Why Would I Use That?

My formal training on My Big Campus went something like this:

Tech Director, "Hey Steph! Here's your log on information for something we want you to try out. It's called 'My Big Campus.'  Go ahead and click around because you won't break anything. After a few months, we'd like you to train the staff so we can roll this out schoolwide. So- off you go! Any questions?"
Me, "Do what?!? Ummm. Ok."

Image retrieved from: http://carrierubin.files.wordpress.com/2012/09/confused-woman.jpg

Now do understand that my Tech Director was a friend of mine and would never throw anything at me he did not think I could handle. Understand, too, that our technology department had fallen victim to budget cuts.  For several years we had to fill in the gaps by using some of the tech-savvy teachers as ITRT roles.  I didn't mind being tasked with this, but I also was super-skeptical.  I had gone through more than one hot new tech trend that either did not deliver what I needed or was way too complicated for practical use.  At worst, I even tried some tools that really were just using technology for the sake of using technology with zero apparent gain for my students nor me.  I think of the latter as the useless bath-water thermometer I received upon the birth of my first child. I could either appease the buzzing sounds of the thermometer by getting the temperature in the correct range- or I could just stick my hand under the faucet.  I was fairly certain My Big Campus would fall into one of these categories, but wanted to give it an honest try.

Wow, was I wrong.  I could give you countless reasons such as ease-of-use, connecting with other educators, and sharing resources, but most teachers want to know how using My Big Campus can improve their day-to-day classroom.  I started with the practical ABC's of why MBC is so great, but it ended up the ABCDEF's (and even then I had to restrain myself from venturing further into the alphabet for the sake of brevity).

Image retrieved from: http://cdn2.content.compendiumblog.com/uploads.gif

Accountability
When using features such as Schoolwork, Resources, Announcements, and Calendar, there is 100% accountability both on the student and teacher side.  Every student receives the information, thus eliminating all of the potential "I didn't hear you" or "you never told me" or "I was absent that day" or even "I didn't know what the quiz was on." Start by adding an event to the calendar and attach a study guide. Viola! In thirty seconds or less, you just held every student accountable!  Furthermore, start operating through Schoolwork and you will be immediately impressed that there are no more misplaced assignments and no more lost copies (bonus- no time at the copy machine for you!).

Bob Campus
If you've ever experienced one of those "stuck" moments while using technology, you know that sometimes even finding where to find the help you need can be stressful.  Problem solved. Bob Campus is available 24/7 for you and your students with timely, informative, and helpful answers to anything the arises during your My Big Campus experience. You are not alone-ever. Bob's got your back!

Competency
How do you know that your students are learning?  I know that for me, giving an assessment meant that I needed to collect the assignment, grade, then disaggregate the data in order to plan for the next activities. With over 150 students, I tried my best to be efficient, but sometimes it took longer than expected. I had to make assumptions that were fairly accurate, but were not data-driven until the process was actually complete.  I was astounded at how my pacing and efficiency improved dramatically with MBC reporting. Not only could I run Live Reports to get a view of how my students were performing right at that very moment, but I could also look at their performance based on standards over a longer period of time through Academic Reporting. Need to show evidence of student growth? Run a report, print screen, DONE!

Digital citizenship
I suppose in my teaching contract, my job title read "Spanish teacher." In reality, I looked at my job more as to teach students to be better at life through a Spanish-based curriculum. This meant focusing on some soft-skills that aren't really quantifiable at the end of the year, but I would argue are more important than whether or not a student can conjugate "hacer" in the imperfect subjunctive in twenty years. These included discipline in study habits, recognizing one's own strengths, and working collaboratively. Whether or not students went on to higher learning or entered the workforce, I also felt that promoting digital citizenship was paramount to the success of each child in the future. The problem was, I had a hard time tying it into my curriculum before MBC. One of the first things I noticed was how naturally this happened from the first time my students logged on. We decided to set up accounts and add profile pictures- BAM! Perfect opportunity to discuss appropriate versus inappropriate images on-line (and encourage them to convey this to their personal social-media usage).  Each Wall post, Discussion, Chat, and interaction was an opportunity for a teachable moment.

Engagement
Teaching 101 will tell you that when students are engaged, everything else falls into line. Discipline issues decrease, academics improve, and overall attitudes about learning receive a boost.  Through the MBC Library, teachers can unlock interactive websites, captivating videos, and fascinating presentations. Differentiating for student needs is simply a few clicks away as well. Furthermore, students can create work they take pride in through Bundles, MBC Docs, and Blogs.  My students loved Discussions in particular as they all had an equal voice and could express themselves sometimes even months after the initial posting if something crossed their minds. Feeling a part of an on-line community of learners is appealing- and if you can get your students itching to participate, the days really do fly by seamlessly.

Fun
It may sound trite, but using MBC is fun. It was rejuvenating for me as a teacher to be able to step away from my board and become a facilitator to student learning rather than a content deliverer. It was fun for my students to explore Spanish in ways much more appealing than a lecture-worksheet-quiz format.  It was fun for parents to rejoice the successes of their students. I had the type of classroom that administration loved to visit because the kids were on-task and smiling (and not just for show!).  My pupils were engaged because they genuinely liked what we were doing.  I attribute this to the tools MBC provided to let me teach with the resources I knew would best fit my students.

So- I didn't really adhere to my promise of brevity, and I may have to follow up with a G-Z list of why I choose to use My Big Campus.  As an initial skeptic, my question was, "Why would I use THAT?" I am at a point now that I frequently ask myself, "How did I get along WITHOUT it?!?"

HELP!!!

"Where is my file?"

"What is this icon on my app?"

"Did that submission go through?"

"Where do I find my blog?"

"How do I disable my chat tab?"

"Where can I learn how to flip my classroom?"

image from: http://www.flickr.com/photos/dominic/3678910353/

Sound familiar?  Never fear! MBC help is here!  For teachers and students both, My Big Campus has a myriad of solutions for you to get the answers you need, when you need them!

My Big Campus Support Center

The Support Center at MBC has an answer for you!  Hover over your profile picture in the top right corner and select "Help" from the menu to access immediate answers to the most frequently asked questions. Type in your question or key word search in the prompt to see the results of your search. Questions are loaded with screen shots, explanations, step-by-step instructions, and student and teacher views. All of the answers to the most common questions are available right at your fingertips!

Bob Campus

Need a little more personal attention? Can't find what you are looking for in the Support Center? No problem! Bob's got your back!  Bob Campus is available for 24/7 live help for students and teachers in need.  From your Activity Feed, Bob can be accessed simply by clicking on his name. Type in your questions on Bob's Wall and then relax.  Within moments, you will see a notification that Bob has an answer for you! This hard-working robot will work with you through any inquiries, any time of the day or night, any time zone.  No questions are too big or too small for this droid! Rest assured that teachers, students, administration, technology specialists, and any other MBC users can access the help they need any time!

support@mybigcampus.com

Have an inquiry you don't want to post on Bob's Wall? That's ok as well. Email support@mybigcampus.com with your questions for our experts.  Use as many details, screen-shots, usernames, and examples as possible to help us troubleshoot in the most efficient and detailed way. Our panel of problem-solvers will get back to you in a timely manner to help you with any queries you have!

Live webinars

If you are ready to get a walk-through from one of our Mobile Learning Experts in a live webinar, this is the place for you! Are you interested in an overview of what My Big Campus is all about?  Sign up here: http://www.lightspeedsystems.com/mbc-teacher-webinar/  If you are interested in more specialized webinars including Bundles, E-portfolios, Using MBC on the iPad, Groups, NROC, NBC Learn, Emergency Contacts, and Schoolwork, sign up here: http://mbcurl.me/RQS. Come ready to learn or even armed with your questions for these open-mic, interactive webinars with the people who know all the tips and tricks- and are prepared to share them with you!

On-demand webinars

Prefer to learn on your own time? Great! We have a series of webinars for teachers and IT that you can watch at your leisure.  Check out recorded versions of the Live Webinars, plus topics including Hosted School Websites, MBC Docs, and an IT Overview.  You can pause, rewind, re-watch, and even show your faculty these recorded versions of the most popular features of My Big Campus! Join us here: http://www.lightspeedsystems.com/demo/webinars/ for these on-demand webinars.

image from: http://commons.wikimedia.org/wiki/File:2000px-ok_x_nuvola_green.png

My Big Campus prides itself not only on being user-friendly, but also making sure that users feel a-ok with their MBC experience.  We welcome all questions from all users- all the time! With the levels of support offered at My Big Campus, we are sure you will find the answers you need when you need them! Reach out- we are happy to help!

My Big Safe Campus

"Nice shirt." That's all another student had posted on Julie's* Wall.

Julie walked into my room and I tried to size up what was at first glance a benign instance of students just acting like fifteen-year-olds.  Julie looked cute in a Hello Kitty shirt and jeans and seemed to be in her normal mood.  I was unsure of when Hello Kitty had made a comeback from my 1980's childhood, but over the past few years even the high schoolers sported Hello Kitty backpacks, hoodies, and an occasional hair clip. Nothing seemed alarming or distressing.

So, I focused my attention on Abby. Abby had obviously seen the post on Julie's Wall as she had clicked on the "Report Abuse" option and tagged the post as "Bullying."  She was looking down and biting her nails and looked seriously uncomfortable in her own skin.  Julie and Abby did not seem to be particularly close, and I had a lack of any sort of intuition or sense of what was going on. I pulled Abby aside and asked why she had flagged the comment on Julie's Wall.  After all, it only said, "Nice shirt."

Abby, a quiet, calm, mind-her-own-business kind of young lady was overtly distraught. She told me Julie was being picked on by three girls, one of whom had posted the "Nice shirt." comment.  She explained that the girls were relentless in their verbal attacks and honed in on Julie's clothing, hair, lack-of-makeup, voice, walk, lunch choice, etc. You name it, they criticized it.  Abby overheard them every day in a shared class, but was too scared to stand up for Julie and of potential backlash from the three others. When asked what the teacher was doing about it, she assured me the teacher had no idea. Abby said they were incredibly careful to not get caught, but that the teasing had been going on for weeks. Today the girls had specifically targeted Julie's shirt as being ugly, juvenile, and other choice adjectives reserved only for hateful commentary. I assured Abby her anonymity and that she did the right thing.

image from: freedigitalphoto.com

It was simply heartbreaking.

In talking to Julie afterward, she reluctantly confirmed the situation. She seemed frightened, humiliated, dismal- and then relieved when we told her that it was all over.  Julie had no idea of the comment on her Wall (which we deleted, but was reserved as concrete evidence in the My Big Campus reporting system) as she had not logged in to My Big Campus since it had been posted only thirty minutes earlier. We called her parents in to talk and they were also completely unaware of Julie's dilemma at school. They had, however, noticed an unusual reluctance to attend school, refusal to participate in extra-curricular events, and being generally withdrawn.  Julie attributed this all to this vexatious and exasperating few weeks, which began when she had inadvertently tripped one of the three in a PE volleyball game.  She wore a brave, care-free face at school, then admitted to going home in depression and distress, often crying alone in her room.

Fast-forward to a few weeks later when all three girls had been dealt with from a discipline standpoint and I saw Julie laughing at a basketball game. I was thrilled to see her enjoying her high school years without worrying about threatening banter and other antics. In processing how she had gotten to this much more peaceful, healthier place, several aspects of how My Big Campus is such a safe platform jumped out at me.

#1- Users report abuse. It wasn't even Julie herself that had reported abuse.  ANY user that sees ANYTHING suspicious is encouraged to report it.  With the flags going to specific designees, this reporting can be kept anonymous if necessary.  Furthermore, by designating several recipients in a building or district, students and parents can be assured that reaction times will be swift.

#2- Reporting. The My Big Campus reports can be generated by both teachers and administration to see any and all activity- whether deleted or not.  Reports can be filtered by type of input, user, time frames, and keywords.  Since all activity is archived, there is no question when it comes to user activity.

#3- No anonymity. There are no untraceable posts, uploads, messages, commentary, or actions. All activity is traceable back to a verified user...and speaking of which...

#4- 100% verified users. Every account is initiated by a verified educator. Each user actually exists and is tied to one user account.  This makes activity monitorable and holds all users accountable for their on-line behavior.  100% verified users also means no spam accounts or false activity.

#5- Profanity filter and flesh-tone image scanning.  All content has to make it through a Spanish and English profanity filter in order to be posted.  Comments including lewd or tasteless verbage will not be displayed. All images are also scanned to be sure they only include files appropriate for school.  As an added safety measure, all videos are also watched from start to finish in the MBC shared resource Library.

I have heard stories similar to mine - reporting from My Big Campus saving students from potentially harming themselves or others, keyword searches that allow adults to reach out to students in need, users reporting abuse to prevent inappropriate interactions, and students learning lessons about digital citizenship from their own on-line behavior. These are some of the many reasons users love My Big Campus; not only are we an on-line community that grows and learns together, but we do so with safety at the forefront of our social-academic platform.



*all identifying information for students has been changed

Tis the Season...for Parent Conferences!

Deck the hallways and hang the welcome signs!  It is Parent Conference season!  

This day is filled with mixed emotions for students, parents, and teachers as well.  There is little less pitiful than a student begging you not to tell her parents about her homework allergy or that time she "accidentally" mixed together the chemicals you specifically told her not to and created a small stink bomb in the chemistry lab.  I have even  been offered bribes, to which I simply had to shake my head and point to the sign one of my former students made based on my frequent one-liners.

There is also little that is more rewarding than seeing a parent beam when I tell them I wish I could clone their child and even file for adoption if they were willing.  I love delivering that news!

Again, parent conferences are a mixed bag- but there are several ways to use My Big Campus to help make each conference the best it can be!

1- Show examples!  Since Schoolwork is stored on MBC, you don't have to worry about collecting work samples or making copies. You can retrieve exemplary examples of student work- and also the less-than desirable samples to come up with strategies for improvement. Using concrete pieces of work helps define where trouble spots are specifically and establish patterns of achievement. And with the Parent Portal enabled, parents can see these for themselves any time they desire!

2- Show them around Campus! By making parts of your Group (or even the entire Group) visible to anyone on the Internet, you can show parents how to access what you are doing in class, see future assignments, and even watch the same videos you are showing in class to help students at home.

3- Sign them up! Show parents how to subscribe to the Group Calendar to view the class from the ease of their own phones.  Parents can see any Events and Schoolwork you place on the student calendar automatically!

4- Reach them where they are!  Remember that your comfort level with technology may be different than that of the parents you are talking to.  Be sure to not assume that all parents understand the MBC lingo and terminology.  If you are creating hand-outs, include lots of screen shots and step-by step instructions!

Clip from:  Cloudy With a Chance of Meatballs from YouTube: http://www.youtube.com/watch?v=jtIFbCj5ndI

5- Make a presentation! Use MBC to show parents a brief overview of what class looks like for their students. Highlight the increased differentiation, accountability, and safety that MBC offers students. One idea is to make a bundle presentation. Publish it beforehand and share it with parents when confirming their appointments via email—this is not only a time saver, but also allows parents to think of questions ahead of time. “Welcome to Your Child’s Class” bundle can include: What we’re doing in class, What’s next?, How MBC is used, Why MBC is safe, How parents can use MBC, and include how to subscribe to calendar. Show parents how you would recommend they use the site for your class, too!

6- Remember all of the regular Parent Conference Golden Rules!  Bookend a negative with two positives. Stick to your time limits to avoid getting behind (schedule follow-up appointments if necessary). Have a comfortable, circular seating arrangement to put parents at ease. Emphasize that you are all on the same team with the objective of making their student the very best he/she can be. And, of course, smile!

Parent conferences are a great way to show off the best side of your class as well as highlight the best in each student.  Use this opportunity to help everyone improve, grow, and learn together!

I Think I'm Gonna Be Sick

Everyone in my household had gone to bed just fine. We read books, gave hugs, squeezes, and kisses and then fell asleep content and well. Yet somewhere around the 2 AM witching hour both kids were up with various symptoms.  By 4 AM I was positive no one was going to school today...including me.

image from: www.essentialbaby.com.au

There was no question where the illness had come from or who had been the carrier.  As a public school teacher, I was a victim of every coughed-on, mystery-stained paper my students handed in- not to mention exposure to thousands of individuals, some of whom really liked to high-five and shake hands.  Especially when I was an elementary teacher, I walked into my own home and immediately began a surgical scrub-down- but not before playing "Guess What's on my Pants." Elementary teachers know this game. Little children with sticky hands feel compelled to hug, and most are about hip-height. This inevitably produces splotches, varying in color and size and placement on the pants. Could be chocolate, could be ketchup, could be paint, could be much, much, worse. Regardless, the pants and I needed a thorough cleaning before I wanted to love on my own children.  Even with the best intentions, though, I know I passed along a funk to them and we were going to be home for the next day or so.

This kind of scenario always left me in a bit of a panic in terms of lesson plans. I really didn't want to leave a movie (to be honest, NO ONE wanted me to leave a movie), worksheets never quite worked out (too many "I never got one's" and "I didn't know how to do it's"), and if I didn't leave something engaging, I would be left with an evening's worth of phone calls due to "the note" from the substitute about students finding creative ways to entertain themselves while actively not doing my work.  As most of our substitute pool did not speak Spanish, there was little chance I could introduce a new concept via the stand-in without a total disaster as well. The other problem with in-class assignments is that if I left paperwork, I would not be able to get to it until I arrived at school, so I would have no gauge or indicator of progress until I returned.  Obviously, this would put me yet another day behind. Another choice was to pack up my children and run to school and try to put together stations or activity centers, but subjecting two sick children to a 25 minute car ride there and back just seemed cruel. And then it hit me- Bundles!

from bundle: http://mybigcampus.com/bundles/my-teacher-is-absent-what-should-i-do---53613

From my own home, I could create absentee lesson plans that were almost as good as having me there in person. Here's why:

1- By assigning a bundle to the students, I eliminated the middle-man.  There was no more lost-in-translation of what I was asking from the students, no more "I didn't get it"s, and no more "the substitute must have lost it"s. Instruction, materials, and activities went straight from me to them.

2- In Bundles, I could deliver content through videos, websites, and tutorials.  I didn't have to put a lesson on hold or fall behind in my scope and sequence. Since I could unblock the resources I needed, I could find relevant, interesting materials to deliver the content.  I could even record myself giving the lesson and my students could pause, rewind, and watch it as many times as they needed.

3- By attaching Schoolwork either straightforward in the Bundle or through a Bundle Lock, I could keep my classroom barometer in-tact in terms of student progress.  I could even give formative assessments that automatically graded the work, so when I returned to class, I could pick up where they left off.  Since the Schoolwork is all stored in My Big Campus, there was also 100% accountability- no more "misplaced" assignments!

4- I could link a Discussion in the Bundle for students to ask me questions and get clarification. This hotline directly to me also allowed the substitute to not have to be an expert in content- particularly relevant in subjects most of us have not delved into since college or maybe even high school ourselves!

5- By Bundling my lessons ahead of time, it was simply a matter of adding some instructions and support for lessons I already had and then I was done! I didn't feel under a time crunch and students knew the lessons were not slush-substitute plans (they have a radar for those lessons!).  Everything goes smoother for the students, substitute, and returning teacher when students are engaged in meaningful instruction.

Flu season is just around the corner.  Stock up on tissues, hand-sanitizer, and vitamin C.  But if those germs blast their way through you or your loved one's defenses, rest easy.  With Bundles, your class can carry on while you tend to getting people on the mend! 

image from: www.rcgroups.com

My Technology Broke

I was teaching at Cumberland Elementary School in a fairly new building that had just undergone a technology face-lift. Interactive boards, cameras, computers, iPads, tablets, Bamboo, projectors, and just about any program or software we asked for was given to us so long as we justified its classroom benefit. More than one lesson went as such:

Me: So, the plan for the day is that I want you to rotate through these stations in the groups of six that I have posted. Group one, you will be playing Jeopardy on the desktops. Group two, you will use the electronic flashcards set up on the iPads to quiz each other. Group three, you are with me at the Promethean to play conjugation baseball. Group four, you will watch the video I have set up, then write me a quick summary as a group of what you saw.  Directions are written at each station as well.

And then the power went out.

Me: Ummmmm....

And then we were sitting in darkness.

image from: http://www.flickr.com/photos/aliciaparkes/5436875202/

That year, the year we were given just about every tool we could dream of, we lost power an average of once a week. Sometimes for hours, sometimes less, but it was draining. They were building a new high school/middle school complex and somehow the power line that was involved directly impacted the elementary school's power. It was so bad, they issued us all flashlights.  Along with fire and tornado drills, we practiced proper power-outage behavior.

If you are a thrill-seeker, go to an interior classroom with twenty-five third-graders and cut the lights. There will be at least one crier, several shriekers, multiple touchers, a runner, and (more often than not) students whose bladders are affected by the outage and they must venture out into the dark building "right now or else I am going to have an accident." This will be accompanied by the pee-pee dance which includes hopping from foot-to-foot and grabbing at one's self.  It is not for the weak-hearted.

image from:  http://www.superstock.com/stock-photos-images/1439R-1072561

I noticed that year that teachers, instead of delving into all the new technology, were actually pulling away. This worked out well for me as we shared resources, so the equipment was available for me to check-out without a waiting list. But I was curious as to why. I asked several friends and they all replied that technology is not reliable. Furthermore, with the predictable outages, they didn't want to plan a lesson involving technology only to have the power fail.  Well, that's understandable...or maybe not so...

The problem is that if we do not give the students the 21st Century skills they must have to move on in a career field or in higher education, we have failed them. Furthermore, that makes about as much sense as not driving anywhere because of fear of a flat tire. Withholding technology for fear of it breaking is terribly limiting. It also models for students that technology itself is something to be hesitant and anxious about. These are certainly not the values we want to model in the digital age.

My solution is this- have an arsenal of "anytime activities." For me in the elementary school, it was having a shelf with a few unplugged activities as well as my own small list of back-ups.  I had a hot-potato-like game we could use no matter what verbs we were conjugating, discussion starters appropriate for any time in the year, Spanish Scrabble, cultural crafts, a battery-operated boom box with CDs of songs, pneumonic devices, and even worksheet-accompanied activities, etc.

No, these were not the ideal lessons for the day.  I experienced outages during on-line testing, "please excuse us while we are experiencing technical difficulties" when I had planned to use a particular site, and crazy-loud-make-your-heart-stop pops when a projector bulb blew.  That's ok.  I also taught through flu-seasons that wiped out half of my class, fire-drills, the entire student-athlete population repeatedly missing classes at the end of the day for away games, snow-days, and other disruptions.  We teachers improvise, modify, and keep going.  Technology is no different.  It is a critical component for effective K-12 education and if it has a hiccup sometimes, then anticipate an alternate plan- just as teachers do for any other unexpected schedule change.  The benefits of technology in the classroom including increased student engagement, improved student motivation, fewer instances of classroom disruptions, and escalated student achievement far outweigh the minor inconveniences if that technology falters.  And again, prepare.  I never had to be fearful of using technology, though, because I had plenty of constructive activities that we could do with or without power, with or without Internet, and even with or without lights.

So we didn't do stations that day in class. But we did have one mean game of Chico Chile!

¡Olé!

image from: http://www.amazon.com/Chico-Chile-Classroom-Spanish-Drill/dp/B0055756YS

9-11 Reflections

September 11, 2001 I was teaching at Patrick Henry High School in Ashland, Virginia. Everyone was present for my Spanish 2 class that morning except for Jessica. Jessica was always late. As predicted, she burst through the door with fanfare and interrupted my lesson in a panicky wail that she had just heard that "New York was under attack." I kind of dismissed it, but she was very persistent and riled up her classmates. This was pre-cell phone and we had no Internet in the classroom, so I couldn't really check on anything (nor could they) without turning on the classroom television set. I have no idea if it was because of Jessica's tone or the class getting hyped up or what made me think this was something I needed to check into, but I turned on the television just in time to see the images of a World Trade Center tower burning, then collapse. My knees gave out and I caught myself on my podium as the class watched in horror. I wanted to comfort them, but I could not find words. I wanted to turn off the television and unsee what I had seen- for me and for them.  Andrew and Brandon walked up next to me- maybe to be there in case I fell, maybe to get a better view, I don't know. I was grateful they did, though, because the sick sensation only got worse as I watched the next image of the Pentagon flash across the screen. The Pentagon had an airplane smashed into it where there once was a solid wall. Debris was everywhere and people were flailing, running, or standing frozen in shock.  The Pentagon had been attacked as well.

My father worked at the Pentagon.

I don't remember the next few minutes, really. At some point in that time, Kevin, my best-teacher friend showed up. He had planning first block and was standing in front of me blocking my view of the television. He had me by the shoulders and was saying something that I couldn't really hear to my students- or maybe to me. I really don't know. I wanted to tell him my Dad was in the Pentagon and the Pentagon had been crashed into and I was scared and I needed to talk to my Dad, but I couldn't function. I couldn't even speak. The next thing I do recall, though is not having to say any of that to Kevin because he already knew. He told me he would watch my class and had Andrew and Brandon walk me to my Assistant Principal's office. I stood in the doorway as my sophomore young men calmly explained my situation to Mr. Cash. I just stared at them. Mr. Cash thanked them and sent them away and I just stood in the doorway. I had no words.

Then I freaked out. I snatched his desk phone without asking permission and dialed my Daddy's work number. Busy. Dialed it again. Busy. Dialed it again. Busy. Dialed it again- and then Mr. Cash put his hand on my hand that was on the phone and I looked up and noticed he had tears in his eyes. It was also the first time I noticed I was crying. The first words I spoke since seeing the frightening images I had seen were, "I have to talk to my father."  

It was surreal. He gave me the phone back and told me to call my mother. I did. No answer. I called my sister and brother with the same results. And I dialed my Daddy's work number no less than five dozen times only to hear the deafening buzz of a busy signal. Mr. Cash had stepped out of the office at some point and called my husband, Wayne. I looked up and Wayne was in the doorway. I was being sent home.

The next forty-eight hours were nightmarish. The family eventually all connected, except for my father. Every time the phone rang, I felt nauseous. Was that going to be "the call?" The problem was that all of the phone lines were jammed across the greater Washington D.C. Area and all incoming traffic was rerouted around the city. No one heard from Dad.

Then the phone rang at 10:16 AM on September 13. My father had survived. He had walked over eight miles and shown up on the door of my great aunt in Arlington, Virginia. He could not get a phone line out to let anyone know he was alive until that morning. Unfortunately, our neighbor, his carpool mate, and dear family friend, Lieutenant Colonel Karl W. Tepee could not be located. Mr. Tepee was later identified by his remains amongst the rubble. 

I returned to school feeling very raw. I looked out at my group of amazing students and I surprised myself with what I said to them. It wasn't planned, but it was a knee-jerk reaction to seeing their innocent faces in a new light. "I'm sorry," I said. "I am so sorry that I turned on the TV. I should not have subjected you all to that and it was irresponsible and I understand if you are upset with me. I truly am sorry."  They all offered their forgiveness but only some of them understood my point. As a classroom teacher, showing your students something you have not previewed, something that may or may not be appropriate, or something unpredictable is simply not okay. I had always been so careful about that. It was a horrible lapse in judgment that exposed them to a kind of evil and monstrosity that was previously unfathomable. These images were so terrifying they were even pulled from national television. Yet I had flicked on the TV in a most unprotected manner and shown them all. 

I suppose this was a turning point for me in the classroom.  It was not so long after this that the Internet became status quo in schools and could be used to show materials. Every video, every image, every website I shared with my students had to be scrutinized. It was also not so long after this that we were equipped with tools to make sharing materials safe and easy with students, like My Big Campus. I could still use YouTube videos without alarming previews or shady comments showing up. I could unblock websites with rich content while hiding the less-than-savory images that may pop up on the screen. I could even send them to do searches in a library full of filtered, appropriate content instead of the scary unknowns of the World Wide Web. 

Many lessons came out of 9-11 for me. I positively do not take people in my life for granted anymore.  I have mentioned the professional impact this had on me, as well.  Lastly, I had a renewed sense of patriotism as I watched a nation in mourning rally by volunteering, donating blood, fund-raising, comforting, and rebuilding. As the twelfth anniversary of 9-11 approaches, I do hope everyone takes some time to reflect, appreciate, and dedicate themselves to finding the silver linings that can happen even after tragedies such as 9-11.

image retrieved from: http://donna-mcdine.blogspot.com/2012/09/september-11-prayer.html

Open Letter To My Students

Dear Students,

I am conflicted. Do I feed into the hype of the whole VMA Awards show by writing about it? Do I just ignore the images of a young person clearly in need of attention?  Can I even begin to process what on earth inspired a creative mind to express herself in such vulgar and public ways?

Perhaps this is something all of you already know on some level, but if it saves even one of my dear students from shame, humiliation, or regret, I feel it is worth writing.

To my young ladies:
You don't need the type of attention that lewdness and tasteless acts will give you. You really don't. I understand that society's definition of beauty and allure are crammed down our throats and minds every day. Make a conscious decision to rise above that. I understand that suggestive pictures and language can create a flood of attention. Make a sincere effort to avoid both as it is not constructive, positive attention. I understand that Hollywood-type behavior leads to a kind of brainwashing in which the truly bizarre can appear normal. Make sure you are not amongst the delusional.

To my young men:
You are the key to helping reign in some of this repugnant and distasteful behavior. Of course, it is nice to compliment the ladies in your lives, but I challenge you this- get beyond the physical compliments. Wholeheartedly admiring someone's talents, character, magnetism, and individuality is much more profound than admiring someone's eyes. I ask that you also think of your mothers, sisters, and daughters growing up in a world consumed by racy, provocative images of women.  Help them navigate through this by showing your own preference for some modesty and self-pride.  Nothing is more attractive than a confident, intelligent, positive person- regardless of her waist size or hair color.

I wish I were more shocked than I am about the choices that were made in the leading up to the VMA circus. I mean, there were surely dress-rehearsals, costume-designers, parents, network producers, etc. that all knew exactly what was going to happen. Why didn't someone approach the whole situation and put a screeching halt to it?  This is not a case of one young lady going wild- it is a reflection of a society gone wild with misogyny and "blurred lines" of what is acceptable.

My point, my students, is this: you are better than that. Every time you change your profile picture, post to Instagram, show a fun few seconds on Vine, or opine on Twitter, stop and think. I ask that you really look into yourself and honestly answer the question "Is this what I want the world to think of me?" Once you have put an image, opinion, or video on-line, it becomes part of your digital footprint. Forever.

Maybe the right thing to do is to just say nothing.  I just can't sit quietly when out of something disturbing I can possibly find a teachable moment.  It's what I do; I am forever your teacher.

Abrazos and be careful out there,

Sra. Lennon

Teacher Envy

I admit it. I was jealous today. I was training a group of teachers and it was their first peek at their class rosters. I watched them share with each other, squeal with delight, "awwwww," and even good-naturedly wrinkle their noses and shake their heads. The truth is, they were delighted. Getting class rosters for teachers is like opening a precious gift every year.  I marveled at them.

image from http://www.ultimateteacherappreciationprogram.com/

Well, actually, I had to pause anyhow. They were not paying attention to me, but I understood completely. I was the same way when I saw that roster every single year- and for every single child.

I miss that feeling of seeing the fresh faces as they walked into Room 1008. Some students that I had taught the previous years would peek in or meander into the room and look around. Oh how I loved seeing their faces! Especially the students that I didn't really have what I considered a special relationship with...those were the ones that made my teacher-heart skip a beat. "I wish I was in your class again!" or "I miss the way you teach already!" would simply stun me. I stopped them in the hallway later- asked what they meant- what did they like in Room 1008?

Turns out that what they liked in Room 1008 was really what happened on-line. They told me about how mine was a class in which they could work at their pace, learn in their way, and engage themselves on their time.  One young lady explained to me, "I hate lectures. I normally hate discussions. I also normally hate homework. It's not aimed at me. It's for 'everyone' so it's for 'no one.' Your class was different because I could get what I needed how I needed it and when I needed it. I felt important. I liked the work because I related and I actually learned."

I was flattered. I was also keenly aware of why they felt the way they felt. Before I started using My Big Campus, I was (oh gosh, this is painful to write) just another class. I mean, I am not trying to diminish myself, but even my best efforts at differentiation, self-paced learning, and a student-centered environment really did not come to fruition. My Big Campus made it easy. I could create a 24/7 learning community that catered to all learning styles with efficiency and accountability. Discussions, e-portfolios, individualized lessons, and instantaneous feedback all with a few clicks kept the class lively and engaging. It was also fun- for me and for my students!

So, I am not teaching anymore- and I miss that feeling of the "opening day" of school. I want to have a crazy-wide smile on my face as the kids pour off the bus. I want to experience the spontaneous high-five of the student walking through my threshold that "hates school" but I know deep-down loves being in Room 1008. I want to go hoarse the first day reciting the same information to seven classes...only to go home and make myself even more hoarse chatting with my teacher friends about the first day! I want to be a part of it!

I envy the teachers' opening days. I do so wish the best for everyone's commencements- although my part has changed. Maybe I don't get to experience it first-hand, but the great part about training teachers on My Big Campus is that I get to hear about MANY starts to great school years. And I do adore each and every opening-day experience that I get to be a part of...even if vicariously watching teachers open their rosters!

I *Heart* My Big Campus

It's no secret around here. I *heart* My Big Campus.  As a Mobile Learning Expert, I get to share the love with teachers, instructional technology personnel, administration, and even students during training sessions and demonstrations. One of the greatest joys of my job is to hear the reaction from the audience, "I LOVE this!" or "This is the BEST!"  Of course, I agree- but recently, My Big Campus starting incorporating the love into its own interface in the form of little red hearts found to the right of Wall Posts, Announcements, Discussions, Blogs, Activity Feeds, and even Standards.

These little hearts hold huge potential for educators at the simple click of a button.  Of course, it is always acceptable to spread the love and click on the heart if you see a post or activity that is particularly appealing to you, but here are a few ways to make the MBC love a part of your lesson plan and pedagogy:

Announcements- Once you make an Announcement in a group, require students to click on the heart when they read and understand it. There is a number to the left of the heart that tells how many people have clicked on it, and by clicking on this number, you can see a list of the students that have seen the Announcement.  

This way, you increase accountability for students to be held responsible for these announcements. It's simple to send a quick message or find the one or two students that don't "heart" the announcement to achieve 100% accountability.

Discussions- Encourage students to "heart" any discussion posts they find worthwhile and stay away from empty posts like "I agree."  The heart implies agreement or even value with a quick click.  The actual posts themselves can be constructed with meaningful dialogue and substantial content. Use them  as a teacher to let students know when they have fulfilled the requirement for the discussion board.

Wall Posts and Activity Feed- Let students know when they have modeled good digital citizenship or written something impressive. The innocuous posts and greetings are part of the fun of a safe, social, learning network, but sometimes students post profound thoughts, helpful resources, and even sound advice for their peers. Don't be afraid to make a great example out of these responsible students- show them some love with a heart or even a repost!

Blogs- Students love to have their Blogs read! Have students "heart" a few other students' blogs, then create reaction groups based on who has hearted each blog. You can also let students know when their blog has hit the mark by hearting them as well!

Standards- You will find hearts in the Standards lists as well. These are not indicating that you are particularly fond of a standard, but rather that you are adding that standard as a "favorite" or "frequently used" standard.

Each unit or marking period, go through and heart the standards you will be using. These will show up on your favorites list and prevent you from having to drill through the standards each time to select those you are currently using. At the end of the unit, unselect them by selecting the red "X" and add in your new favorites for the upcoming unit!

There is just so much to love about My Big Campus! Sometimes it's great to take the time to elaborate an appreciation or an admiration for something we find on MBC, but with so much that is enticing to explore and interact with, it's nice to express the MBC love with a quick click. A simple, but meaningful *heart* can increase not only accountability, but also spread the good MBC vibes! 

Happy hearting everyone!! <3

A Comfortable Fit

I have a ton of shoes. My husband (he of less than eight pairs of shoes) does not really understand this and will hold up a pair and ask, "When is the last time you wore these?"  I take them back and assure him they each have a purpose and I love them and they are the perfect match for an outfit that is super-hard-to-match-shoes-to and they are really comfortable.  I admit, they are a bit excessive, but they are fun and are a relatively harmless collection (aside from the fact that I hog the closet-space).

In reflection, though, he is correct. I barely wear any of them.  I actually could probably get rid of most of them.  I have one pair of sneakers that is definitely my favorite and the rest just are there for whims.  I rely on these sneakers, though. I definitely use them daily. They fit me.  They support me. They are like an extension of myself because they are so comfortable.

I find the same to be true about the technology that I use for the classroom.  I have tons of accounts that I thought I needed for specific purposes, but when all is said and done, there is only one place that I go daily; My Big Campus. I rely on it. It fits me. It supports what I do in the classroom.

Instead of having students log onto different sites for calendars, file storage areas, website clusters, testing, and resources, My Big Campus offers a sneaker-like feel for all of our classroom activities.  I think of their little jump-drives and log-ins to single-purpose sites as my shoe collection; perhaps there is a purpose for them on special occasions, but really aren't necessary for our day-to-day interactions.  The students feel comfortable and supported on this learning management system. My Big Campus is a satisfying, relaxed fit.

When you find a technology that not only fits your everyday classroom activities, but is also convenient, versatile, and adaptable, it makes students and teachers feel prepared for any challenge! Just like slipping on that favorite pair of shoes, log on to My Big Campus and see how amazing this will fit for you!

Hard-Wired to be a MLE

I am sitting in the airport in Denver, Colorado, so maybe this is the altitude talking, but I just had a profound experience on my connecting flight with a lovely couple in their 80s sitting next to me.

image from: http://www.vail-beavercreek.com/airports.cfm

Our conversation started when I was pecking out an e-mail last minute on my phone before the cargo door closed. The lovely lady next to me asked me what I was "computing."  I must have looked a little surprised, but she and her husband just laughed and said something along the lines of how they had no idea how "youngsters" these days spend so much time on their phones.  I was fairly certain they were mocking me, but their tone was non-confrontational and they had just called me a "youngster" so I decided to play along.  Our conversation went something like this...

Me: Well, I have a job and I have to answer e-mails and calls, so if I can do it while I am not doing anything else on a plane or in an airport, I have more time to spend with my family or friends when I get where I am going.

Sweet lady: Seems to me like people forgot how to talk. I see couples at the restaurants and no one is talking.  They all have out their little gadgets.

Me: I suppose that's their choice.  I actually don't condone that, but sometimes I will pull my phone out in front of my family at the table.  I have a 6-year old and 8-year old and sometimes we decide last-minute to go to the movies or something.  I can use my phone to look up what time we need to be there.  I'm not ignoring them, I am actually planning on how to spend more time with them.

Dear man: What about this "chatting" and "messaging?" What's so important that you have to do that? Who are people chatting with?

Me: Friends, family, I don't know about everyone.  I like to use chat and texting because it is free for me, so it does not cost the same as a call.  Sometimes I take a cute photo of my kids and send it to all of their aunts and uncles as well as their grandparents at once.  They love it! And sometimes it's more convenient than a call because it is a simple message like a well-timed, "Good luck!" or "I love you!"  I suppose many messages are silly, but I think there's a real purpose for it as well- especially if that is how most of your friends and family communicate.

Dear man *eyebrows raised*: Most of OUR friends don't communicate that way! Hahaha!

Me: Maybe. But I just set my grandparents up on Facebook and they love being able to see their kids, grandkids, and great-grandkids, send us messages, comment, and even post their own thoughts for us to enjoy as a family.   It's like a one-stop- shop for them instead of having to log onto email, call each of their seven grandchildren (and now 17 great-grandchildren!) separately, wait for paper-mail service to see cute pictures of their family.  Since my grandparents are in California and us grandkids are spread from Louisiana to Virginia to Italy, it has really made it easier for us all to keep in touch.

AND THEN *BAM*!!  It hit me!!

I had slipped into training mode.  I was talking about My Big Campus to the reluctant teachers! I was pitching the Mobile Learning Expert responses as an automatic response.  The answers were flowing easily and there wasn't any hostility, just a sincere misunderstanding on their part about what technology could do for them.

We chatted for the better part of the two hour flight about phones, smart-phones, computers, Facebook, and Twitter. I even explained a little about what my job is.  I am not sure they will be setting up a Skype account tomorrow, but I do believe they left a little more open-minded about how technology really can improve communication, make life more efficient, and keep people more connected.  I think that is the first step.  In order to embrace technology, people need to see the value first.

When we landed, I got on my United app to check out my connecting flight information. I heard the couple discussing how they didn't know what gate their next flight was, so I plugged in their data to my app and told them Gate B84.  The man actually grabbed my phone, looked at the information, adjusted his glasses, and chuckled, "Well, I'll be darned. Look at that! Hahaha!  THAT's mighty useful!"

I could not agree more- I just wish my connecting flight was not delayed!

image from: http://patdollard.com/2013/04/faa-sequester-furloughs-kick-in-some-flights-delayed/

But Change is Scary!!

As you may or may not have heard, My Big Campus will be going through some feature enhancements that will be revealed to teachers and students on June 1!!

image from: http://cdn.theatlantic.com/static/mt/assets/science/bender-applause_medium.gif

Of course, this does mean the inevitable "c-word." Change.

I have practically no shades of grey in my character, so my typical reaction to change tends to be either, "Well, it's about TIME!" or "Oh NO!"  I got a sneak preview of the redesign and I must say that my reaction was an enthusiastic fist-pump with a "YES!"  Here's why...

The redesign addresses teacher and student needs in terms of less clicks, more opportunities for user personalization of the interface, and stronger search options.  Filtering, labeling, and file storage is tidier and more of a one-stop-shop in each user's Drive.  Trust me, you will love it!  This streamlined approach makes using My Big Campus an even more efficient way to deliver content, grade, and collaborate on class activities.  With increased flexibility and improved organizational tools, getting your classroom and students into the digital age will be even more exciting and intuitive.

Still nervous? Never fear! As always, Bob has got your back!  Be on the lookout for upcoming webinars and training modules to walk you through the new layout. Check back on the MBC Trainers page for the latest information as it becomes available.

Change can be scary, but when it is derived from a need to better serve teachers and students, it is certainly a good thing...and when change results in improved student retention and teacher efficiency, it is an amazing thing!

Happy changes, all! *fist-pump*

Move Over, Movies! It's Digital Spring Cleaning Time!

The end of the school year meant my students were in one of two modes by the time they reached my room: test-induced-anxiety or movie-induced-comatose.  Students who begged all year to watch a movie in my room pleaded with me with sad, glassy eyes, "Por favor...for the amor of all things bueno and puro...no movie-o."  It seemed even their Spanish had been compromised by their lack of stimulation just passively watching films.

Retrieved from: http://sleepzine.com/sleep-news/sleepy-students-results-from-eco-friendly-school-buildings

Finding constructive, relevant activities for my students was so incredibly difficult at this time of year, though.  Any given day, a random list of students was absent due to testing, remediation, or re-takes. We were encouraged to keep new content, homework, and our own assessments to a minimum as students needed to concentrate on the tests that would determine their academic fate as well as school and district accreditation.  Coming up with "something" landed many teachers and students in "the movie zone." I could see that the students craved more, though and we spent several days doing Digital Spring Cleaning!

Digital Spring Cleaning is a great way to give students the dedicated time to organize themselves after a busy year of creating and curating for all of their classes.  Students need to see the purpose in this as any phrase with both the words "digital" and "cleaning" is sure to be an immediate downer to a teenager.  I explained that this was a time to "pack-up, purge, and prepare."  This was a time to set aside items that students wanted to archive, get rid of what they will surely never use again, and file and label items for easy access for the year to come.

Start with having students all go into "Your Stuff." Have them create labels for each class, then any additional labels they may need (images, videos, sports, 2013, etc.).  Tell them that EVERY item needs a label or to be deleted.  If they can't categorize it into something meaningful- pitch it! This will help students get their items organized from this year, so the next year's content won't get jumbled together.  This also makes content searchable for them if they want to revisit an item!

Next, have students use these same labels (they show up automatically) to do the same for their MBC Documents.  (This may be a good time to play a little background-music for your hard-working students.  It makes Spring cleaning so much more fun!)

When students are done with their MBC Docs, have them move along to their Bundles.  Students can delete any they do not need as well as "unwatch" any bundles that may be irrelevant after this academic year.

Next, move on to Conversations and have them clear out those messages they don't need to keep!

Still have students that have time on their hands? Show students how to update their notification preferences and their profile information/picture for the summer months.

If you need further ideas for a worthwhile class session while students are finishing their Spring cleaning, have them blog about digital citizenship, then continue this in a class discussion.  You could even ask them to make a commercial, presentation, song, or skit about proper on-line behavior.  Some prompts may be to ask them a time when they have had a miscommunication because of on-line correspondence. What caused this? How does sarcasm come across on-line? What does it reflect when grammar/spelling is ignored? When is this appropriate/not appropriate? What are some examples of inappropriate/risky on-line behavior? What can you do to protect your privacy on-line?

You can still have engaging classes that are relevant and meaningful without adding stress to the students involved in end-of course testing! Leave that DVD in its case...your newly-organized students will thank you.

...and SCENE!

My Big Green Campus

Though paper recovery rates in the US have increased in recent years, paper still represents one of the biggest components of solid waste in landfills – 26 million tons (or 16% of landfill solid waste) in 2009.  When paper decomposes in a landfill, it releases methane, a greenhouse gas 23 times more potent than carbon dioxide. -Retrieved from http://environmentalpaper.org/state-of-the-paper-industry-2011.php

Locker clean-out day. Whoa! Anybody who has ever set foot in a school during locker clean-out day at the end of the school year probably experienced more than mild disgust.  I know I did every year watching the barely recognizable contents emerge from the depths of the lockers...sometimes seemingly on their own volition. Stained paper bags, crumpled projects, forgotten gym socks, beaten up agendas, and the quantity of paper positively stunned me. I always did get a chuckle out of the "Eureka!" moments when I would hear a student exclaim, "Oh THERE is my curling iron!" or "Hey, Mrs. Lennon, I know this was due in October, but here it is!"  It seemed, however, that every student was disposing of a full-sized three-ring binder overstuffed with paper for each subject.  That's a mind-blowing amount of trees!

Locker clean-out day was also followed up a few days later by my own classroom clean-out.  It seems this pot was calling the kettles black! Aside from the twenty-pound curriculum notebook for each prep, I also housed over 150 student portfolios for my Spanish students, had two overflowing file cabinets with extra copies of worksheets, and boxes (made of paper, of course) of scan-trons and assignments I had to keep for documentation purposes. I would then haul all of this paper to one of the storage rooms, which were already filled with- you guessed it- boxes of paper. 

I was introduced to My Big Campus a few years ago and immediately my students and I gravitated toward this on-line learning management system.  We used it to give students 24/7 access to resources, hold discussions outside of regular class hours, and collaboratively interact with class content.  Almost simultaneously, I was asked to attend a technology conference and selected a session about blended learning.  The presenter addressed many applicable points to my own classroom, but the one I latched onto the most personally was a quick statement or two he gave regarding the environmental impact of using on-line teaching tools.  My mind raced thinking of ways I could actively pursue this initiative in my own classroom.  These were my immediate applications:

1- Use of the Calendar.  I had already grown fond of being able to post reminders, assignments, and relevant resources to my students on the Group Calendars, but I decided to take this a step further- and we ditched the paper agendas.  I asked students how they remembered important events (not "important" like "Spanish quiz"- but "IMPORTANT to a 16 year old" like "me and my boyfriend's six-week anniversary").  Overwhelmingly, they used their phones or another electronic calendar, not a paper calendar.  I showed them how to export our Group Calendar to their phones- plus there was always the Group Calendar to refer to on My Big Campus. We never used those bulky agendas again!

2- On-line assignments.  Before I made an assignment due in a hand-written format, I always assessed my motivation. Why did they have to write it? Was there a way to transfer this to an electronic assignment? With modest exceptions, we could create, turn in, evaluate, revise, and operate almost entirely electronically.  With Wiki-like Pages, Bundles, and MBC Docs, students didn't have to use loose-leaf paper (which by December, I was providing for them anyhow since they all ran out!).  Not only were we saving paper, but the accountability and documentation were all housed electronically both on my end and on theirs- without boxes! The ease of grading for me was another Going-Green perk in that I didn't have to lug papers to and from school.  I didn't have to make extra copies for students that lost a resource- it was all available on My Big Campus. I also benefitted from a richer method of evaluation in that now students could add pictures, audio, video, and presentations to their assignments so I was getting a more robust sense of their understanding of material than I could with simply paper and pen activities.  Research papers with multiple drafts no longer cost the environment reams of paper (not to even mention the ink cartridges) only to show up in the "locker clean-out landfill."  We simply didn't need the paper copies.

3- On-line assessments. This was a biggie!  First off- if I gave multiple-choice, multiple-select, true/false, or fill-in-the-blank, MBC graded it for me! That alone freed up more than just a few hours of time for me each evening! More than that, it gave students immediate feedback and gave me immediate reports of student progress. Since these assessments were visible by both the students and me, the documentation and progress was available without having thousands of scan-tron sheets filed away!

4- E-portfolios.  Aside from saving the environment, creating e-portfolios versus paper-portfolios also saved me more than a few trips to the chiropractor. Storing and lugging around over 150 binders each year had finally come to a sweet end! Not only did we save thousands of pieces of paper (understand that most students would actually create two paper- portfolios just to have a back-up), but we could share them asynchronously, have multiple copies at no expense to the environment, and include a much broader picture of the student as he or she could include multiple file types to demonstrate understanding and mastery of content. This also saved no less than ten boxes for storage each year as well!

5- Lesson plans. No more curriculum binder!  Through Bundles and Pages, teachers can have their lessons all in one place- including all of the resources they use to teach- without having a paper binder.  Teachers can share these with students, parents, administration, and other teachers without using print-outs and copies. I also liked that any revisions could be simply "saved" instead of having to print out one more final copy. 

It seems appropriate as we celebrate Earth Day this week to think about ways to make our schools more environmentally friendly in ways that impact not just one day, but the overall consumption. Need some more ideas of ways to go green?  Check out this bundle for resources and a fun classroom project:  Earth Day Bundle

We only have one beautiful Earth- with My Big Campus you can be a part of its protection and conservation!