Speaker 1: Everyone, just hit the reset button, or you will be removed from the meeting. And now, I'd like to turn it over to Anthony Burik, who'll be presenting Using Technology To Amplify Student Voice.

Anthony Burik: All right, thank you so much, Marjorie. Good morning, everyone. Happy Thursday. Welcome to day three of the CAEP Summit 2022. My name is Anthony Burik. I am the OTAN coordinator for distance learning projects. I'm so happy that you're here today. Hopefully, your session or your CAEP Summit is going well, and you are ready for another day, another full day of learning, professional development, and all that.

So yes, we're here for my session using technology to amplify student voice. And at the bottom of this slide, sorry, I'll get my Teams out of the way. At the bottom of this slide, I do have a link to the resources that I'm going to use during this session. So, first of all, I actually want to make sure that everybody can get to the resources.

So let me just double-check. Marjorie, can we-- actually, let me put it. Let me put the link in the chat here. I got it open.

Speaker 1: Yeah, I've actually also uploaded the two in there. I'm about to put the link in there, too.

Anthony Burik: OK. I got that. OK, so if you click on this link, it should take you to a folder where there are three resources. So one are my slides that I'm going to use during the session. But more importantly, there's a notes document in there. It's another PDF. I'm going to refer to that notes document as we go through the session today.

And then there's a third Canva work document. Well, it is a work document. It's also a Word document. But that's for later, so don't worry about that. So I want to make sure, though, that you are able to get a copy of my slides and a copy, more importantly, at the moment, a copy of my notes document. So if you're having any trouble with that, can you put a message to Marjorie in the chat, and we'll either we can also get you a copy of this via the chat as well?

So actually, I'm going to stop sharing for a moment. Because I want to show you-- actually, let me do this. I do want to show you-- now, where's my Zoom? I do want to make sure that we are able to see these things here. OK, so my slides. And then also the second thing is this notes document.

And just one thing about the notes document that I just want to say right off the bat is that at the very-- on pages one and two of the notes document, I have a couple of graphics. And I'm going to also show you these in the slides in a few minutes. But if you're having trouble seeing them in the slides, you may want to switch over to the notes document, make them larger so that you're able to actually kind of zero in on the content of these graphics because there's a lot going on in the graphics. But we'll kind of walk through it when I get through my slides.

And again, the other thing I wanted to point out is after today's session after our time together this morning, if you go back to my session information on the CAEP Summit site, so at the very bottom is also a link to this folder. So you can also come back, and if you didn't grab the docs or you want to share them with your colleagues or whatever, you can also grab the docs here on the CAEP Summit site as well.

So if there are any questions about that, again, just ask Marjorie in the chat, and she can definitely help you out with that. And so, without further ado, let me go back to the presentation. So let's move on. So here's our agenda for this morning.

So I just want to tell you a little bit about OTAN in case you're not familiar with OTAN. And then, we're going to spend some time defining student voice and also reviewing the types of student voice. We're going to talk about some tech tools that you can use to amplify student voice in your classroom and your program things like that.

And in today's session, I kind of want you to be able to switch your mind between your work as a teacher or an educator and then also as a student. So kind of how your students in your classroom or in your program or at your school. I want you to put on the student hat for a few minutes and think about what is their experience and how might we do things a little bit differently to invite student voice or more student voice. I'm not sure.

We're all probably doing different things in our classrooms, but to invite more student voice, more student participation into their learning, your teaching, and their learning. And again, my slides and notes are at the link there. So hopefully, everybody has a copy of that. OK, so just a quick plug for OTAN in case you're not familiar with OTAN.

So we are very fortunate in the state of California to have three state leadership projects for adult education. Hopefully, you are familiar with all three. So our friends at CALPRO, that's one state leadership project. CASAS is a second-state leadership project. And then OTAN is the third state leadership project.

We focus on technology training, technology application in the classroom, and your programs at your schools. So definitely reach out to us after the CAEP Summit if you have questions about potential training at your site or at your school or in your region, or in your consortium. Our contact information is there at the very bottom of the slide. Visit our website, otan.us. We have a lot of resources there.

And then also you can give us a call. Marjorie can also put our contact email in the chat as well support@otan.us. But definitely check out our website. Get in touch with us. Happy to meet with and connect with our adult education colleagues in the field on any kind of technology training technology issues that you have interest in learning more about.

OK, so with that, let's turn our attention to student voice. So I'll just say right off the bat, and maybe some of this already, but student voice right now is a hot topic in education. And I kind of first noticed this as at the start of this year when my OTAN colleagues and I, we started going back in person to conferences and sites throughout the summer and all that.

And just this student voice topic is a hot topic. It's starting to pop up everywhere. I think, to me, it seems like one of the silver linings of COVID is that all of a sudden, we started paying a lot more attention to student voice when we were struggling to connect with students via technology at the very beginning of the pandemic and kind of in a sustained way over the last couple of years.

We really, all of a sudden, have paid a lot more attention to student voice and what are student concerns, what are they thinking about, how would they like to be a part of their learning, and all that. So even after our time together this morning, if you just Google student voice like, you will find a lot of things that are out there. Ideas about how to bring student voice into the classroom, how to expand it, how to amplify it, how to get students more involved in their learning and in the life of the school.

So this is kind of a good time to look at student voice because a lot of people are thinking about student voice, especially educators. And also I think also being able to use technology in this regard as well. We've been learning a lot about technology over the last couple of years, maybe more than we would want, but technology really is at the forefront at the moment right now. So this is a good time to think about student voice and using technology to really bring that more about in our classrooms and in our school.

So it's not just me talking about student voice. It's a lot of people talking about student voice. So OK, so what I'd like to do first is we're going to start with an entrance ticket. So Marjorie, if you could pop that link in the chat, that would be great.

However, when you go there, don't fill out the ticket just yet. I want us to talk about the entrance ticket first, and then we'll do some stuff. So. I'm going to pause from the slides and switch over to the entrance ticket here. So hopefully, all of you can get to this entrance ticket. Marjorie popped the link in the chat and so hopefully, you can open that up on your screen.

This would be a good time when Marjorie gave us the instructions on how to split your screen. So if you want to put the Zoom on one side and then this ticket on the other side or a browser open on the other side, that'd be great. OK, so before we fill out this ticket, don't fill out the ticket just yet. I want us to think about this for a second.

Because in our classrooms and in our programs, we ask students like a lot of questions. We have them fill out surveys. We have them fill out questionnaires. We have them fill out Google Forms, Microsoft Forms. We have them do polls, all these kinds of things. But the first question I want to ask you is kind of about the management of these polls and surveys and such.

So what is-- I want to-- well, OK, maybe I'll just tell you. So I've been thinking about like student voice, so we put a survey or a poll or a questionnaire in front of the students, and we ask them for their information or their ideas or questions or whatever, and that's great. But here's one thing about these things. At the moment, this poll, or sorry, this entrance ticket, is 100% teacher-created. The students have had no input into the creation of this poll, questionnaire, survey, entrance ticket, whatever you want to call it.

So I want you to put on your student hat for a second here. And so I've asked you-- I've come up with three questions here. First, I just want to know what is your role in adult education. The second question is, what comes to mind when you hear the term student voice? And the third question is, what is one thing you hope to gain from today's session?

So I ask you these questions because I really would like to know this information. I'm not sure how much value it has for you as a student. All of the value of this seems to be for the teacher. So I'd like to know we're all in the virtual room together here. Is there anything that you would like to know about the other participants in this session?

Like if you could ask the other participants in this session a question, what would that question be? And you can type it in the chat if you want to come on mic also because I want to hear your voices. If you want to come on mic, you're also welcome to do that. Marjorie will help you with that if you have any questions.

But I'm trying to find out what is the question that you would want to ask the other people in this room about student voice. And I'll pause for a second here. OK, so Geno, thank you about what things in life are you passionate. OK, good. Anybody else a question that you'd like to ask a other folks in the room about student voice about something else?

If you want to come on mic, please do.

Speaker 3: Yeah, I have a question.

Anthony Burik: Hey, Audrey.

Speaker 3: Hi, Anthony. So I know a lot of times, especially for the population we serve down here in the South Bay, the southernmost part of California, students are shy. They don't want to speak up. They don't want to tell their opinion.

They'll leave the class without letting us know why and then when we get back to them, they're like, oh, I didn't want to say anything, but I didn't like my teacher. The feedback part, so how do you foster an environment where students feel like they can actually tell you what they're thinking or feeling or why they need to leave? I think that's the biggest thing for us.

Anthony Burik: OK, thank you so much, Audrey. I appreciate that. And I see-- thank you, Geno, and Maggie, and Karima, also for your questions in the chat. OK, so thank you so much for that, Audrey and others. So what I'd like to do is, through the power of technology, I've created this entrance ticket. Again, 100% teacher-created. Really, the value is only for the teacher at the moment. This is for my benefit.

So what I would like to do is, again-- and we already have a few early birds who have filled it out. That's great. But one thing that I can do on the fly through the power of technology is actually incorporate that student voice into this activity. So I can go ahead and add a new question. I'm going to make it a text question.

I'm just going to borrow Audrey's question. So Audrey's question was how do-- let's correctly spell. How do you foster-- oh, no, Audrey, I don't remember your question. How do you foster a sense of community? I'll do a paraphrase of you. How do you foster a sense of community in your classroom?

Speaker 3: So students feel free to voice their opinion.

Anthony Burik: Thank you. So students feel free to voice their opinions. Great. OK. Let me get a long answer. So now, if we go back-- so this is saved. So now if we go back to the preview, we should see Audrey's question there at the bottom. So, more importantly, so what am I trying to do here?

What I'm trying to like encourage student voice in the management of our classroom and the administration of our activities because we all know as teachers like we're doing all of the heavy lifting to create the activities for the student learning, but how do we bring that student voice into their learning so they feel invested in the process.

So I just wanted to give you-- I know as teachers sometimes we just get automatic about these things. I have to. I'm doing my lesson plan. Like I got to make a survey. I got to make an activity. I got to make it this, that, and the other thing. I mean, that's your responsibility as a teacher. I'm not saying don't do it, but what I am saying is that or I'm asking you is like are there opportunities for the students to plug into the process of their own learning?

How do we hear from them about the things that they care about, and how do we weave that into the activities that we have going on in the classroom? So this is just one idea of mine I wanted to share it with you. Again, we want students to be a part of the process of their own learning. So why don't you go ahead and fill this out now?

So you have my questions, plus we have Audrey's question in there as well. And we'll take a look and see what you've come up with for your answers. One thing I will point out as you are filling this out is that this is a Microsoft form. I know a lot of folks use Google Forms. This is the Microsoft equivalent of the Google form.

But one thing I want to point out is you see this little icon here. It's the open-- looks like an open book with a speaker in front of it. So this is a tool called Immersive Reader. It's in all of the Microsoft products. And if you open it up, I'll just demonstrate for you. So what the Immersive Reader does is it will read back the text that it sees on the screen.

So let me see if this will work. I don't think I can.

Speaker 1: Anthony, you might not be sharing a computer sound.

Anthony Burik: OK, yeah. That's what I realized. So here's what I heard. So when I hit the play button, I hear a reader who actually is reading the words or reading the text word by word. So you might consider this for your ESL students, or maybe you're beginning ABE students who would benefit from hearing the words in addition to reading the words.

And this Immersive Reader, you'll notice that, in this case, in the form, it shows up in the different sections of the form. So it will read that it will read the heading, for example. It will read the first question, and then it will read all the answers. It'll read the second question and then prompt you to enter your answer. It will read the third question, same same. It will read the fourth question same same.

So again, just I want to just let the Immersive Reader. And if you are using Microsoft products, you might already know about it. But if you're not using them, you might consider. If you have the ability to do it, you might consider using Microsoft products that where you can use the Immersive Reader as a part of those products and such. OK, so let me go back.

Any questions? Let me see. Karima has a question here. Are Microsoft Forms available for free? OK, good question. So Karima, my understanding with Microsoft is that they are trying to move some of their products or make some of their products more freely available. So I believe that you can search for like free Microsoft Office or something like that, and then you can see what basically you would create an account, and then you would have access to Word, PowerPoint, Forms, things like that.

You probably would get kind of a stripped-down version of them, but you could definitely take a look into that. And if you create your free Microsoft Office account and then start exploring some of those products. Yeah, exactly. So across the country, school districts are the battlegrounds for Google versus Microsoft, so yes, that's where we find ourselves at the moment.

OK, so let's take a look and see what's been coming in so far. So Microsoft Forms are dynamic like Google Forms as well. So as the responses come in, we'll see the form responses updated in real-time. OK, so what's your role at your agency? So we have some teachers. Welcome. We have some administrators. Welcome. We have some others.

Always interested to know who the other folks are, but welcome to the session. OK, what comes to mind when you hear student voice? Let's just see what folks have come up with here. Student's aware that their importance-- is aware of their importance and has the capability to communicate their needs with confidence. Good.

Student empowerment, letting opinions be heard, student ownership of their learning, student human-centered design, universal design, get student feedback student opinions. Do they have any recommendations for better learning? Yeah. They probably do. We just need to ask them. So that's kind of my flip answer, but I would say yeah.

I think especially our adult students. I think our adult students have a lot of ideas about their learning and what works best for them. Again, we just need to ask them. So to me, that's the starting point. Student is at the center of the discussion. Ongoing dialogue, good, between students, teachers, admin.

Don't forget sports staff. Sports staff, as you know, sports staff probably have a lot of contact with our students. They're also good folks to ask about as well. OK, so good. We have some good initial ideas about what about student voice.

What's one thing you hope to learn from today? Insight into how technology can be used. Good. How to maximize use of technology. Good. How to engage student's strategies, tools, methods, ideas, get them more involved in their learning. In Zoom, students are more quiet. What are some strategies to increase interactivity? Good. One idea of a tool.

OK, good, so I think we're all at the right place here, and then Audrey's question, how do you foster a sense of community in your classroom? Good question. Audrey, thank you so much for asking it. Suggestion box, idea box. Good. I do it by allowing myself to be vulnerable. Oh, my gosh, thank you so much, whoever said that.

Treating students with empathy and compassion, building trust. Yes. By the way, if you listen to Ken Shelton's talk yesterday, which was totally amazing, he did mention he made reference to social-emotional learning.

We don't see a lot of it in Adult Ed. I hope that all of you back at your agencies are exploring social-emotional learning and not just for the benefit of our students but also for the benefit of ourselves as well. We all need more social-emotional learning. Stop class and listen to them when opinions come up. Great. OK, thank you so much. OK, so good. I think we're in the right place here. So I'm going to go back to our slides here.

But again, I just want you to think about. And I guess one of the things I also want to invite you to think about after today, after our session this morning, is that we're teachers. We have things that we sort do automatically in our classrooms. So, for example, handing out a survey seems to be a pretty automatic activity that happens in our classrooms and our schools.

And I think Ken Shelton also talked about this yesterday in the plenary, where he was really inviting us to think about kind of like redesigning our work, especially post-COVID. Like, what are the things that we've learned about in the last few years about education? And things that we didn't think were possible are now all of a sudden possible with a little bit of encouragement and nudging and a pandemic. It took a pandemic to realize some of these things.

And so he really, I think, was inviting us to think about how do we redo our work as educators. And so it starts with these little changes that we make to our process in the classroom with our students. OK, so let's move on to the next slide. So I want to give you a chance just to read this definition. I'll be quiet here.

OK, let me read it for you in case you are having trouble seeing the screen. It says, "In education, student voice refers to the values, opinions, beliefs, perspectives, and cultural backgrounds of individual students and groups of students in a school, and to instructional approaches and techniques that are based on student choices, interests, passions, and ambitions." And this definition comes to us from the glossary of education reform.

So my question to you is, when you read this definition, what stands out to you in this definition and why? So if you want to put your ideas in the chat, that would be great. I also would invite anyone who would like to come on mic and share their thoughts with the group. We have a pretty small group here.

If you're feeling a little vulnerable this morning, please, go ahead and come on mic and share your thoughts about this definition. So would anyone like to share their thoughts? What stands out to you in this definition and why?

Speaker 4: To me, its passions, values, and ambitions. The course that I teach is about those three things for each student. So over the course of the semester, I get to learn what each student's passion, values, and ambitions are.

Anthony Burik: Super. Thank you so much, Geno. I appreciate that. Anyone else like to come on mic or share your thoughts in the chat? Audrey, in the chat, thank you so much. Student choices, sometimes, as teachers, we have our own agenda or our own curriculum, and students don't have a choice. Thank you, Audrey.

Anyone else want to share, come on mic, or share in the chat what stands out to you in this definition? James, thanks. I appreciate that it includes groups as well as individuals. Yeah, exactly. We can go back and forth between individual voice, group voice, shared voices, things like that.

Good, Meredith. Student choices, interest, passions, ambitions, also cultural backgrounds. Good. OK, thank you so much. I'll just say the thing that stands out for me actually is right in the middle of this definition, the instructional approaches and techniques.

So as a teacher as an educator, I kind of zeroed in on this part of the definition because, again, it gives me that opportunity to reflect on my own practice and think about, huh, does my instruction invite student voice in. Do I have techniques or ideas or activities that invite student voice in, or is it just me standing up in the front of the room doing a lot of the talking and a lot of the directing?

So that's the part that stands out for me, but I also appreciate everyone else's ideas about the other things that stand out for this definition. OK, so let's move to the next slide here. So again, I mentioned we're going to look at these two graphics. It's also on your notes document. So if you're having trouble on the screen if you're like on a small screen or whatever, you can also open up that notes document and make these graphics hopefully a lot bigger so you can see them more clearly.

So I want to share these kind of two connected graphics with you to give us some to like give us a context and a frame for student voice. So the first graphic that we're looking at here is called the title is types of student voice. And in the middle, actually, I'm going to try to annotate. I don't always annotate, but I'm going to try it.

Let me use my mouse. So in the middle, oops, I did not do that correctly. Hold on a sec. Sorry. OK, so in the middle of this, you should see these six types of student voice. Sorry, my drawing is terrible here. My sister's got all the artistic genes in the family.

So from left to right, we have six types. We have expression, consultation, participation, partnership, activism, and leadership. Six types of student voice. This is a spectrum. And so kind of the measure across the top of this spectrum, the title is collaboration with adults. And on the left side of the spectrum, we have this term being heard. So are we hearing the student voices?

Versus on the right side of the spectrum, we have this word called we have this term leadership. And so basically, when we move sort of from the left to the right of the spectrum, we're talking about kind of giving students more opportunities to become leaders and to sort of raise their voices as leaders, not just students, but leaders in the classroom and the schools and their communities things like that.

And this also has to do with collaborating with adults. So it's not just students on their own, but it's actually somebody was talking about earlier. James, I think, was saying in the definition we also want to talk about groups as well. So how do we, in group work and group activities, also how do we get that student voice to come out in group work and group activity?

OK, so let's move to the-- oops, let me close annotation. Let me move to the next slide here. So this the title of this is student voice-oriented activity. So I'll make annotate again. So in, again, in the middle of this graphic, we see those same six types of student voice. So again, from left to right, expression, consultation, participation, partnership, activism, and leadership. So what we just saw in the previous slide.

We have two kind of new bars across the top. So the first one is students involved as stakeholders, and on the left side of the spectrum, the term students are articulating their perspectives, basically saying their perspectives, versus on the right-hand side of the graphic, students directing collective activities. So the students are basically in charge. They are the leaders of the collective activities.

The second part is students as collaborators. And so, on the left side of the spectrum, the term is students as data sources. Oh, my God, that sounds so cold. But basically, they have data, and they are giving us the data. They're giving us the information, for example, via survey or a form or whatever.

Versus on the right side of this bar, students as leaders of change. So again, referring to students in that leadership role and they are the change makers. They are leading the change. I would also point out to you kind of what's at the bottom of this graphic.

So on the left-hand side, this left-hand corner of this bar-- sorry, this box that says most student voice activity in schools or classrooms reside on the left end of the spectrum. So we're encouraging student voice, like we're getting the voice, but that's kind of where it stops in most cases. So I also want to direct you to what's on the bottom right part of this graphic.

So it reads, "the need for adults to share authority, demonstrate trust, protect against co-optation, learn from students, and handle disagreement increases from the left to the right." And then, students influence responsibility and decision-making roles increase from left to right. So again, when we look at these types of student voice, they're very different.

Different things are happening depending on whether we're just sort of soliciting student voice or inviting student voice versus students becoming more invested in what's going on, either in the classroom, in your programs, in your schools, in your communities, things like that. And so I would say, for all of us, the challenge is really to think about how do we really start moving students along the spectrum from the left end, where we're spending a lot of time in what we're doing, into some of those activities that are more to the right or on the right end of the spectrum.

Audrey, I thought you had your hand raised. Did you want to say something? You want to chime in for a sec?

Speaker 3: No. I was a little confused at first, but I get it now where most of the activities happen on the brown side, and we are trying to get to the purple side as we think about this. I understand now. Thank you.

Anthony Burik: Great. All right, and thank you for that clear summation. I appreciate that as well. OK, so great. Thank you, Marjorie. OK, so let me close the annotation. Let's go to the next slide here.

So here's what I'd like you to do. So as you've had a chance to take a look at these two graphics, the types of student voice and then the spectrum that we just saw, so I want you to think about just keep in your mind for a second what are some questions that you have about these two graphics. What thoughts, what ideas, what information would you like to get from your colleagues?

So let me give you a minute just to look at those graphics again, kind of dig into them for a second there, and then just maybe think of a question or two that you have about you wonder about when you look at those graphics.

OK, so let's move on to the next slide here. Actually, maybe I'll show the slide for a second. So I want to talk about Padlet and using Padlet. And hopefully, by now, a lot of you are familiar with Padlet. You maybe started using it in your classroom, or you've been using it throughout the pandemic.

So Padlet is basically it's an online bulletin board that encourages sharing and collaboration. That's kind of the down-and-dirty definition of what Padlet is. So just imagine in your classroom. If you had sort of a big black whiteboard or blackboard or bulletin board or whatever, and you could post things up on the bulletin board, so Padlet is sort of a digital version of that.

So we're going to do an activity. And Marjorie may be-- sorry, Marjorie, can you pop-- oops, sorry. Can you pop this link in the chat for me? So it's padlet.com/otantrainsu/caep. Thank you. OK, so Marjorie put the link to our Padlet in the chat here. So now let's do it. My tech skills this morning are not very good.

OK, so let's switch over to the Padlet for a second, so hopefully, everybody is getting here. It's kind of a red screen. Title at the top CAEP Summit Student Voice. Anybody having any trouble getting here, or we're all good?

OK, so here's the thing about Padlet, and I want to hearken back to the first activity that we did with the entrance ticket. So very often, as the teacher, when we create these pallets or when we set up these other kind of digital activities, again, we do all of the work to get it all ready for the students to then do whatever it is that we would like them to do.

So I would like to make a suggestion here that we let the students drive the activity in this case. So I can come up with, like, all-- I mean, I also looked at the two graphics myself, and I have all kinds of questions about them. But I'd like for you, as the teacher, as the educator, to take a pause on your questions and invite the students to ask their questions.

And not just like not just to sort of like throw out their questions out into the air where they just sort of hang in the classroom, but actually creating questions that other students can respond to as well. So you're sort of like stepping back from your role. We've all heard the term sage on the stage guide on the side. So I'm asking you to step out of that sage role and into the guide role, and here's one way that we can do it.

So in the Padlet, if you have a question that you want to ask about the graphics that you saw, you should be able to click one of these plus bars here. So what happened is I click the plus bar it opened up this little sidebar here. And then, in the subject space, I can put my question. So you can type your question.

You could actually maybe put a title for it here, and then you could put your question down here. Either way, however, you want to do it is fine. And then, when you're finished, go ahead and publish it, and then it will show up on the Padlet. So let's try that. Discard that. And then see-- there we go. So Audrey, thank you. So Audrey put her question onto the Padlet.

Now also as a student, you can like it. If you like her question, you could give it a little heart. You can also add a comment to Audrey's question, maybe with another question or with an idea or whatever. But basically, I'm going to turn this activity over to you, and I'm going to let the students drive this activity. So go ahead. You can put a question, put a comment. I'll give you a minute to work on that.

And if you have questions about the Padlet or if you're having trouble with the Padlet, just put it in the chat, and Marjorie and I can help you with that. Mm-hmm, good question. OK, good. Good, good. Good. So we have a couple of questions. So good. We have a couple of questions so far, good. Good, good.

How do you foster student leadership in your classroom? In case of online classes, daunting to develop relationships. Good. How should I treat students who want to move to the right? How can you help student leaders to empower others to express their voice? Audrey, yes?

Speaker 3: Yeah, just a clarification. In order for-- like, I see my name shows up, but the others say anonymous. Do you have to sign in to Padlet first before your name comes up?

Anthony Burik: No. So when you do your Padlet settings, you can control the settings on making posts and comments and such anonymous or not. This is a good tool in this regard. So, Audrey, it might be. I don't remember exactly why you're showing up. But other folks are not. I don't if you're signed in the Padlet, or I'm not quite sure about that.

Speaker 3: Yeah, we're using Padlet for VASK right now for all the ideas and everything. So you might not always sign in. But I know that some of the teachers have never used pad lit before. So when I had them go in, they would come up as anonymous, and then I was like, OK, well, you'll need to sign in if you want to put your name on it. But I wasn't sure. So that's why I was wanting to clarify with you because that's what I found with the teachers that I was working with.

Anthony Burik: Yeah, and that's a good kind of measure of any kind of tech tools that you use. So sometimes I like to, like, I prefer a tool like Padlet, for example, because it does allow for anonymous posting, and I think some folks have already said, like, yeah, our students are shy. They don't always--

They're adults, especially. I think they tend to be kind of more self-conscious of their voice. If they're not always raising their voice in class or they say something, and they're not quite sure how it's going to go over. I mean, you know all the things that go through our heads. So but I like a tool like Padlet that does allow for the anonymous input. And you can also invite folks to show their names as well.

OK, good. So here's the thing that I like about this activity is that I didn't have to do as the teacher. I didn't have to do any of the heavy lifting. I'm not sitting up at night like thinking of like the most amazing questions that I want to ask my students. I'm giving the students the opportunity to drive the activity.

And then, as the teacher, I can also weigh in as the guide as the facilitator. I don't have to be the director here. The students can be the directors of this activity. And as you can see, the students, in this case, have all kinds of questions. Who cares what my questions are? I want to hear what the student's questions are. I want to be able to invite them in to feel like they're invested in what we're doing in the classroom.

So again, for many of us, we get sort of automatic with these tools like, oh, yeah, I'm going to set up a Padlet. We're going to use it in the class, blah, blah, blah. And that's great. I mean, do that and also think about using or think about redesigning your activity to put the students in charge of the activity rather than you in charge of the activity.

Great. I think we're doing OK. So let's move on to another tool, another idea. Actually, what I want us to do is we don't have to-- unless people want to say this or whatever, but the activity that we just did with the Padlet, I think as educators, we want to be reflective on our practice. So just a couple of questions I want you to think about, number one, do we hear the student voice in this activity? Yes or no, and how do we hear it?

Two, does technology make this activity better, and how? So we always at OTAN, we always say good teaching first technology second. I mean, we love our technology at OTAN, as you all know, and technology is not the primary. Good teaching, good instruction is the primary.

Technology is the second, and technology can make the instruction better. Not always, unfortunately, as I'm sure many of us have learned, but we're trying to figure out like how do we make how do we use the technology to make the instruction and teaching better. So I just want you to think about with the Padlet that we just did these questions.

Gena, thank you so much. Tech is a tool, not an end in itself. Yes, we agree at OTAN as well, although we love our technology. OK, next one, next activity. All right, polling and surveying tech tools. As you know, there are many polling and surveying tools. You probably have use Google Forms. We just did a Microsoft Form at the beginning.

There's other tools like Poll Everywhere, DirectPoll, SurveyMonkey, some of you have used before. So again, this is a way that we can invite student voice in. We're just going to practice with a tool called Poll Everywhere if you're not familiar with it. So as the teacher or the educator, you're going to create your account at polleverywhere.com.

When you have the students do the activities, they're actually going to use a different URL, a different address. But as the teacher, you can set up your Poll Everywhere account. You can get a free account, so there's that. And in this activity, we're going to do three different questions. We're going to do a word cloud.

If you're not sure what that is, you'll see that in a second. We're going to do an open-ended question, and then we're going to do something called an upvote. So I want you to think about, as the teacher, again, when you're getting the results back from the students when you're inviting in their voice, how do you sort of facilitate these activities to maximize the student voice?

So here's what we're going to do. As the students, you're going to go to this address here, pollev-- this is the student side. So pollev.com, and you're going to enter this code otantrainsu534. Or you're going to text otantrainsu534 to the number 37607. So you can actually if you're on your phone, you can actually just text your responses if you want to try that out.

If you're on a device, you can go to pollev.com and enter that code right there. So what I'm going to do is let me go to the activity. And I'm going to switch over to the activity. You'll get the connection information on my slide as well. OK, so I'm going to activate this. Let's go to present mode.

And so at the very top of their screen, and Marjorie's put the connection in the chat. Thank you so much. So at the very top of your screen, if you haven't connected to the Poll Everywhere activity yet, it's right here at the top pollev.com/, and then the code to join is otantrainsu534. You can also just text otantrainsu534. 37607 once to join, and then you can go ahead and text your message.

So the first activity that we're going to do here is a word cloud. And you should see on your devices this question, one word, attending an online conference is? What's the one word that comes to mind when you think of this activity? Attending an online conference is?

If you're not familiar with the word cloud, so as the answers come in as the responses come in, they generate this visual thing called a word cloud here. And if a number of students enter the same term or the same word, then those words actually will increase in size, and they will get a little bit more prominence than the other words that appear in the word cloud.

You'll see it's a dynamic activity as well. One thing just back to that question of the anonymity, so one of the reasons, again, why I like Poll Everywhere is that it does allow for anonymous responses. So again, we know our students they're not always willing to put a name to a name to an answer, but this might be an activity that you do in the class to encourage the voice but not put anybody on the spot necessarily.

OK, so again, think of yourself as the teacher you're doing this activity. What's your next move when you do this activity in the class? OK, so it seems like a lot of people feel like attending an online conference is convenient. But we have some other ideas as well. So now we have kind of two groups that say sort of the majority groups, one group says it's convenient, and another says it's fun.

So again, as a teacher, how what are we doing with this information? Fun, exciting, convenient, good. And we're building the word cloud here. OK, so that's a word cloud activity. Let's move on to the next activity here.

So the next question or the next prompt is the CAEP Summit theme is the power is yours. So I'd like to think, in your case, what do you feel like you have the power to now do as you're learning, as you're attending sessions, as you're listening to speakers, as you're participating in activities? What do you feel like you now sort of have the power to do that? Maybe you didn't have before, or maybe you have the power now to do something that you feel stronger in that ability.

So this activity is a little bit different. Some people call it like a waterfall, so as the responses are coming in, you're going to sort of see them cascading down the screen here. So far, we have a couple of ideas. The power is yours to grow and learn and then change. The power is yours to try new things. Great, super.