#Ink2go videos professional

#Ink2go videos professional

Six years ago, Beth participated in a professional development program and the professor used an external tablet and digital pen. Digital Pen and Tablet Technology Have Helped Transform How This Teacher Delivers Instruction

In my Regents Chemistry class, my colleagues and I were making assignments through EDpuzzle and quick videos, so we could use class time to answer questions.”īeth’s YouTube channel gives students access to an entire portfolio of activity and concept introduction videos and she’s shared that with readers of this blog as well. I could put their question on my computer and screen record my handwriting, answering the question as if I were answering it on the board. I was either writing out an answer on paper and videotaping it or using my Wacom tablet to make a quick video. “Many of my AP students were reaching out to me via Google Classroom or email with questions. Assigning those videos was helpful because watching them enabled students to review the materials that were going to be on the AP Chemistry exam.” An example of a remote learning assignment for AP Chemistry was assigning the review videos the College Board offered. Each day I posted a small, pre-recorded video, an assignment and an invitation for students to have access to me for small group and individual questions and extra help.”īeth offered this additional insight into how her teaching changed, explaining “I switched early on to a combined model on Google Classroom where instead of having a classroom on Google for each class period, the levels were combined. “Once it became clear that schools would not reopen for the balance of the 2019-20 school year, we had to come up with a way to be mindful of the challenges our students had at home but at the same time be aware of the fact that our students wanted and needed to learn. Once schedules were structured, students and teachers alike could plan and that worked to sustain better student engagement. Another collaborative boost was sharing online class schedules, so teachers knew when students would be available for the twice-weekly 40-45-minute class online sessions. Sharing those videos with her colleagues and taking advantage of some of the resources they’ve created helped the entire team address curriculum needs for students. Prior to the move to distance learning, I did these so students could preview them before an in-class discussion.” In some cases, I’ve integrated probeware and I show the collected data on the screen along with the data analysis. They don’t take the place of hands-on labs that students do, but they’re useful in showing chemistry phenomena. These show lab activities that are either a little more dangerous or a little more time consuming. “I have some videos that I created previously, prior to the transition to remote learning. The chemistry faculty at Beth’s high school intensified their collaboration, figuring out ways to split the work and brainstorm ways to reach students effectively and compensate as much as possible around the “hands-on” components of their chemistry curriculum. And for chemistry, in particular, not having access to the hands-on lab equipment was a challenge, along with a more limited ability to provide 1:1 extra help…because chemistry isn’t an easy subject for many students.” Collaboration to the Rescue Not being in school meant I didn’t have the ability to use those non-verbal cues that help me do more than teach chemistry. School is about more than presenting the material.

“For me, the most difficult part was not being able to see my students face to face…and not knowing when I would see them again. When asked about the biggest challenges she faced in the rapid transition to remote learning, Beth’s experiences mirrored those of educators across the nation. Digital tools and resources helped to make it possible. Meet a high school science educator who is hands-on and innovative in teaching science remotely.īeth Tumminello’s high school Chemistry students in Long Island New York were able to keep their coursework going, even as the pandemic changed learning dramatically.