different word for this, right. Everyone knows what that other word is? It begins with an 'e', ends with an 'ngagement'. Alright, it's, but to me, strip away the fancy terminology, it doesn't have to be some fancy word like engagement. And what does that mean? Are the kids engaged, are the teachers engaged? It's just, are the having fun? Are they enjoying themselves? Is life better because you're doing this, right? So, have fun. If there's one takeaway from today, hopefully that's it, you're having fun.
Real quick, this some of the ways that I have fun, right. Up here in the top left, you see I'm dressed like a little professor, right. Everyone now what movie this is from? Can anyone tell me what movie this is from? Me with the glasses and the tie. Everyone's typing in, excellent. Superman, right, right, Superman. And then, what these are from are different podcast episodes that I've done, I did one on, when I went and saw the latest Superman movie, and did the review of it, and tied it into some assisted technology principles. How 'bout this one? Anyone know what this one is, with the green eyes? Not the Blair Witch Project. It's a parody of, it says it right there on the screen. Oh, gosh, do they know it? Everyone's typing. Yeah, especially scary movies, that's a scary movie. Scream, right, Andy, exactly. Scream, the classic beginning of the scream movie. I did a parody of that where I, the person teasing my wife, my wife was the one on the other end of the phone, she had to give educational strategies to get through the phone call. And then of course you can see Indiana Jones, The Avengers, Hunger Games, and then, anyone know what this is in the hood? That's really obscure. They just finished wrapping on the fourth sequel. Eight Mile, no, Andy, it's not Eight Mile. That is me, it's, getting close though, very good. That's me dressed as Tom Cruise, obviously. I'm Tom Cruise from Mission Impossible Four, the Ghost Protocol. My first movie review that I ever did. Yeah, very obscure. Star Wars, yeah, I do look like the Jedi there maybe. So, this is one of the ways that I try and have fun, is to dress up and, you know, put my face on different characters like Iron Man there and make it sort of engaging. Alright, so now, real substance, right. You didn't come here to see me put my face on The Hulk. What you came here, is to learn professional development strategies. So, let's look at the Frustration Matrix. What this is is sort of what I think of as the typical PD cycle, right.
So let's start at the top. Someone, maybe an administrator, maybe it's us on our assisted technology team years ago, maybe it's you now, currently, has an idea. Hey, the educators need to learn something new. What do they need to learn? Maybe it's UDL. Maybe it's core vocabulary. Maybe, if you're in the world of AAC, maybe it's word prediction. Maybe it's text to speech. I don't know, whatever your thing is that you feel like teachers need to know. You have this idea, right. And so then, what comes next is that you decide that, okay, they need to know this thing. What are we gonna do? Let's do a workshop where they'll learn this thing. Teachers will come, and I will tell them about this thing. And then they will know about this thing. Except, we know that, see this big red arrow right here, that there are tons of barriers involved between having that idea and scheduling the workshop and having people actually show up. Like what, what are some barriers between when you schedule a workshop? And as you're typing those in, we'll just talk to you about what we were talking about just before you all signed on. John and Anna Marie, we were talking about how people sign up for our workshops. For the CTD workshops. And... Tons of people sign up and then there's, I think John used the word attrition, right.
When the actual day of the webinar comes, oh, my gosh, it's so nice outside, wow. Beautiful, it's like 70 degrees. It's been yucky for the last few months. Maybe I won't go to that webinar today. You know, so you always have this drop-off rate from where teachers sign up, but they don't necessarily show up, you know what I mean? Donna's saying a life, right. I know, I have a seven year old and a nine year old. My nine year old just signed up for soccer practice. And my seven year old just got back from piano, right. And so, if there was this great workshop that I wanted to go to after school today, you know, my daughter had to get to piano practice. So, these real life barriers get in the way of people actually showing up for the workshop. And then when you get to the workshop, if it is sit and get, then it's so, like, oh man, I would rather be outside. Or I'm not coming to the next workshop. So, you see, it doesn't always work. But okay, maybe you did have the best workshop ever, where it was interactive, and people were really engaged, and they were having fun. And so, what happens next? You know, they fill out that evaluation at the end. Like you'll get an evaluation at the end of this webinar. You can tell everyone what you thought about it, right. And what do we usually get, I mean, it's very rare that I've ever seen a professional development evaluation that came back like, "Oh, that was a waste of my time." Or, "That sucked." Or, "I would rather have been somewhere else." I mean, usually they're pretty positive. Because people are nice, generally, right? And they're nice to the presenter and they maybe even know that presenter. And so, they might give some constructive feedback, but usually it's all good, like, it comes back really good. But then what happens? The teachers go back to their classrooms and you don't really see this change.
Now, the only time, the exception to this is, like, so for instance, UDL, right. We do a procession on UDL. This is what UDL is and you should practice UDL. Let's do a little activity during the UDL workshop. And then fill out the feedback at the end. And then I'll come to your class, and you're not doing UDL. You didn't get a chance to practice it. Maybe you did practice it during the webinar, or during the workshop, but no real change happened in the classroom. The one exception to this might be if it's something skills based. And what I mean by that is, hey, we're rolling out the new IEP system. Or we're rolling out the new email system. Come to the workshop, learn how to use the new email system, and now you're gonna use it because you have no other choice this is the email system. Well, yeah, that works. You know, that works. But when you're trying to make change for, like, a philosophy or a set of tools that is not just skills based, right, you're trying to teach teachers how to help students. Typically, you know, they may get one or two things, but there's not a lot of change. People go back and they just do what they're comfortable doing. And so that leads to frustration. And then what happens next is, oh, the new bright and shiny, like someone said, right. Yeah, I saw this new thing at this conference. Or I saw the CNN or I heard this on whatever. Wherever people hear about it, they get the new bright and shiny, and they whole thing starts over again. Like, oh, now it's 3D printing. Before 3D printing it was the pulse pen. Or the echo pen, you know, the pen.
So, these different tools or different strategies come flying out at you, everyone gets on the wave, we've gotta teach people about that. And then, I don't know, like I said, you don't see a lot of real change. Is that, am I speaking people's language? Is this what you typically see? Yeah, John wrote, "Good teaching is as much motivation as it is good information," totally. There's this classic Simpsons quote, where principal Skinner says, "The best scientist is half PT Barnam and half BF Skinner." Right, I mean, you have to know your stuff and you have to be engaging while you're doing it to really make a change. So, yeah, so, okay. So, this is what everyone sees, good. I mean, it's not good, right? We don't want that, we wanna change that, but I'm glad that people are empathizing with me.
Okay, so how do we change it? So, this is what I think the Success Matrix is. Is that instead of starting with this idea, oh, we need to teach people UDL, oh, we need to teach people text to speech, we start with a goal. By the end of this year, 12 teachers will have demonstrated UDL in their classroom through observation. Or they will come up with three tools to represent information in a different way, right. Some sort of goal, not just an idea. The idea is too easy to just punt to the side, you know. Like, that I idea came and go. Ideas are cheap. I think about writers, like authors, I draw from different sources here. So, you talk to authors who do little seminars on how to write, and they'll tell you ideas are cheap. I can come up with ideas any time, you know, any place. Off the top of my head, I'm gonna write a story about 12 monkeys trapped on an island that need tools to escape. And one of them is... A gorilla, I don't know. And you can write a story about that, right?
The ideas come easy. It's actually the practice, and the discipline of actually sitting down and writing the story that's the hard part. Same thing here with professional development. Having an idea, oh, man, every teacher should know about text to speech, that's the easy part. Oh, every teacher should know about UDL. That's the easy part. Actually pinning it to a goal, by a certain time frame, usually it's by the end of the year, right. We're used to thinking of goals as an IUP, which is a year long process. So, you plan for the year. So, we usually set it for a year. By the end of the year, all the speech therapists will know about X, Y, and Z. Or will be able to demonstrate X, Y, and Z. Even those aren't good ideas. I mean, you gotta be even more descriptive than that. So, the way you develop a professional development workshop is thinking, what is the goal? By the end of this time period, what are they gonna be about to do? And then, not just delivering it once, but educators seek opportunities to fulfill that need multiple times, right. That's the multiple means here, is that it's not just come once, it's many times. And then respecting the idea that people have preferences. And so, by presenting it in different modalities, teachers can choose what works best for them.
So, my wife just turned into a soccer mom, right, my sons are gonna start playing soccer. She is a teacher, a high school teacher, and she needs to do professional development, but she's got piano and she's got soccer to get to. Where does she spend a lot of her afternoons? In the car. So, even though she might like to go to a professional development workshop on universal design for learning or text to speech or whatever the concept is, she can't because she has these obligations. But she could listen to a podcast on it. And so, she might choose that modality. To listen to a podcast as opposed to attending a butt-in-chair, you go to a place workshop. And then as a presenter, or as yourself, as the educator alone, something, you have to measure yourself to see if you've achieved that goal. And I think that the step one about establishing the goal, step two about having different modalities, and step three about measuring that goal and seeing, well, did we actually achieve what we set out to achieve, is how you can actually make some change. And prove that you've made some change. Goals, I just threw it in a slide here in case you're like, "Well, what's he talkin' about?" You know, that there has to be a time period. And that it has to be measurable, right.
The way to write goals, this is kind of the standard now, is to use SMART Goals, right, it has to be specific. So, it's not some sort of nebulous cloud that you're living in like, yeah, that's that idea. It's gotta be pinned down to something specific. You have to be able to measure it. Of course it has to be realistic and achievable, you know. It can't be some pie in the sky, I mean, that could be like a 10 year goal maybe, you know, but... And then time bound, right. Something that you can measure within a reasonable time. Yeah, right. There's a great Simpsons episode that that comes from. When it comes to technology implementation, and I have a slide here in a minute, but that says the same thing, so often, we think of our professional development workshops as, well, how do I make it the best workshop ever? And we really think about the quality of it, right. That's, again, that's the evaluation at the end, right. You do the evaluation at the end. Oh, the quality was really good, because everyone said how great it was.
But I wonder, what if we switch that or, quality's still important, but what if we talked about quantity as well. What if we talked about the number of times we hit somebody with an idea, and that's how you make the change. That's what I often think, is that it's not about some one great, grandiose idea, ah, UDL, that will solve everything, no. If I just go to the workshop and I tell everyone about UDL, then they'll all start practicing UDL. 'Cause how could they not? It makes so much sense when you present to them. And then they don't do it and you're like, "What the heck?" Because it's not about that one moment, or one grand idea. It's about all the millions of moments afterwards, or building up to it and afterwards, that actually make the change, right. So... I think of it like the grand Canyon, right. The Grand Canyon wasn't formed in one day, you know, with someone coming through with, it was millions of years, millions of little molecules of water slicing through the rock that eventually make the change. And so,that's what I'm getting at, is that, yes, we think so often of workshops as, well, was it good or was it bad, but I wonder if we should start thinking, well, how many times do I have to hit them before they understand this concept. And so, that made me think of, well, what's my number? Alright, if I have to hit them a number of times, and I can't wait for a trillion times, what's the magic number? And so, that got me thinking of marketing, right. I mean, when you watch, when you're watching the Super Bowl, right, and you're sitting there and the Doritos commercial comes on, maybe, maybe you have a a bag of Doritos in your pantry and you're like, "Oh, yeah, Doritos. Maybe I'll go get some Doritos." And you get up from your couch and you go get the Doritos. But chances are, that's not who they're targeting. The Doritos people, they're not targeting the people that already have Doritos in their house, they're targeting the people that don't, right. They want you to go buy Doriitos. But you're not going to get up during the middle of the Super Bowl and drive to a store and pick up a bag of Doritos, right. They're not counting on you doing it right in that moment. They're counting on you going and buying Doritos later. So, what are the chances that you're going to be in a store thinking about the Super Bowl commercial like, yeah, that's right, during that Super Bowl, they showed that Doritos commercial and so, I wrote it on my list that I need some Doritos. So, I'm gonna pick it up. That's not how it works, right? Or Doritos might be a bad example. What if it was Lexus, you know what I mean? Like, Lexus is a car, you don't put that on the to-do list. Oh, I need to go out and buy a Lexus today, right? They're not expecting you to stop in the moment of the Super Bowl. And then go and buy a Lexus.
So, what if we applied those same marketing strategies to education, where it's, I'm not expecting you to get this right now, when I'm presenting it to you. Yes, I'm expecting you to understand a little bit. Like that the Lexus is bright and shiny. Or that Doritos taste good. And this is an interesting piece of information that I'm sharing. What I'm really hoping to get is that, on maybe the 22nd time I hit this concept, that's when it really sinks in. So, I keep hitting you in the face with Doritos so that the next time you're walking past the aisle, you're like, yeah, Doritos. I should probably grab some of those, those look good. You're not even consciously really thinking about it anymore that you want Doritos, it's just because you've seen Doritos everywhere, you want them, right. Next time you go shopping for a car, I don't know, maybe a Lexus, you know. Or the next time you go shopping for shoes you're like, yeah, Nike, yeah, maybe I'll pick up those Nikes. Because they've hit you so many times that it's attrition, right? I mean, that it's, no. It's that they just keep plugging away at you. So, that's my thought. The number 22 is not evidence based. It's not research based. That's my number, right. And so, I ask all of you, and you don't have to type this in, this is your own personal thing, what's your number? How many times do you think you need to hit a teacher with an educational concept before they get it? Alright. Let me put it in a story for you.
Just to take away the analogy and put it in a real, practical story. There's a tool out there called Plickers. Anyone heard of Plickers? Anyone, chat, someone. John's typing, he's heard of Plickers, right. It's a iOS app, yes, yes, right, right. So, Plickers is an app that you can download on your phone. And you print out these little pieces of paper. And you give them to your students and the students hold them up above their head. And then you scan your phone around the room, sort of like you're taking a video or a picture. And the, when the students hold up their responses, it kind of keeps track of what they answer. Like A, B or C or D, right. They hold up the paper and it gives you a little score on your, so, how many people held up A? And that comes up on your phone, right. Did I do a good job describing that, Bridget, John, Maurine? It's something like that, right? Well, here, I'm a tech guy, right. I kinda like the whole technology stuff, you know. I like learning new strategies. That's like my thing, right, I like doing that. I'm really motivated by that. And I'm on social media sites and I read different blogs and I subscribe to different, right. Yeah, it's a low cost polling tool, thank you, Jackie. And so... And I see it in my Twitter feed, Plickers. Oh, that looks interesting. Oh, I don't know what it is, but I'll check it out later. And then, you know, it comes up in an email. Oh, Plickers, yeah, I should probably figure out what that is, I think, people seem to be abuzz about it. Then maybe a teacher I talk to says, "Oh, yeah, Chris, have you seen Plickers?" No, I really need to check that out. Here I am, I'm into it, right, I'm into tech. And I have not looked at Plickers yet. Because I've got other stuff goin' on in my life, you know. I got busy. It probably took me six or seven times to hear the word Plickers before I said alright, I really gotta check this out, I need to know what it is. And it was at ETIA that somebody showed it and I was like, yeah, okay, now I know what Plickers is, you know. Because it's been on my list to do. I've been meaning to get to it. But it just, it was not in the forefront, right.
And so, Donna's typing something of interest in. Yeah. I think that happens to all of us, is that, and especially teachers, is that they hear of some new tool, or they hear that new fandangled concept of universal design for learning. Or they've heard John say, when he goes into their classroom, hey, you need to use the text to speech tool. But it doesn't really register with them until maybe the 22nd time, at least, that's my target. The 22nd time, that's my personal number for when I get frustrated with a teacher. You know, it used to be, in the day, we'd do a presentation and I would say come on, how come they're not usin' Blackboard? I showed them Blackboard. They're not using Read and Write Gold. How come they're not using Read and Write Gold? I showed it to them, what's wrong with them, what's wrong with them? And then I realized, no, it's me, right. They're not doing anything wrong. I should not have the expectation that I show to 'em one time and that they would be able to use it or know it. Right, so my thought is, it's the quantity. We keep hitting them over and over until they can't ignore it anymore. Oh, right, and we persuade them that way. Just like a marketer does, a person in advertising does. We're selling our educational ideas just like a marketer or an advertiser is selling their product. So, okay, yeah, maybe it's your own rule of 22. You forgive yourself, Bridget, right? You forgive yourself for not finding Plickers fast enough, you know. And using that and putting that tool in your toolbelt. So, what you're going to see from now on are ways that you can get to 22, maybe as fast as possible, using multiple means, different ways to get to that number of 22.
Donna says Technology is, I'm gonna read what Donna said. Teachers will implement when a supervisor asks where the technology is. Or they'll implement when they hear the strategy from and outside source, other than inside AT people, right. You can't be the, my colleague Sally Norton-Darr always says to me, uses the classic example, you can't be a profit in your own land, right. The same thing in Loudoun, right. I mean, I go to a, "Now, that's Chris, he doesn't know," you know. But if I showed a YouTube video of someone else saying it, well, okay, maybe, yeah, if we bring someone in from the outside saying it, hmm, maybe. So, that's so true. And that is sad, Donna, that that's what teachers do, right. And I do know that teachers do that as well. That go, well, I'll do technology when I'm being observed, right. But I don't really integrate it all the time. Just to kind of fool the administrators. But sometimes I think the administrators see through that. They know that not every lesson is built that way. And still, at least they're doing it in that one time. I guess it's, what I'm hoping for is, again, to get to that number 22, where then they say, "What's this tool that I'm missing? I can implement this all the time." Yes. Good idea, Anna. Keep sharing them. So, one of the other ideas is to duplicate yourself. Again, I know the people that are attending this webinar are super busy, as professional developers, you can't keep doing the same thing over and over. You can't be in multiple places at once, because you're only one person. But if you can duplicate yourself in some way, then you can be in multiple places at once. One of you could be in this webinar right now listening to me, someone else could be, who's not in this webinar, could be watching the YouTube video that I made. And someone else could be listening to a podcast I made. In which case, I am in three places at once. Hey, by the way, who is that on the screen? Does anyone know who that is? It's Dolly, right, exactly, right. You have to clone yourself and become a clone, so that you duplicate yourself.
Okay, let's get to an actual strategy that you can use. Besides changing the philosophy, right, of having a goal first and then measuring that goal in the end. That's the overriding philosophy. Let's get to some actual tools. So, here's a really quick strategy that I think almost nobody uses. Email signatures and automatic email replies. This is something you, immediately, you can do to bump up your number to get closer to 22. So, let's talk about email signatures. All of us use email every single day. And the majority of people have some sort of signature at the bottom that says, here's my telephone number and maybe some sort of cute saying. Maybe a quote from Einstein or something. Which is fine, you know, that's all good. If that's what you're getting after. You want to change the person that you're emailing, you wanna change their mind. Or influence them in some way. Maybe that quote is really what you're shooting for. But usually, I think what people do is they put some quote to reflect who they are, right. But what if you use that email signature, because that's something that they're seeing every single time they get an email from you, in that email signature are a handful of resources that you'll use, you know. The goal that we picked for professional development this year is we are going to hit text to speech. By the end of the year, every teacher will have experienced, at least seen, text to speech once. Well, what if you had, in your email signature, "Thanks for the great email, signing off, John Newman," and underneath John Newman it says, "Hey, have you seen my text to speech video?" And there's the text to speech video and there's the link to underneath. As opposed to the cute quote that someone reads and goes, "Oh, that's cute," you know. Oh, there's a link, let me look at it, immediate. And that doesn't mean people will necessarily click on it, sometimes you ignore those, but it's a very quick way that you can present it to somebody else.
The second one is your automatic email reply. We all take a few days off every once and awhile, maybe go on vacation. And when you do that or go to a conference, maybe you say, hey, what do you get as an email reply. You get, "Hey, I'm gonna be out of the office "for four or five days, don't expect an email back from me. "Here's my telephone number that you probably already knew anyway." What if, instead of getting that, you got an automatic email reply that said, "Hey, chances are you're emailing me "because you need some educational resources. "What people have been writing me about lately is "accessible instructional materials. "Let me give you some resources "on accessible instructional materials. "Here you go, here is one, two, three, four. "If that's not what you're writing me about, okay. "Here's my telephone number. And I'll get back to you when I get back." You know, but it's another way to get to 22. Or if you've picked an educational goal of we need everyone to know about accessible instructional materials this year, then you put that in your email signature when you're gone. And boom. You've got some... More kicks towards 22, if you will. Cool, easy enough to do. Right here is, oh, no, I don't know if I should have clicked on that, but this is my sample. And you can kind of see some over here on the side. That,you know, I have samples that you can use. That you can just go in, go in that hyperlink, bit.ly/emailreply, and you can take that link and you can see what I write as my automatic email reply. And you can tweak it as much as you want. So, uh-oh. It didn't like that I tried to click on that hyperlink.
Okay, the next thing I'm gonna talk about is a web resource called, well, it's more of a mobile resource, called Vine. It's another real quick way to do it. It's another real quick way to present information to people. Have you heard of Vine, has anyone heard of Vine? Alright, Chris, you said yes, what is it? Don's heard of it. Yep, Linda says short videos. How short, Linda? Do you know? 20 seconds. That's too long, 20 seconds is way too long. Six seconds, there you go, Linda. Exactly. As my PowerPoint here comes back up... Yeah, Vine are six second videos that you make on your phone. It's made by the same company that does Twitter, right. And so, I can't take credit for this idea. Jamie Martin, ATDyslexia, @ATDyslexia, Jamie Martin was teaching me Vine a couple years ago at ATIA. And he started a hash tag called VineATTips. And so, what that is are short Vine videos. Grab the hyperlink here. And then I'm gonna open it up. So, I'm gonna paste it here so you can see what it looks like. What's the idea? The idea is that you can show a short video to somebody and they will get the idea of whatever the tool is that you wanna share. hyperlink. Here we go. I apologize for not having this opened ahead of time. Like I had other things open. Okay, here you go. So, you can see these are videos that people have made, where they've used the tag VineATTips. So, they have taken their phones. They've made a six second video giving them the idea that, it's to raise awareness of whatever the tool is, right. So, I mentioned 3D printing. And this is somebody using a 3D pen, right, and how it works.
This is a website on SesameStreet.org. And so, it just is a quick video to say, hey, here's a website that I like. Or maybe it's a Here's Mod Math. And so, Jamie's showing Mod Math real quick. And so, it's just this awareness level, oh, okay, I didn't know that existed. And I get an idea of what it's about in six seconds. And of course you can put text underneath it as well to help further explain it, right. So, like this one is my son using Blogster, which is a tool, to a online poster. And so, you really can't see the tool, but you get the idea that, oh, my gosh, here's this, what, nine year old. He's actually working on the computer. He's actually making something, right. And so, I've got a little description underneath it. So. That's right, John, thank you for answering Jennifer's question, right. It's like a Tweet with a short video that loops. So, what's the idea is that, again, in six seconds I can make a quick llittle tutorial, and it's a click toward my number 22 that I'm shooting for. Okay, those are some quick things that you can do. The next thing, not so quick.
The next thing I'm gonna tell you about is our assisted technology team. Our Loudoun County Schools assisted technology team. We, of course, one way to do professional development is to have a website that has resources on it, right. And you put your resources on a website. Most people know that, right. And so, our assisted technology team, we had some problems, alright. We were developing our website. And we had, one of the things we found is that, well, we're finding all these resources, you know, especially when the app-alanche happened. And it's still happening, you know, you're always finding these new apps. You're finding these now with Chrome extensions. How do I keep that all organized, right? How do I find something, remember it, and keep it organized? And then how do I share it on a website that we're creating so that my teachers can access it? And then it's not just stuff that we find or that we curated from websites. But what about stuff we created? How do we organize this stuff that we created? And so, then how do we share that with educators so that, again, you might remember, at the beginning of this webinar I mentioned what really want is teachers not to call me at all, but to have access to the resources so that they don't even have to call me. They're like, "Well, I'll just answer my own question by going here." And so, if I found this great tool or strategy or tutorial or app or Chrome extension or web tool or whatever, how can I share that with teachers so that they don't have to come to me to get that information, they can go somewhere to get it? And then when we're building our website, this question of, well, okay, we have 12 people on our team, and getting 12 people to agree on anything is nigh impossible, right? And so, one of the things, big discussion we had was, should our website be dynamic? Where every day it changes and we put up new resources. Or should it be static? Where a teacher's like, yeah, okay, I need to find that resource and I know if I go to the assistive technology page, and I click on the reading link, that there's gonna be five resources there. And that's always gonna be there for me, because that's all I know, that's how I get to my reading resource. And they don't know how to bookmark it, and they don't know how to it manage any other way. They just know they go to that website and that's where it'll be. And so we, some of us thought, well, it should be dynamic. It should change all the time. And then others of us that said no, it's gotta be static, 'cause we can't leave those teachers out that wanna rely on it being there.
So, how do we mix that world together? And the answer was social bookmarking. We used a tool, we continue to use a tool, called Diigo. Diigo is free, but it is just like any other web based tool. It's free and then it has premium features. And what's nice about Diigo is it also has a free educator account that gives you some of the premium features. And so, I'm gonna show you sort of how we use this as a professional development tool. These are some examples of what, this is just a screenshot of what Diigo looks like, but I'm gonna take you over there. Live. And show you exactly how I would maybe bookmark something, and how teachers can then get access to it without necessarily contacting me. My colleagues made a little tutorial video that explains exactly how to use our Diigo group. And so, let me jump out of the PowerPoint real quick. and let me bring up Diigo. Okay, so this is Diigo, right. This is my Diigo library. The idea is, is that whenever I'm out on the web and I find something, someone Tweets something, I'm on a website that I thought looked interesting, I will save that. What do you do now? What do you do now? Most people, when you find something interesting, what do you do? People out there in Webinar Land. Oh, Maureen, that's a good question. Let me come back to that. You're talking about open source. Oh, Maureen, I have so many stories to tell you, okay. You bookmark it, right. And Jennifer, how do you bookmark it? Like, in your Chrome browser? Or maybe Internet Explorer. Linda shares with you, and you know, "Oh, here's this great tool I found," and she sends it out to all of her people. Does that sound right, Linda? And then it's in your email somewhere. So, you can go search it later. by searching through your email. Where's that web link that Linda sent me? Linda pins it, okay, cool, star in Chrome. Yeah, and then sometimes they can't find it later, right? Totally, 'cause it's lost in their email. Or maybe they deleted their email, right, they didn't archive it. Donna puts it in SharePoint, okay, interesting. Which is Microsoft Office. So, let me show you how we do it. This, what you're looking at on screen, is my Diigo library. And notice at the top, that when I say my library, I mean that's my personal and professional library. It's just mine. It has nothing to do with Loudoun County Public Schools. It has nothing to do with my team. It really has nothing to do with any of you other than that I share it out free to the world. Anyone can go in here, go to Diigo.com/user/ATTipsCast and see what I've been bookmarking lately. 'Cause maybe you'd like to bookmark it. When I bookmark it, I bookmark it to Diigo, and instead of it staying in my Chrome browser, it stays here on the web, which is now shared publicly for anybody to see. Of course, I could always save something privately as well. And I'll show you that as I bookmark something.
So, now I need a good thing to bookmark. Can someone give me something to bookmark? In fact, Bridget, I know you have something coming up. Isn't there a Twitter 101 thing that you have coming up soon? Ah-ha, okay, John has the URL. So, let me click on that URL. It's gonna open up right here in my Chrome browser. Perfect, okay. Here is a web resource that I want to bookmark. Just like any other thing I wanna bookmark, right. Maybe it's some new web tool, maybe it's an app. Maybe it's a Chrome browser app, whatever. Everything has a URL, right. And right here, I've installed a Diigo extension. And so I click on Diigo. And it's gonna take a second to open up, but it says okay, Chris, it looks like you want to save this resource, so I hit save. And it opens up this little page here. And it says okay, what's the title of this thing gonna be? And it's already kind of pre-posted the title for me. Sometimes the titles, you might wanna edit them. So, it's an editable field. But in this case, workshop registration looks good. Still like it. What's the description? This is Bridget's awesome Twitter 101 workshop. Alright. I don't always have to type it in. If I were to have highlighted this information, notice how there's some, usually if you go to a website there's an about section or there's a little bit of information. You can highlight that text, and if I had done that first, it would have automatically populated down here. But I wanted to show you how I could type it in. Okay? Oh, good, Jackie, we can bookmark that too.
And so, then it's asking me for some tags, right. And so, what are tags? Tags are the way you organize information. So, once upon a time, before I knew about social bookmarking and I knew what tags were, what I used to do was I'd take information, like a website, and I would take that URL and I would drop it in a folder someplace. But then I was kind of like, oh, my gosh, this resource is on algebra, so, do I put it in the algebra folder? Or does that go in the math folder? Oh, but it doesn't just have algebra on it. Look, it's got some reading resources as well. Should I put it in the reading folder or should I put it in the algebra folder? Oh, man, but it's also a part of an organization. 'Cause this is a resource that the Center for Technology and Disabilities put out. And so, I mean, I kinda of wanna put it in the Center for Technology and Disability folder. And you can't ever think about which exact folder it should go into. So, that's the dilemma you run into when you're filing something in a filing cabinet, right? Which folder do I put it in? Tagging takes all that away. You know, I can tag it all of these things. I can tag it Twitter. This is going to be a tutorial. It's going to be a PD. It's going to be Bridget's. So... Right. I could say, because it has something to do with Pacer Center, I could put Pacer in there. I can try, the rule of thumb is the more tags, the better. Because what's gonna happen is I'm gonna get off this webinar later on today, I'm going to go build a leprechaun trap, or set up a leprechaun trap with my kids tonight, and then by tomorrow I will have totally forgotten about this Twitter 101, because life happens, right? Except that
I've got a bookmark here now. And so, when I think, what is that Twitter thing? Where do I find it again? I've got it in my, I can search for it by any of these tags. I just do a search and I'll pull it up. And I've got it in my Diigo library. Alright, if I were to save it right there... If I were to save it right now, it would go into my library. But I don't wanna save it just to my library, because the fact of the matter is, I work on a team of 12 people and not all of them are heavy Twitter users. They have heard me talk about Twitter at team meetings, I've shown them Twitter. But just like people have to hit me 22 times for me to learn Plickers, I need to keep plugging away at them for Twitter, probably 22 times, before my teammates are going to start to use Twitter.
So, what do I wanna do? I wanna share to my group. And we have created a group called LCPSAT. You'll notice these are a bunch of groups that I participate in. But this is one called LCPSAT. What is that? That is the group that my entire team is in. So, I had a library, my colleague Sally has a library, my colleague Judy has a library, we all have separate libraries that we keep. We all have separate Diigo accounts that we keep. But when we wanna share something, we put it in the Diigo group. So, you can picture it like a basket in the middle of the room where everyone is putting good ideas, right. Whenever we bookmark something, we put a good idea in there, alright. Sally's watching Downtown Abbey. Isn't that how you say it, Downtown Abbey? I'm pretty sure that's right. That's just a joke, everybody, I know it's Downton Abbey. She's sitting there watching that at night, and she... She's got her iPad on her lap or her laptop on her lap and she comes across some good tool that she's using while she's watching TV, she can bookmark it, and she saves it into the group. And that way, I can know that she bookmarked it. She's sharing her resources. Does that make sense? Okay, so I''m saving it to LCPSAT, I'm gonna hit save. And that's it, i just saved my, this bookmark. And so, if I go back to my library and I refresh my screen, you'll see that my library is now updated with this latest thing that I... That I have bookmarked. Right. And if I wanna see other stuff in my library, I can click on any of these tags. But now, notice at the top of my screen it says My Groups.
So, if I click on My Groups, these are the different groups I participate in. And here's LCPSAT. So this is that bucket in the middle of the room where all of my assisted technology trainers, the ones that I work with, put information in there. Right, and Mark, our supervisor. And Andre, our support person. Everyone puts their information in here. The tools they're finding, their strategies, the websites they're finding. So, notice what you see here. This is... I just bookmarked it and I saved it to LCPSAT. So, there's Bridget's Twitter 101 workshop, right. And then this one is Sally. This one is Sally's little icon. She, let's see, it looks like yesterday maybe, March 15th, she bookmarked this. And then here I bookmarked something on copyright. And here's some more from Sally, right. And there's some more from me. This is my icon. And so, what does this really mean? So, we're putting stuff in a bucket, we're putting stuff in the shared location, in one place. Well, now, this is how it works as professional development. We share this group, groups.Diigo.com/group/LCPSAT, we share that group with all of our teachers. So, the idea is, Chris, I really need some help with keyboarding websites. Can you tell some free keyboarding websites? Well, what I used to do is I would share an email that says, well, here are like six keyboarding websites that you could use. And the teacher would get it in their email. And maybe they'd look at it, maybe they wouldn't. But I solved the problem for that one particular teacher.
Now what I do is that I send them, I say go to our Diigo site and do a search for keyboarding. And notice I'm up here in the search area. And I'm typing in, go away, yeah, keyboarding. And so what does that do? That searches our entire group for anything that has the word keyboard in the title or in the tag. And so you'll notice here, keyboard is in the tag. Right here, keyboard is in the title. Keyboard shortcuts, right. This is my colleague Hannah. Hannah has shared this. My colleague Stacy has shared this. Does that make sense? They're not just finding what I think is good keyboarding sites, or it has something to do with keyboarding, they're finding stuff that our entire assisted technology team has found for keyboarding. Make sense? For keyboarding, there's 76 resources. That's a little bit too cumbersome for a teacher to go through 76 resources. So, let me change the search criteria. Keyboarding and free. Free keyboarding. Well, let's see how many things were tagged both keyboarding and free. Oh, 14, that's a little bit more manageable.
Alright, Karen asked, I've been ignoring the chat here, let me get back to the chat. Can you follow peoples' Diigo account? Yes, there's a way that you can follow peoples' Diigo account. But here, what I'd rather have you do, is not follow one particular person's Diigo account, but to search a group for resources that people are sharing, right. 'Cause then you don't just get what one person thinks is interesting, you get what everyone thinks is interesting. And it just becomes searching. So, let's put it another way. What did this teacher likely do before emailing me, looking for keyboarding resources? When you're looking for a resource, what do you do? Just you in the webinar. What do you do when you're looking for a resource? Oh, man, I really need to find, yeah, you search the web, Chris, exactly. And Kathleen nailed it, right, you do a Google search. So, if I were to go over to Google and type in free keyboarding websites, what would I get? I'd get slammed, right? I mean, there would be tons. Alright, so, good question, Amunda, I'll get there in a second. So, I'd get slammed, right? You get hit in the face with a fire hose when you go to Google. You go to Google, type in something, and there's just tons of resources. So, what we tell teachers to do is go to our Diigo group and do a search here. So now, you're not getting hit in the face with a fire hose, you're taking a drink from the garden hose. Make sense?
These are resources that the assisted technology team, the Loudoun Country Public Schools assisted technology team, has sort of culled together for you. So that you're not, it's sort of been vetted, you know. And we don't have some sort of strict criteria for how we vet this, this looks like a good keyboarding resource, let me tag it keyboarding, right. It's not like, oh, it's gotta meet these 12 criteria to be bookmarked and put into our group. Okay, so the question was, from Linda, how did you share the Diigo search results with the teacher? Okay, so, there's two different ways. So, one, Linda, I don't want the teacher to necessarily even email me. I want to get in front of the problem and have her know about this LCPSAT Diigo group ahead of time, to go here and search before she emails me. That's my ultimate goal, right, is that I don't even really want her to email me. I just want her to do the search and find it herself. So, if she was like, oh, I wonder what, I really wanna learn more about UDL, let me type in UDL. And I'll get stuff that's been tagged UDL, right. Or I'm really looking for physics resources, because, you know, and so, now I'm getting resources for physics. Do you see what I'm saying? I'm not sending them anything in that case. They've never even emailed me, that's the ultimate goal, right. That's the trick, is that they're not contacting me. They're doing it for themselves. But okay, it's a teacher that doesn't know about this Diigo group. What I send them is, now, the response isn't, here are six keyboarding websites that you should check out. It's hey, see this hyperlink up here? I'm sorry, I switched it up on you. Let's say physics. Teacher emails me, says hey, Chris, do you got any resources on physics? I would send them this hyperlink. Here's my search for physics. Copy. And I just paste that into an email. Boom, just like that, like I pasted it into the chat down there, and boom. That's a hyperlink to this list. That make sense?
Or I might send them a tag. Go back to keyboarding, free. Right, here's, I just take this hyperlink. And I paste it into the email. There you go. And now you have it. Yeah, yeah, Linda, 22 times, right, keep pluggin' away. And show 'em how you use it. And show 'em how we're using it as a group, right. And maybe, Linda. Linda wrote, she said, "I use Diigo myself. "It's been harder to get teachers to use it. They see it as another site they have to sign up for." Totally, but it's free. And as educators, it's free. And if they're working as a team at all, if they're working in, let's say it's a bunch of fourth grade teachers, right, they could have a fourth grade Diigo group, where they put their information, the resources they're finding to support their fourth grade team, right.
Or maybe it's all the special education teachers in a school, or maybe it's all the speech therapists, who never get to see each other in the school district. So, it's all the speech therapists in the district have a Diigo group, right. And so, they could have a Diigo group where they're culling information. So, let's talk about this LCPSAT group. Let me just go back to the main page here. Anybody in the world, especially the teachers that I'm working with, but really anybody in the world could come here and search what LCPSAT, what we've culled together. Does that make sense? So, you could do a search for anything here and you'd come up with our information. What we try and do, we try to be very cognizant of, is try and bookmark a bunch of different things, right. I mean, if we find a really cool app, we bookmark the URL to that app in the App Store.
We find a cool podcast episode, we try and take the URL from that podcast episode, and we paste it in here. And so, for instance, I do the ATTipsCast, right. That's a podcast that I do. We'll get to podcasting here in a second. And you'll notice that here's a link to the blog post. But... Let me do ATTipsCast and audio. Let me do a search for ATTipsCast and audio. Alright, we try and have direct links to the audio as well. So that you don't have to necessarily just go to the blog. We have YouTube videos that we have in here. We have tons of different stuff that we try and bookmark. So it's not just text based resources or websites. It's videos and podcasts and pictures and everything, right. Here's a PDF that's bookmarked, right. Here we go, direct link to audio. So if I click on that, it will launch and now you're, in a second here it'll pop up, and then we'll get to be listening to audio. Make sense? Alright, were these some other questions that I missed in Diigo? Up above here. Question from Jennifer about vetting by experts. So, there's no way to find vetting by experts. Well, so. Here's the question, who's the expert? I mean, am I the expert on professional development? I do it, you know, I mean, I'm doing a webinar on it. I don't know if I'm an expert in it. Is there some sort of expert on autism? I guess if you had a lot of experience, if you define expert as people who have experience. Again, the idea here, the social part of this bookmarking is to have some sort of group. And then looking at the group. And so, you could set it up. I mean, the parameters for how you bookmark something, you could have rules about how you bookmark. Like, okay, we're only gonna bookmark resources that are, and have some sort of criteria. We just don't tend to do that. We tend to make it more freeform. Like, oh, yeah, okay, this looks like it might be interesting.
Hey, one other thing. It's relative, I'm looking for AT stuffmy group. Exactly, there you go, Maureen. One notice here on many of these resources, do you see these tags? Right. The tags are how you sort things, right. So, if I wanted to do a tag for reading, I click on that and these are everything tagged reading. If I wanted, and look, there's the Free and Low-cost Strategies to Improve Reading and Writing webinar. That's already been bookmarked. And look, oh, it's also a webinar. So let me see everything tagged webinar. Alright, and so that's a way you navigate the tags. Again, getting away from the folder structure of a filing system, it's everything is relative. Alright, one last thing here is these dates. Do you notice how some of these have dates on 'em? This is like nine, June, 2015. What is that date? Two, December, 2013. Keep that in the back of your mind for the next resource that I'm gonna talk about, for our future resourcing I'm gonna just talk about.
Okay, so that's how we use Diigo. Right, I will send them hyperlinks. Now our website is both dynamic and static. Let me just jump over to our website real quick. And show you. Here is, here are math resources, for instance, right. And you'll notice that here are our static stuff. Once a year we try and go through these. We just finished. And I have to give all my credit to the team that I work on. They do most of the work over here on the static side. And I'm in the room, but I do more of the work over on the dynamic side, finding new resources and adding stuff, right. So, the team that I work on, any teacher will always know that the national library of virtual manipulators is right here all year long. They can go and they can find it and it's great. And they don't have to worry about it. But over here, on this side, it's constantly changing. So if they come to the, oh, that's always a new, let's find the newest stuff that the AT team is finding having to do with math. Something that was tagged math. Make sense? Our site is now static and dynamic at once. Hooray. The best of both worlds, that's right, Jennifer. Okay, what else did I miss about, yeah, you might try Diigo. Of course, there are other curations. People say Pinterest, right. Everyone, Pinterest is great, I think there's, the only downside to Pinterest is that men aren't allowed to use it. That's a joke, that's just a joke. Men are allowed to use Pinterest. It just seems like there's so many women on Pinterest. I have a Pinterest page, I'm just joking. Yes, thank you, John, for laughing. Everyone should know that's a joke. But Pinterest might be something you could use. You could have a shared Pinterest page and everyone pins to that, right. I mean, so pick your curation tool, but have a curation tool.
And then have teachers know that you have that curation tool, so you can duplicate yourself. So, like I said before, someone could be watching this webinar. Someone else could be watching a YouTube video I made. Someone else could be listening to a podcast. Someone else could be looking up something that I tagged in Diigo, right, multiple places. And the same for you. Okay. I also don't want to lose track of, there was that question about open, about if you put your stuff out there for free, people will use you for a consultant. Now, I would say my experience is the exact opposite. I started out and I continue to have the philosophy that I give away stuff for free, I spend a lot of time giving stuff away for free, spending time doing the podcast, the ATTipsCast, which I'll be talking about here in a second. And all it's done is gotten me gigs like this one. You know, where I've given it away for free, someone comes along, watches the website, or listens to the podcast, or finds me sand says, "Yeah, I kinda like how that guy does it. And maybe we should hire him." And so they hire me, and so I get gigs. And that's how I get a gig like this. And so, I would totally disagree with that, you need to withold it and keep it secret and keep it safe, you know, like the one ring from Lord of the Rings.
No, you have to share it with the world. Share your knowledge with the world. And that will get you more opportunities. It's just how I've, it's just my experience. Other people might have different philoshophies, but that's what's worked for me. Kind of having an open philosophy of sharing what you know. Okay, the next thing here are these AT Tonight DVDs. Not gonna spend a lot of time on this. The AT Tonight DVDs were spin-offs of Entertainment Tonight. So, I was watching Entertainent Tonight and noticed, this was years ago, I watched Entertainment Tonight, and my wife had it on in the background, watched how they had like one or two minute segments on, you know, what Tom Cruise was doing, blah, blah, blah. And it got the information real quick to you. And then it moved on to the next story, it moved on to the next story and I thought, oh, that's what videos are missing. Videos are too long that I'm watching. And the videos I'm trying to make are too long. What if I took those videos, and we burned those videos to a DVD, and send out DVDs sort of like Netflix, right. I mean, we've been doin' this for a couple years now. So was back when Netflix wasn't streaming video. This was just when they had DVDs, right. And now on Netflix you can get a DVD or you can stream. And so, we were burning our videos, keep them short videos, burn 'em to DVD, and send them out like Netflix. Like, teacher would sign up on our content management system site, you know, our professional development learning portal. We would say, "Entertainment Tonight," I'm sorry, "Assisted Technology Tonight, sign up for the DVD." And teachers would sign up for the DVD.
We would check it once a week, we'd see that teachers signed up. We'd send it to them in our pony, which is our mailing system. They'd get it the next day, they'd take it home. They'd take the DVD, they're put it in their DVD player, and they'd be watching professional development. We put a little question booklet there, so they were answering the questions. Not necessarily because I wanted to quiz them, But because I needed to prove that they actually watched the DVD. And then we were able to give them staff development credit. Now, you're wondering, DVDs, come on, Chris, that's so 1999. I mean, this is 2015. I thought this was gonna be contemporary stuff.
Well, here's the deal. Everyone knows about posting videos to YouTube now, right? Anyone can watch a video on the web. Except that we find, at least in Loudoun Country Public Schools, about 12% of our population doesn't have access to high speed internet at home. Not because they don't want it, it's because they can't have it. The infrastructure is just not there.
My supervisor, Mark Nichols, does not have high speed internet access at home. And so, I just kind of hate this idea of leaving about 12% of the population out of professional development because they don't have access to it at home. Do you know who else is about 12% of the population? Maybe 10% to 12% of the population? You know the correlation I'm trying to make there? People with... Disabilities, exactly, Linda. People with disabilities, that's about 12% of the population. We don't wanna leave them out, right? So, I don't wanna be hypocritical about people who don't have access to high speed internet access at home. So, we burn it to DVDs and we make that as one of the options. You know, I'm not gonna take you through a tutorial on how to burn movies to DVDs, but you can totally do that. And there's ways to get YouTube videos off the web and burn those to DVDs if you don't have time to make your own. On the earlier slide where I had Vine, I didn't mention it, but I'll mention it now, Screencast-O-Matic is a free web tool that allows you to make quick, less than five minute videos. So, you can record the screen and do a little tutorial that way. And so, making videos, we like to put 'em on DVD as well. And this way, teachers get credit for taking them. So, that's why we burn 'em to DVDs. And plus, it takes away the technology, like everyone knows how to use a DVD. Not everyone, still, knows how to use a web video. Yes, I do take stuff off of YouTube. I don't steal it, right. I either link to it, like we do in Diigo, right, that's not stealing, it's just putting the hyperlink in a place. And if I want to, I ask permission lots of times.
We ask a lot of permissions, typically. 99% of the time people just say, oh, yeah, of course, use it, please, use it. So, yes, Snagit works too. Yes, thank you, Maureen. Snagit is not free though. You have to buy Snagit from TechSmith. Or maybe there's a free version, I don't know. But I know we purchase Snagit. Okay, jumping over to podcasts, right. So, I already mentioned my wife in the car all afternoon. I know I drive a lot from school to school. So I spend a lot of time listening to stuff. And what do I listen to? What do people listen to in the car? They listen to Taylor Swift, you know. But how many times can she possibly tell you you are never, ever, ever getting back together? Ever. You just need to shake it off.
So, I say, save your music for Fridays. But Monday through Thursday subscribe to some podcasts. Listen to some podcasts, give podcasts to your teachers. And say, hey, I know you don't have time. I'm gonna respect your time. Listen to this on the car ride home. My favorite app ever, I get asked all the time, "Chris, what's your favorite app?" My favorite app of all time is the Podcast App. I manage almost everything with podcasting through my phone. If you're not using it, if you don't have it, you have to get podcasting into your life. Just listening to podcast. I've never listened to the podcast serial, but I'm really happy that it brought podcasting to the forefront again. 'Cause they use podcasting just like 3D printing, just like the echo pen, it had it's wave, right. People, oh, everyone needed to know about podcasting. And a couple years ago, you could go to a conference and you'd see four or five sessions on podcasting. And they would be packed, right. And then that wave crashes and then you're onto the next fad, right. But podcasting is still around and there's so many good resources. So, the podcasting app, this is just a quick screenshot of the podcasting app. Notice that, when I listen to stuff, usually I'm listening in at 1.5 speed. I can get through content faster. Students that listen to it tell me that when they listen to podcasts, they actually like it the faster speed. It makes them attend a little bit more. So, you can get through the content just a little bit faster. If you zone out because you're driving, you can always just skip back by 15 seconds. And then, of course, I do a podcast. I don't wanna make this an advertisement for the ATTipsCast, but the ATTipsCast does have, that's my podcast, the one I do, where I try and make it fun and entertaining, and put out different free resources. You can go to the blog here and search for whatever you wanna search for. Again, I used the idea of keyboarding or math, and you will find podcast episodes there related to those. And you can download those episodes. Either on your phone or on your computer. These are some of my favorite podcasts, or networks of podcasts that you could listen to, that I would highly recommend you subscribe to.
The way it works is that you look up a podcast on the podcasting app and you subscribe. And every time a new podcast comes out, a new episode comes out, it automatically downloads to your phone the next day. Like once a day it'll go out and do a search and it'll update. And every time you open the podcast app, it'll do that, right, so if you wanted do it more frequently. So you can refresh your phone and you can totally look up different podcasts you wanna look up. And then what we do with the podcasts is, we burn them to CDs, same philosophy. It's that, "What, CDs, are you kidding me?" Everyone has a CD player in their car. Well, most everybody has a CD player in their car. Not everyone knows what podcasting is. I say podcasting and a lot of people just tune out right away. But, so what we do is, we burn 'em to CDs. Here's an example of what one looks like. So, let's say you're doing, you have the goal of universal design for learning. Or text to speech, right. You have that goal that you're gonna do at the beginning of the year or whatever for your new success matrix, right. That's your goal, is to do universal design for learning.
Well, what you could do is make a CD of podcasts of people talking about universal design for learning. If I were to go over to iTunes here and go into the iTunes Store, I could do a search for... If it didn't freeze on me. There we go. Come on. There we go. UD. Universal design. For learning. And it's now searching iTunes. And I am going to find tons of, of course, I'm doing a webinar, so my internet is slow, but it's gonna come up with, lookit, showing results for universal design for learning. There are iPhone apps, iPad apps. I can click on podcasts. And you'll see that these are individual episodes on universal design for learning. So, I could listen to one of those. And then I could download it. Get it. And that would download it onto my computer. And then I could burn that to a CD. Or burn a series of these to a CD. And I'd give that out to teachers to listen to on their car ride home, so hey, yes, awesome. I now have an entire CD of podcasts related to universal design for learning that teachers can listen to in their car, taking advantage of their commute. And then to make that into an actual workshop, we put little question booklets that go with 'em.
So, you can see that's what these little booklets are. And again, the questions are real easy. It's not necessarily that I'm testing the teachers. It's just to prove that they actually listened to it, that I can give them staff development credit. Alright, so burn episodes to CDs or at least make playlists that you can share with your teachers and send podcasts out to teachers to listen to. Google Forms is something that I'm playing with recently. It's kind of my new thing. Is there something like that for non-iTunes people? Sure, Jennifer, there are tons of podcasting sites that you can look up, totally. You just do a website search for a podcast on universal design for learning. You know what I mean, do a Google search for that. And you'll find it. I think there used to be, like the Zune market place, that's gone, I think it's gone. Or if it is, I haven't used it in awhile. So, there are definitely other places. But definitely there are other resources than iTunes. iTunes is just kinda sort of the 800 pound gorilla, you know, that's the one everyone knows and uses. So that's why I share it, and that's the one I use.
Okay, yes, Google Forms, Google Forms, Google Forms. Thanks, Chris, thanks, Jennifer for that question. Thanks, Chris, for mentioning it. Let me give you an example of how you can use Google Forms as a professional development workshop. Here is, yes, okay, this is an example. Okay, if you were to click on that hyperlink in the presentation, this is something I could sent out to teachers. Strategies to improve communication via the ATTipsCast. Because my goal at the beginning of the year is that we were going to work on communication strategies. All year long. I want teachers, by the end of the year, to have two or three new tips or tricks for communication strategies. So, I have an episode here.
I have a couple episodes on the ATTipsCast that feature communication strategies. So, I have a little introductory page. And then the next part of the Google form is, okay, listen to this episode. Click on it, listen to it. Explore the blog post, read the blog post. Watch this video on that particular episode. This is one is on... Keeping pacing boards. And then answer a few questions in Google Form. What is a pacing board? Pacing boards need to be in color, true or false. Whatever, you answer these. And then it fills out a spreadsheet in the back end. And that's how I know that teachers have completed it. Okay, and once they've completed this, they move on to the next question, where they listen to the next podcast episode. Or they watch the next YouTube video that I have. and then they answer a few questions. And so it's the same idea as the AT Tonight. But it's in Google Form format, right. Make sense? Real easy to make Google forms, you gotta check 'em out. The other way we use Google Forms is, again, trying to get to my number of 22, is that I will use it before a workshop. So, if I'm going to have a butt-in-chair workshop, I'm gonna come to your school and then do a presentation, before I come, hopefully I'll have the names of the people I'm coming to.
And I will email them a link to a Google form that says, "Hey, guys, I'm gonna be coming and talking about," I think I just did one, this is an example, I did where I was talking about data collection, right. So, I went out to a school and I did one on data collection. And so, before I went out, I said, "Hey, everybody, tell me what you know "about data collection, what do you think data is? "Why do you think data's important? Blah, blah, blah, blah, blah," right. They fill out the form. I could then look at that information. The idea isn't necessarily that I'm even looking at this survey. It's that I'm presenting to them one time ahead of time. It's one of my hits towards 22. It's one of my clicks towards 22. And so then, when I'm all done with the presentation, I've gone, I've delivered it, and at the back end, I send another Google form and they answer it. And that's another hit, click towards 22.
Okay, that last strategy I'm gonna leave you with is probably maybe one of our most famous strategies on our assisted technology team. And that is the Strategy-A-Day Calendar. We do, our assisted technology team makes a Strategy-A-Day Calendar. Maybe if you've seen it, anything from Loudoun County Public Schools out a conference, you may have seen the calendars. We make these calendars in-house, in PowerPoint. And it's just, I do 25 slides and Sally does 25 slides and Judy does 25 slides. And we all put 'em together. And we then print it, and then our vocational students in our graphic design course do the cutting and the gluing. And we give 'em out to our teachers. The idea being that we have them... We have them built into the slides, like whatever our goal was, right. If our goal was communication strategies, then maybe every 10 slides, we'll have a slide on a communication strategy. So you can get to that number of 22 faster, right. Or for teaching Read and Write Gold, every other slide we have, or every 10 slides or so, we'll have a strategy on Read and Write Gold. So, the way to make a Strategy-A-Day Calendar, we've been doing it in PowerPoint for years, we have our system down, but if you were going to make one, you could use the open source one, which is called the Open Source Strategy-A-Day Calendar. And that looks like this. This is a Google doc, or a Google slide. You could just go here. And you can pick up this first template slide here. And you duplicate that slide so that you have two of them. And then you fill it out with your strategy. And you can just notice that many people have done this already. I think we're closing in on 50 slides, yeah, 40, we're at 41, so. The idea being that if everyone, all of you, made one slide, you would have... You would have an entire repository of slides that you could choose. So that you could make your own Strategy-A-Day Calendar. That make sense?
Alright, I know that I'm outta time, so let me jump to the end. And just say, here's the presentation that you can get. And then here is the... That's the link to this actual presentation. The slide deck for this presentation. And this is the survey that you can see. And I see that Anna Marie put it into the chat as well. I'm gonna stick around and scroll back and see if there's any questions that I missed. I'm so sorry, we got a little slow start 'cause of the crashing. It made me have to rush through the last little bit here. Did I miss any good questions? Feel free to contact me. Good, Jennifer, I'm glad you liked it. I hope that maybe you'll add something to the... To the Open Source Strategy-A-Day Calendar or maybe you'll start using Diigo. Or maybe you'll just walk away with the philosophy of, hey, I gotta be more patient with my teachers. I gotta hit them 22 times. How can I get to them 22 times?
Thanks, Jackie, thanks, Donna. Yes, that's right, John, we have a Tweet chat follow-up. On March 30th. Pick one thing, Loraine, just pick one thing. Start with Diigo maybe, or start with the Strategy-A-Day Calendar. Or start with learning Twitter, right. That was one of the slides. Or maybe look at Vine. Pick one thing and just start with that. Again, any of you have questions afterwards, feel free to contact me, send me an email. Ask during the Twitter chat. I am happy to answer any questions you have about any of this. Or anything else. No, Candy, it's not tonight. It's March 30th. The Tweet chat is March 30th. Yes, Gabby, a recording will be posted. It takes like a day or two, but then they'll have it posted. Hey, Donna, yes, there is directions. Bridget, we have it over at the CTD site. Let me see if I can bring it up real quick for you.
But I think they have that posted on the, don't miss the follow-up Tweet chat, Monday, March 30th. And if you click on there, they have a how-to guide right here. So... Kinda go to the same place where you registered for this. And you will see a link for Tweet chat. And right underneath that, if you click on that, it gives you some instructions. Jennifer, do you use different Twitter accounts for personal versus professional? I don't. I keep my Facebook personal for the most part, and my Twitter professional. But to be honest, my wife does. So, she flips back and forth. She has a personal one that she uses for her blog. And then a professional one. She actually has three accounts that she switches through. Tuesday, SpEdChat, 9:00 PM. We will try, thanks, Jodie. Yeah, you'll notice, Jodie, that is one of the slides I had to skip over because of getting a little bit of a late start, because of the crashing issue. But I talk about chats right here. ATChat, EDChat. I should add SpEdChat to that. There you go, it's added. And LDChat, I know, we could go on. I should have a whole page just dedicated to chats. Or the hyperlink to that.
Alright, if there aren't any other, while everyone's typing, I'm just hangin' out here for questions. Jennifer, it's gonna be on March 30th. The one, yeah, the CTD Tech Talk is March 30th. But like Jodie mentioned, you could try a different chat. So, you know what, I'll just bring it over to you. This is what Twitter looks like. This is how I manage my Twitter, since someone asked, right. So, anyone who's still hangin' around, this is what it looks like to me. This is my Twitter account. This first column right here is everyone I follow. This is people who have something that has ATTipsCast in it. They've written something to me specifically. And then this is a chat that I'm following. CTDTechTalk, #ATChat. And so I'm following this particular column, right. So, you'd do a... Let me come over here, and I add a column. I'll do a search for SpEdChat, like Jodie mentioned. And I'll add that column. And it adds a column over here. Alright, I'm moving the column over so it's closer to my main page.
These are all different hashtags that I follow. Yes, Bridget, I'm using Tweet Deck. Which is made, actually, yeah, I think Twitter bought them. And it's just another way to do Twitter. Tweet Deck. And I actually have a slide with a hyperlink on it in the presentation if you want it. But now, see, anytime someone posts something with the hashtag SpEdChat, it shows up right here in this column for me, right. And so this is how I follow along with the CTDTechTalk hashtag. Yeah, really, Vikki's usin' it ahead of time, sweet. Way to go, Vikki. Yeah, see how Vikki, I don't know if Loraine's still on, but see how Vikki's taking notes and she's sharing it with the public by putting it out on Twitter? That's sort of a open sharing, right. Thank you for doing that, Vikki.
Anna Marie says, "Who Tweeted another option?" Yes, and I have that hyperlinked on the slides as well. Any other questions before I sign off too? About any of the strategies? The DVDs. Vine. The rule of 22, the philosophy behind it. Anything? Oh, Loraine, I was saying, I think it was you who mentioned how your husband thinks you need to keep it all closed and not give it away for free. And I was saying, lookit here, Vikki, on my screen it said, this is one of the other participants in the presentation, shared all of her notes that she was taking through Twitter. She's sharing to the world, which I think is cool. Say hi to Lauren for me, Jodie. Okay, Candy, excellent. And feel free to write those in an email as well, Candy. And this way I'll make sure I know I hit them during the Tweet chat as well. 'Cause if you have those questions, other people might have them as well. Thanks, Loraine. Thanks, everybody, for participating.