Human First, Tech with Purpose: Voice, Collaboration, and Better EdTech | Zareen Levien

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Welcome to Integrate This, your go -to EdTech
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podcast where curiosity meets classroom innovation.
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Join your hosts, David Berner and Jeremy Mikla,
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as we explore the rapidly evolving world of educational
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technology. From game -changing tools to insightful
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conversations with today's top EdTech voices,
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we're here to help educators stay informed, inspired,
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and ready to innovate. So tune in, level up,
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and let's integrate this. Welcome to the Integrate
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This EdTech podcast. I'm Jeremy Mickle. I'm joined
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by co -host David Berner. And our special guest
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we have with us today is Zareen Levine, who is
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the principal educator. And we had a little conversation
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offline if it should be principal or principal.
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And we've decided on it's the principal educator
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at Padlet. And we're really excited to have you
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on Zareen. Thanks for joining us. yeah thanks
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so much for having me you can tell we're all
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educators right we get right into the grammar
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and the spelling and want to make sure we have
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the right thing well that's exactly it right
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we don't want to confuse people especially if
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they're not watching us um and just listening
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um either way we're glad to have you listeners
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But Zareen, we want to kind of get into it right
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away here with you. We want to kind of find out
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a little bit about how did you get to be this
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principal educator at Padlet? What was your journey,
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your experiences coming up through the education
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ranks to get to where you are? Yeah, thanks so
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much for having me on the podcast. It's great
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to speak with you both today. So yeah, I have
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an interesting journey kind of through tech and
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education. When I first graduated from college,
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actually, I'll go even further back. My mom is
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a teacher. So I kind of always had that. I used
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to visit her classroom. She taught middle school
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math and many other things. And then my dad was
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a computer engineer. So I kind of had that ed
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tech right from the beginning from both of my
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parents. And when I graduated from college, I
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actually joined Yahoo as a product manager. I
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was deep in the tech space that was back in the
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very early days of Yahoo, actually, before Google
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existed. And I was a product manager there for
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several years. And I started volunteering in
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a nearby classroom through a program we had at
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the company. And I just fell in love with the
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classroom. It was so exciting what was happening
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every day. I had a really amazing teacher who
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I got to kind of be with in those volunteer moments.
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And I decided that that was for me. And so I
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went back to school. And I became a teacher.
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I got a master's in education. I started out
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teaching high school for a year, but really found
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that elementary was more of my sweet spot. So
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I stayed in elementary for many years, then became
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an instructional coach and then a district director
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of digital learning in San Francisco Unified
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for several years. And then about three years
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ago, I landed at Padlet and have been really
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excited to work here and to kind of bring their
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education efforts forward and talk to teachers
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and make sure that I'm kind of the bridge between
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educators and the company. And so we're both
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listening to educators, bringing that back into
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the product, and also kind of informing the product
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and teaching people about what we can do with
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the realm of education. That's a really interesting
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arc of going from a tech space into the classroom
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and back to an ed tech space. And I can imagine
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here now having your feet in both of those different
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worlds, right? Are there like certain experiences
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that you had when you were in the classroom that
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helped you better understand, you know, what
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you're doing now and how you can better help
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educators? Oh, yeah, definitely. So many experiences
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along the way. Lots of learnings, both from students
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and from other teachers. I think some of the
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things that stick with me the most are, you know,
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I really fell in love with EdTech because I saw
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how it was reaching those learners at the fringes,
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the ones that I as a teacher would have trouble
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engaging, or they would be kind of left out of
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conversations or not engaged in the schoolwork.
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And every now and then, you know, we try a different
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project. I try, you know, in my very first year,
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of teaching, we were using PowerPoint, actually,
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before Google Slides existed. And we went into
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a computer lab, and we were doing these presentations.
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I was teaching science. And so they were researching
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an animal. And I had one student who I was just
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having trouble reaching. He was very disruptive.
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I was a very new teacher, so I don't think I
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was doing the right things to engage him. And
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then he made this the most beautiful presentation
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I've ever seen. He was like, you know, a visual
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designer as a high school student. And he made
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it about the black mama because it was the most
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poisonous snake in the world. And I just it just.
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you know it reminded me that really important
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thing of a teacher that every single student
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has some spark and some way to shine you might
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not have discovered yet and the more options
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and things we can give them to show you their
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their mostly beautiful self is what we need to
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do as educators and I think technology really
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helps us do that. And then along with that too
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like are there things that you still miss from
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not being in the classroom that that now you
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look back and you're like boy I wish I would
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have you know done more of this or or like is
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it just connecting with the kids that maybe you
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feel like you know on a daily basis that isn't
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isn't there anymore Yeah, definitely. I love
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my time in the classroom. And I still think,
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you know, maybe maybe I'll go back. Once you're
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an educator, it's hard to say you're really,
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really done with it. I think those connections
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with students are really powerful. I really think
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when you're in a classroom, you become like a
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family and those relationships are really close.
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And, you know, I've tried to stay in the classroom
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from time to time, visit teachers and do some
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volunteer work and you get a little taste of
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it. But it's nothing like being with the same
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group day after day and those relationships.
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that you build with the families and with the
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students. So I do miss that. And I also, I feel
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like I've learned a lot, you know, in observing
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so many other teachers. And now at my time at
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Padlet, I hear from so many educators around
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the world, the really amazing things that they're
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doing. And I think, oh, you know, if I were back
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in the classroom, I'd have all these great ideas
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and I would love to try this and that and the
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other thing. So maybe that's someday in my future.
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One of the things that we, obviously Jeremy and
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I are in this space and we're always working
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with schools and educators on the EdTech tools
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that are already in use. And we look at maybe
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ones that they're going to adopt or haven't heard
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of before. Can you kind of give us your thoughts
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on what EdTech's role is in education for when
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teachers are using it? Yeah, absolutely. I think...
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EdTech has so much possibility. And I think we've
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seen it grow so much over the past few years,
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especially over the pandemic and afterwards.
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And now with so much happening with AI, there's
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so much potential. And there's lots of great
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things it can do. And there's things that maybe
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aren't as meaningful that we're trying out as
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well. And where I think EdTech really shines
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is kind of what I was talking about with the
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students I was mentioning. It's in, you know,
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augmenting the wonderful things that are happening
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in person in the classroom. I don't think it's
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going to replace the connection and the conversations
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and the in -person learning that's so important
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for young people and for all people really to
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have those. person moments, but I think it can
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do a lot of things. You know, it can give us
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access to express ourselves in different ways.
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It can let everyone share their idea at once.
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It can let the more shy students speak up. It
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can let my designer friends or my very verbal
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friends or my very kind of performative friends.
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It can give them all a way to share their thinking
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instead of just, you know, in the traditional
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classroom, we depend so much on reading and writing.
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Some students are great at that and there's many
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students that shine in other ways. So I think
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it has potential to do that. do so many of those
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different things. And really the teacher is still
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the expert who holds all of that knowledge about
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what their students need and what the learning
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objectives are. And so when we give these powerful
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tools to the teacher, if we make the easy to
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use and we make it fun for the students and engaging,
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they can put it all together and kind of make
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that magic. Yeah. And so as you look at like
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schools are obviously, you know, they one of
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the things that we're definitely doing is we're
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experimenting with a lot of different and teachers
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are trying different things, figuring out what
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works for them, what works for their class. How
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do you feel like we, like a school district or
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even down to the individual teacher, are there
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some best ways for them to try things out? Because
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the one thing that we obviously run into as well
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is there are a lot of tools. So sometimes it's
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like there's tool fatigue, right? There's...
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all sorts of things you can do. It's kind of
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like the grocery store problem, right? There's
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so many options you don't know what to pick,
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right? What do you think about as far as helping
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teachers to be innovative in the classroom? How
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can we do that while avoiding some of that tool
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fatigue? Yeah, I think it's a real problem that
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I experienced when I was in the classroom and
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I know is even more so now. There are so many
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great tools and we need to find ones that really
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meet the needs of what we're trying to do in
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the classroom. And every teacher doesn't have
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to use every tool. And I think you're right that
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it's a big job for the teacher to kind of wade
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through all of these things and figure out what
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are the best tools for them. I think there are
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some organizations out there that help, like
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ISTE is a great source of information with their
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conference, but also with their kind of SEALs.
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They have an ISTE SEAL that kind of vets tools
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to see which ones are the most appropriate for
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students. students and teachers. Also, Common
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Sense Media is a favorite of mine. They have
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some great kind of your reviews of tools. But
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I really think that teachers always learn in
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community with each other. So whether that's
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at a conference or whether that's just in your
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own school building, seeing what other teachers
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are finding valuable, I think is a great way
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to learn and finding those tools that are really
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versatile. So. so that you don't have to have
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10 different tools and you're constantly telling
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your students, OK, open up this one and open
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up this one. And now we're doing this. But then
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you can have a tool where you can have multiple
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routines. So the cognitive load is not about
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how you use this other tool that we're now using
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today, but it's about the learning. And so you
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have a tool that can do many things that are
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powerful and doing most of the things that you
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want. And then you can really focus on those
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learning routines that will push the learning
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forward. I think one of the things that you mentioned
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here that stuck with me, and it's a phrase that
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I think I find myself saying quite frequently
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here too, is that when I'm presenting in front
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of teachers, I'm reminding them, you are the
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experts of your content and you are the experts
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of your students. And that if an EdTech tool
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can help bring that learning to them in a better
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way, a more efficient way, then that I think
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you've hit. you know, the right balance between
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having the tech and knowing what your students
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are capable of. And so I really appreciate you
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saying that, and it strikes. But one of the things
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that, too, I think teachers are often very concerned
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about is if they're going to be integrating an
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EdTech tool like Padlet, or we can be more general
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if you want to consider it that way, too. I'll
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let you kind of take this wherever you want to
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go to it. But It's really important, I think,
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for the school, for the district, and you mentioned
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Common Sense and ISTE as places that vet these
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different tools, but to really consider the safe
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learning spaces that we're putting our children
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into. How important is it that a teacher be aware
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of not just the student data privacy side of
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things, but the social -emotional spaces that
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are going to foster that safe environment? Yeah,
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it's something I'm really passionate about. And
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I think, as you mentioned, the first step is
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making sure the data privacy is there. And there
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are a lot of tools out there trying new things.
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So we do have to check. As educators and certainly
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districts are already checking as well that we
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do have robust privacy policy. And Padlet certainly
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values that and has that in place, only using
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premium models of AI tools so that we're not
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training on your data, all of those important
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things. But I really love what you said. about
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the kind of socio -emotional safety of students.
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I think that is really a first step and a baseline.
00:12:36.480 --> 00:12:39.100
So we need to do that really, you know, outside
00:12:39.100 --> 00:12:41.279
of EdTech even. We need to make sure that students
00:12:41.279 --> 00:12:44.399
feel safe and welcomed first because otherwise
00:12:44.399 --> 00:12:46.860
they really can't do any of that learning online
00:12:46.860 --> 00:12:49.740
or offline. So we need to kind of set up the
00:12:49.740 --> 00:12:51.940
conditions for that. And some of that is certainly
00:12:51.940 --> 00:12:55.139
going to happen live in the classroom doing things
00:12:55.139 --> 00:12:57.519
that are, you know, fun openers and community
00:12:57.519 --> 00:12:59.620
building and really finding out what students
00:12:59.529 --> 00:13:02.230
interests are and technology tools can help with
00:13:02.230 --> 00:13:04.590
that in some ways too and I think Some of the
00:13:04.590 --> 00:13:07.129
activities on Padlet that we've put together
00:13:07.129 --> 00:13:08.990
and we're putting together now with back to school
00:13:08.990 --> 00:13:12.009
coming up really highlight that. So things like
00:13:12.009 --> 00:13:14.470
a mood meter where you can see how you feel today
00:13:14.470 --> 00:13:16.710
or a kind of fun opening question where you can
00:13:16.710 --> 00:13:19.769
share something about what you love or your background.
00:13:19.850 --> 00:13:23.149
Finding those kind of low lift ways so students
00:13:23.149 --> 00:13:25.549
don't feel intimidated to share about themselves,
00:13:25.570 --> 00:13:27.809
but they can start to get to know each other.
00:13:27.850 --> 00:13:30.029
And one thing I love about doing those kinds
00:13:30.029 --> 00:13:32.210
of things in Padlet is you're building skills
00:13:32.210 --> 00:13:34.720
in multiple ways. those connections we hope,
00:13:34.879 --> 00:13:37.200
which is the first priority. And then actually,
00:13:37.299 --> 00:13:39.000
students are getting to experiment with tools
00:13:39.000 --> 00:13:41.659
that hopefully they'll be able to use for learning
00:13:41.659 --> 00:13:44.460
and for deeper conversations and harder conversations
00:13:44.460 --> 00:13:47.200
later. So you're kind of building those muscles
00:13:47.200 --> 00:13:50.500
in different ways. So a teacher could just open
00:13:50.500 --> 00:13:53.559
up a tool, a collaborative space tool, say like
00:13:53.559 --> 00:13:55.659
Padlet, and just say to their students, OK, ready,
00:13:55.740 --> 00:13:58.700
set, go. Right? And they're going to have an
00:13:58.700 --> 00:14:01.220
experience, but if the teacher is prepping them
00:14:01.220 --> 00:14:05.539
for that by building and creating those spaces
00:14:05.539 --> 00:14:09.240
within their in -person class of, you know, talking
00:14:09.240 --> 00:14:11.399
about some of the soft skills and commenting
00:14:11.399 --> 00:14:14.940
on maybe student work or, you know, or setting
00:14:14.940 --> 00:14:17.779
it up so that they're treating each other in
00:14:17.779 --> 00:14:20.340
respectful ways, they're going to find more success.
00:14:21.099 --> 00:14:23.440
Yes, absolutely. I think we all kind of need
00:14:23.440 --> 00:14:25.340
that practice, but I would probably include adults
00:14:25.340 --> 00:14:27.860
in that too, that we need that kind of practice
00:14:27.860 --> 00:14:32.120
of kind feedback and productive collaboration
00:14:32.120 --> 00:14:34.179
and all of those things. And the more you can
00:14:34.179 --> 00:14:36.539
practice that, because as we know, digital spaces
00:14:36.539 --> 00:14:38.899
have a lot of things going on in them. So if
00:14:38.899 --> 00:14:41.860
we just kind of let students just jump in there
00:14:41.860 --> 00:14:43.860
and try things, different things will happen.
00:14:44.080 --> 00:14:46.259
Those will be opportunities for learning as well.
00:14:46.379 --> 00:14:48.480
But we can set them up for success by practicing
00:14:48.480 --> 00:14:51.960
those things. to use some digital tools with
00:14:51.960 --> 00:14:54.059
first graders. And we would do a think, pair,
00:14:54.179 --> 00:14:55.720
share, and we would do lots of those practices.
00:14:55.799 --> 00:14:57.960
We'd have a community circle, and we'd practice
00:14:57.960 --> 00:15:00.480
giving feedback in person. And then we'd reflect
00:15:00.480 --> 00:15:02.179
on that feedback and say, how did that feel to
00:15:02.179 --> 00:15:04.320
get that feedback? And really kind of taking
00:15:04.320 --> 00:15:07.179
all of those steps ahead of time. And then using
00:15:07.179 --> 00:15:09.440
technology, as you were mentioning, when you
00:15:09.440 --> 00:15:11.240
feel it's useful. I used to say this all the
00:15:11.240 --> 00:15:13.580
time, even as an ed tech coach who was trying
00:15:13.580 --> 00:15:15.740
to help them use technology. I would say, don't
00:15:15.740 --> 00:15:17.799
use technology if you don't have a good reason
00:15:17.799 --> 00:15:20.299
to. Make sure you know why. you're using it and
00:15:20.299 --> 00:15:22.519
that it's really doing something additional that
00:15:22.519 --> 00:15:25.059
you couldn't just do in person because we know
00:15:25.059 --> 00:15:27.320
that we students gain so much from just talking
00:15:27.320 --> 00:15:29.519
to each other and being in person and in community.
00:15:29.840 --> 00:15:31.940
So use the technology when you need it. Don't
00:15:31.940 --> 00:15:35.899
just throw it in there all the time. So if you
00:15:35.899 --> 00:15:38.039
could give, you know, I don't know, two or three
00:15:38.039 --> 00:15:42.419
tips to teachers that want to really focus on
00:15:42.419 --> 00:15:46.940
using their space. as a learning community rather
00:15:46.940 --> 00:15:51.419
than just a place to put up, you know, unmoderated
00:15:51.419 --> 00:15:55.159
content and comments? What would you suggest
00:15:55.159 --> 00:15:59.259
teachers do? Yeah, I guess I would start by helping
00:15:59.259 --> 00:16:01.820
students work together. So some of that could
00:16:01.820 --> 00:16:05.460
be offline, in person, in pairs, in games, being
00:16:05.460 --> 00:16:08.480
silly together, laughing together, finding out
00:16:08.480 --> 00:16:11.759
what students love and helping them know that
00:16:11.759 --> 00:16:14.360
about each other as well, I think is really important.
00:16:15.279 --> 00:16:17.649
And then... Starting with some exploration, I
00:16:17.649 --> 00:16:20.269
always suggest that with a tech tool. So students
00:16:20.269 --> 00:16:22.929
are excited to use different tech tools and let
00:16:22.929 --> 00:16:25.590
them play there a little bit. Because if you
00:16:25.590 --> 00:16:27.549
just give them something very direct to do right
00:16:27.549 --> 00:16:29.450
away, it's going to be really hard for us as
00:16:29.450 --> 00:16:31.629
well. If we give us some beautiful art supplies
00:16:31.629 --> 00:16:33.470
or a beautiful digital space to play with, we
00:16:33.470 --> 00:16:35.330
want to press on all the buttons and try it.
00:16:35.429 --> 00:16:37.950
So let them try that. And one thing I love to
00:16:37.950 --> 00:16:40.269
do when I start with tech tools as well is have
00:16:40.269 --> 00:16:42.289
students work in pairs. This is something that
00:16:42.289 --> 00:16:45.570
I learned from Code .org way in the... many years
00:16:45.570 --> 00:16:48.389
ago, but having two students on one computer.
00:16:48.629 --> 00:16:50.289
Because then they're talking to each other and
00:16:50.289 --> 00:16:52.529
they're playing and experimenting. And they're
00:16:52.529 --> 00:16:54.190
getting some of those social skills, but they're
00:16:54.190 --> 00:16:56.370
also learning the tech tool. And then later,
00:16:56.409 --> 00:16:57.929
when they've developed more of those skills,
00:16:58.210 --> 00:17:00.429
put them on their individual computers. And they've
00:17:00.429 --> 00:17:02.090
already kind of talked through some of the things
00:17:02.090 --> 00:17:04.009
they're confused about. They've already learned
00:17:04.009 --> 00:17:06.089
some things from each other about maybe how to
00:17:06.089 --> 00:17:08.630
be kind, how to be productive, how to be creative.
00:17:08.710 --> 00:17:11.170
And then they're more ready to do that individually.
00:17:11.799 --> 00:17:14.380
And I think one other thing too, along with that,
00:17:14.539 --> 00:17:16.619
and I completely agree with what you have, is
00:17:16.619 --> 00:17:18.279
sometimes I think teachers, they see that tool,
00:17:18.339 --> 00:17:19.920
they're going to try that tool, and they give
00:17:19.920 --> 00:17:21.920
it everything that you just said right there,
00:17:21.980 --> 00:17:24.920
including the opportunity for students to collaborate
00:17:24.920 --> 00:17:29.539
and for them to... dive into and just explore.
00:17:30.099 --> 00:17:32.480
I think sometimes they say, oh, we're going to
00:17:32.480 --> 00:17:35.500
do this for this particular thing, and maybe
00:17:35.500 --> 00:17:37.660
it's even purposeful. But then they put it on
00:17:37.660 --> 00:17:39.559
the shelf, and then they forget about it, and
00:17:39.559 --> 00:17:42.160
they don't come back to it until maybe another
00:17:42.160 --> 00:17:45.119
maybe two units down the road, or maybe it's
00:17:45.119 --> 00:17:47.339
even a new semester. And now they're expecting
00:17:47.339 --> 00:17:49.519
students to just pick up where they used it the
00:17:49.519 --> 00:17:52.359
last time. I think without giving them some sort
00:17:52.359 --> 00:17:56.299
of consistent opportunities to use it, then they're
00:17:56.299 --> 00:17:59.359
never going to really become really proficient
00:17:59.359 --> 00:18:02.079
users of that particular tool, even for the best
00:18:02.079 --> 00:18:04.680
educational reasons. Yeah, I totally agree. I
00:18:04.680 --> 00:18:06.680
think that's so common, too. You know, educators
00:18:06.680 --> 00:18:08.619
are busy. They have so many things that they're
00:18:08.619 --> 00:18:10.259
trying to do with students and so many things
00:18:10.259 --> 00:18:12.440
to teach them that it's easy to forget about
00:18:12.440 --> 00:18:14.440
a tech tool, even if it was really successful
00:18:14.440 --> 00:18:18.220
and fun. And so I'm really also a big advocate
00:18:18.220 --> 00:18:20.640
of making routines so that it's really predictable
00:18:20.640 --> 00:18:22.980
for students and the teachers as well. It's easy
00:18:22.980 --> 00:18:25.880
for us to remember. And I think we all thrive
00:18:25.880 --> 00:18:28.380
when we have that structure and those routines.
00:18:28.640 --> 00:18:30.420
On Friday, we know we're going to come in and
00:18:30.420 --> 00:18:31.900
we're going to do a reflection about the week.
00:18:31.940 --> 00:18:33.869
And every week we do that. and it gets better
00:18:33.869 --> 00:18:36.369
every week. And then we come back to it and maybe
00:18:36.369 --> 00:18:38.710
we give each other feedback and maybe we think
00:18:38.710 --> 00:18:40.450
about how we could make it even better the next
00:18:40.450 --> 00:18:43.349
time when we can keep building on that. So those
00:18:43.349 --> 00:18:45.390
routines and that structure is so important.
00:18:46.910 --> 00:18:49.750
So one of the other things too, you know, looking
00:18:49.750 --> 00:18:52.269
at Padlet, obviously there's, and you kind of
00:18:52.269 --> 00:18:53.869
talked about it a little bit here too, is the
00:18:53.869 --> 00:18:57.329
ability for students to engage and, you know,
00:18:57.450 --> 00:19:00.269
have a voice. Can you talk a little bit about
00:19:00.269 --> 00:19:05.640
how Padlet helps elevate discussions among students
00:19:05.640 --> 00:19:08.359
or for teachers to see discussions that are kind
00:19:08.359 --> 00:19:11.160
of outside of the traditional like speaking up
00:19:11.160 --> 00:19:13.700
in class or that kind of thing. Yeah, I think
00:19:13.700 --> 00:19:15.880
it's one of the reasons that Padlet has become
00:19:15.880 --> 00:19:19.420
very popular because it really gives a voice
00:19:19.420 --> 00:19:22.200
to every student in the room. And I think we
00:19:22.200 --> 00:19:24.279
saw it come out, especially when we were online
00:19:24.279 --> 00:19:26.960
in the pandemic, but it works very well in the
00:19:26.960 --> 00:19:29.720
classroom as well. So discussion boards of all
00:19:29.720 --> 00:19:32.539
different sorts are very useful in that way.
00:19:32.720 --> 00:19:35.140
Instead of one person talking at a time, everyone
00:19:35.140 --> 00:19:37.880
can contribute their ideas. Padlet has a lot
00:19:37.880 --> 00:19:40.420
of controls too, where you can let everyone see
00:19:40.420 --> 00:19:42.460
each other's ideas right away, or you can kind
00:19:42.460 --> 00:19:44.920
of delay that, give everyone that thinking time,
00:19:45.240 --> 00:19:47.960
put in their thinking for something. And then
00:19:47.960 --> 00:19:50.000
in addition to that, you can come back to it
00:19:50.000 --> 00:19:51.900
and then students can give each other feedback.
00:19:52.279 --> 00:19:54.900
And, you know, I really like the idea of blended
00:19:54.900 --> 00:19:57.240
learning as well. So some of these great things
00:19:57.240 --> 00:19:59.700
can happen online, but maybe you post your initial
00:19:59.700 --> 00:20:02.819
idea on a Padlet and then maybe you have a discussion
00:20:02.819 --> 00:20:05.059
in person, but it's gotten those initial ideas
00:20:05.059 --> 00:20:07.819
out there. Whereas, you know, Growing up as a
00:20:07.819 --> 00:20:09.660
student, I was a very, very shy student. So I
00:20:09.660 --> 00:20:11.400
did not want to raise my hand. I didn't want
00:20:11.400 --> 00:20:12.920
everyone looking at me. I didn't want to talk
00:20:12.920 --> 00:20:15.900
in front of the group. And I know there's a lot
00:20:15.900 --> 00:20:17.880
of students like that. So it gives all of those
00:20:17.880 --> 00:20:20.240
students a way to participate. That doesn't mean
00:20:20.240 --> 00:20:22.619
they have to be super brave and raise their hand.
00:20:22.880 --> 00:20:26.359
And then in addition to that, all our multimedia
00:20:26.359 --> 00:20:29.000
attachments, and I was kind of referring to this
00:20:29.000 --> 00:20:31.420
earlier, you can express yourselves in different
00:20:31.420 --> 00:20:33.960
ways. You don't have to only write text. You
00:20:33.960 --> 00:20:36.259
can draw a picture. You can record your voice.
00:20:36.519 --> 00:20:39.099
You can make an AI image. There's many different
00:20:39.099 --> 00:20:41.539
ways, and the teacher can control that as well.
00:20:41.559 --> 00:20:43.700
Choose which ways you want to make available
00:20:43.700 --> 00:20:46.519
to the student. to really give them many entry
00:20:46.519 --> 00:20:49.079
points. And that's my hope is that we have many
00:20:49.079 --> 00:20:51.279
entry points for all our students. Some students
00:20:51.279 --> 00:20:52.900
might want to write a lot and they have tons
00:20:52.900 --> 00:20:54.980
of ideas and they're ready to do that. And other
00:20:54.980 --> 00:20:57.740
students are maybe... really think visually or
00:20:57.740 --> 00:21:00.539
really feel much more comfortable speaking. And
00:21:00.539 --> 00:21:02.839
so giving them all ways to share their thinking.
00:21:03.279 --> 00:21:06.119
And so I love tools like Padlet that can really
00:21:06.119 --> 00:21:08.880
make thinking visible in multiple ways. And so
00:21:08.880 --> 00:21:11.180
not only does it give those entry points, but
00:21:11.180 --> 00:21:13.519
then it gives the teacher insight into what all
00:21:13.519 --> 00:21:15.400
of my students think, not just the ones who are
00:21:15.400 --> 00:21:19.670
really talkative. Yeah. And then you have obviously
00:21:19.670 --> 00:21:22.049
to the, you mentioned some of the teacher controls
00:21:22.049 --> 00:21:25.890
and that, but what kind of ways can teachers
00:21:25.890 --> 00:21:28.690
engage with students? So if they've gone through
00:21:28.690 --> 00:21:32.490
the process and they've given their thoughts
00:21:32.490 --> 00:21:34.890
on something, and you can take this wherever
00:21:34.890 --> 00:21:37.250
you want, like whatever fits best for what Padlet
00:21:37.250 --> 00:21:40.849
can do, but what would a teacher response look
00:21:40.849 --> 00:21:43.869
like to student voice once the students have
00:21:43.869 --> 00:21:46.630
had opportunities to contribute to a board or
00:21:46.630 --> 00:21:48.960
something like that? Yeah, that's a great question.
00:21:49.140 --> 00:21:51.099
I think, you know, all of these things are more
00:21:51.099 --> 00:21:54.319
powerful when there is an audience, whether that's
00:21:54.319 --> 00:21:56.319
just the teacher or whether that's other students.
00:21:56.579 --> 00:21:58.339
If you're just posting on a board, and as you
00:21:58.339 --> 00:21:59.619
were mentioning earlier, you never come back
00:21:59.619 --> 00:22:01.589
to it. students might not care that much about
00:22:01.589 --> 00:22:03.450
it because they know no one's ever going to look
00:22:03.450 --> 00:22:05.789
at it. So that audience even if it's just your
00:22:05.789 --> 00:22:08.089
teacher or if it's other students is really important.
00:22:08.430 --> 00:22:10.470
So you know there's simple things on something
00:22:10.470 --> 00:22:13.430
like a discussion board where if a student's
00:22:13.430 --> 00:22:15.690
write a text post and the teacher can write feedback
00:22:15.690 --> 00:22:18.910
to them and text but that Feedback can also be
00:22:18.910 --> 00:22:21.789
multimedia. Works really well for my younger
00:22:21.789 --> 00:22:24.529
learners as well. I can record audio feedback
00:22:24.529 --> 00:22:28.190
on a post or even video feedback or I can use
00:22:28.190 --> 00:22:30.309
all of those media attachments as a teacher.
00:22:30.730 --> 00:22:33.950
And I also really encourage classrooms to build
00:22:33.950 --> 00:22:36.589
those skills in students. So students are also
00:22:36.589 --> 00:22:40.150
giving each other peer feedback. I think there's...
00:22:39.849 --> 00:22:42.369
There's almost nothing more powerful than getting
00:22:42.369 --> 00:22:44.630
frequent feedback throughout the learning cycle.
00:22:44.769 --> 00:22:46.769
I think, you know, in the old days, and, you
00:22:46.769 --> 00:22:48.589
know, when I was teaching, sometimes you'd be
00:22:48.589 --> 00:22:50.589
going through a unit and students will be working
00:22:50.589 --> 00:22:52.890
on their paper and then it would take a little
00:22:52.890 --> 00:22:54.849
while before I actually would look at their work
00:22:54.849 --> 00:22:57.029
and give them feedback. And all of that learning
00:22:57.029 --> 00:22:59.789
time, there's so much potential in those intermittent
00:22:59.789 --> 00:23:02.009
weeks while they're in progress. And something
00:23:02.009 --> 00:23:04.730
like Padlet can really open that up. So they've
00:23:04.730 --> 00:23:06.650
written their first paragraph and they're already
00:23:06.650 --> 00:23:08.690
getting feedback from their peers, from their
00:23:08.690 --> 00:23:10.650
teacher. they're course correcting something
00:23:10.650 --> 00:23:13.049
or extending on something, otherwise it would
00:23:13.049 --> 00:23:15.250
just take much longer and they wouldn't get as
00:23:15.250 --> 00:23:17.289
much feedback and as much learning wouldn't happen.
00:23:18.809 --> 00:23:21.269
So Zerreen, one direction I want to take us here
00:23:21.269 --> 00:23:25.329
is about this idea of the myth of the independent
00:23:25.329 --> 00:23:28.990
learner. Can you tell us a little bit more about
00:23:28.990 --> 00:23:31.829
what do you mean by the myth of the independent
00:23:31.829 --> 00:23:35.390
learner and why is it worth challenging? Yeah,
00:23:35.390 --> 00:23:37.369
it's something that I've thought a lot about
00:23:37.369 --> 00:23:40.329
as well. It's a great topic. I think especially
00:23:40.329 --> 00:23:43.829
in EdTech, there's so much potential to differentiate
00:23:43.829 --> 00:23:47.089
and personalize learning. It's very tempting
00:23:47.089 --> 00:23:49.549
to be like, OK, great. Everyone gets to go with
00:23:49.549 --> 00:23:51.109
their own computer. I'm going to give you learning
00:23:51.109 --> 00:23:53.710
that's exactly customized to where you are, to
00:23:53.710 --> 00:23:55.690
your learning edge. And it's going to be perfect
00:23:55.690 --> 00:23:58.210
because those things that you need extra practice
00:23:58.210 --> 00:24:00.329
at, the computer will just give you back and
00:24:00.329 --> 00:24:02.410
forth. And you'll just be able to progress that
00:24:02.410 --> 00:24:05.269
way. And I think it sounds good. But it's not
00:24:05.269 --> 00:24:07.589
really the way learning happens for young people.
00:24:07.849 --> 00:24:10.670
Learning happens in collaboration, and when we
00:24:10.670 --> 00:24:13.109
talk to people, and we need to care about it.
00:24:13.410 --> 00:24:16.829
And so I think there are a small number of independent
00:24:16.829 --> 00:24:19.349
learners who would thrive. in that situation
00:24:19.349 --> 00:24:21.170
and they do thrive. And they would thrive in
00:24:21.170 --> 00:24:23.730
any learning situation, honestly. And so you
00:24:23.730 --> 00:24:26.130
can give them those independent tasks and that's
00:24:26.130 --> 00:24:28.170
great. And then there's a whole bunch of other
00:24:28.170 --> 00:24:31.230
learners that aren't motivated to do those things
00:24:31.230 --> 00:24:33.630
unless somebody cares about it, unless they care
00:24:33.630 --> 00:24:35.930
about it, unless you find something they're interested
00:24:35.930 --> 00:24:39.009
in, unless, you know, the teacher can provide
00:24:39.009 --> 00:24:41.109
some of that motivation and also their peers
00:24:41.109 --> 00:24:43.769
can provide some of that motivation. So while
00:24:43.769 --> 00:24:45.789
we wish that every student could just kind of
00:24:45.789 --> 00:24:48.240
thrive within those learning conditions, I don't
00:24:48.240 --> 00:24:50.599
think that's true. And I think some EdTech tools
00:24:50.599 --> 00:24:52.619
fall in the trap of thinking the computer can
00:24:52.619 --> 00:24:54.920
just be the teacher. And I think teachers, as
00:24:54.920 --> 00:24:57.839
we said before, know so much. And they really
00:24:57.839 --> 00:25:00.140
are experts at the content, at their students,
00:25:00.279 --> 00:25:02.740
and they know how to connect those things. And
00:25:02.740 --> 00:25:05.619
so they need to be in the equation, not just
00:25:05.619 --> 00:25:09.640
the computer and the tool. And I think too, as
00:25:09.640 --> 00:25:14.950
I look back on well past my time, in the classroom
00:25:14.950 --> 00:25:19.569
as a student, but even think back to my time
00:25:19.569 --> 00:25:21.730
in the classroom as a teacher and everything
00:25:21.730 --> 00:25:25.750
that I've done since that time, the best things
00:25:25.750 --> 00:25:30.369
that I do seem to involve collaboration with
00:25:30.369 --> 00:25:34.230
others in order to produce whatever that happens
00:25:34.230 --> 00:25:37.329
to be, including this podcast, having the opportunity
00:25:37.329 --> 00:25:40.369
to... you know, to work collaboratively with
00:25:40.369 --> 00:25:43.589
David has made what I think I've done much more
00:25:43.589 --> 00:25:46.049
meaningful, and I think hopefully people see
00:25:46.049 --> 00:25:49.670
it as much more impactful as well. But, you know,
00:25:49.829 --> 00:25:53.140
what are... Do you think we're doing enough to
00:25:53.140 --> 00:25:57.559
help our students, whether it would be to think
00:25:57.559 --> 00:26:01.420
within the confines of a group that you're working
00:26:01.420 --> 00:26:05.119
with or to negotiate different ideas and differences
00:26:05.119 --> 00:26:09.400
of opinion and direction and working together
00:26:09.400 --> 00:26:13.180
to be able to productively and collaboratively
00:26:13.180 --> 00:26:17.900
solve problems? Yeah, I think it's those are
00:26:17.900 --> 00:26:20.599
such important skills and I think teachers have
00:26:20.599 --> 00:26:23.500
been doing things with those skills for a long
00:26:23.500 --> 00:26:26.259
time I think and one of the things that I worry
00:26:26.259 --> 00:26:28.380
about some is keeps me up at night a little bit
00:26:28.380 --> 00:26:30.880
is that technology might take away some of those
00:26:30.880 --> 00:26:32.920
things and I think you know it goes to your question
00:26:32.920 --> 00:26:35.539
about the Independent learner and those you know
00:26:35.539 --> 00:26:37.859
adaptive programs and things like that I don't
00:26:37.859 --> 00:26:40.960
want to lose the magic of that and those skills
00:26:40.960 --> 00:26:42.920
and I think if we all think about it We realize
00:26:42.920 --> 00:26:45.200
that's true for us, you know, we work really
00:26:45.200 --> 00:26:47.759
well when we bounce ideas off someone or we have
00:26:47.759 --> 00:26:50.240
a partner. I think of all the, you know, I love
00:26:50.240 --> 00:26:52.660
music. I think of all the famous musical, you
00:26:52.660 --> 00:26:54.480
know, groups and they always had that partner
00:26:54.480 --> 00:26:56.619
like the Beatles. They had John and Paul were
00:26:56.619 --> 00:26:58.779
working together. And so you need those kind
00:26:58.779 --> 00:27:01.240
of people to bounce off ideas with. And you can
00:27:01.240 --> 00:27:04.359
do that in digital spaces too. But I hope that
00:27:04.359 --> 00:27:06.279
we don't lose that because I think it's so important.
00:27:06.279 --> 00:27:08.720
And so I think choosing tools that allow for
00:27:08.720 --> 00:27:10.640
that is really important that don't isolate students
00:27:10.640 --> 00:27:13.240
but actually bring us together because we can
00:27:13.240 --> 00:27:16.680
do so much more now. especially as AI gets more
00:27:16.680 --> 00:27:19.339
and more powerful, so much is at our fingertips
00:27:19.339 --> 00:27:22.319
and it's almost too powerful. And so we need
00:27:22.319 --> 00:27:24.519
to think about what are the important things
00:27:24.519 --> 00:27:28.059
that are really human and lose those. We could
00:27:28.059 --> 00:27:31.339
lose those. I've just been talking with my son
00:27:31.339 --> 00:27:33.000
yesterday about all of these different things
00:27:33.000 --> 00:27:36.619
that AI has, AI companion and AI assistant, and
00:27:36.619 --> 00:27:39.240
it can help you do almost everything. And what
00:27:39.240 --> 00:27:41.140
are the things that you don't want it to do because
00:27:41.140 --> 00:27:45.670
they are uniquely human? And I completely agree
00:27:45.670 --> 00:27:48.190
with that. And I love your example of John and
00:27:48.190 --> 00:27:51.049
Paul collaborating together. And I think about,
00:27:51.589 --> 00:27:55.029
I give a shout out to my mom. I would say Darrell
00:27:55.029 --> 00:27:58.970
Hall had John Oates. That's a little bit more
00:27:58.970 --> 00:28:02.529
of the time that I was growing up, but that's
00:28:02.529 --> 00:28:07.730
definitely true. And I worry too that, okay,
00:28:08.029 --> 00:28:12.180
like. Jeremy has David, that's great. But Jeremy
00:28:12.180 --> 00:28:15.259
has chat GPT and Jeremy has Claude and Jeremy
00:28:15.259 --> 00:28:18.579
has Gemini. Is that necessarily the same, even
00:28:18.579 --> 00:28:21.920
though I'm getting great feedback and getting
00:28:21.920 --> 00:28:26.240
great ideas oftentimes through the AI chatbots
00:28:26.240 --> 00:28:29.759
that I work with? It's still just not the same.
00:28:30.720 --> 00:28:33.480
Totally. Yeah. And it's not the same. And it's
00:28:33.480 --> 00:28:35.559
not that it doesn't have value, but it's that
00:28:35.559 --> 00:28:38.259
we need to know what the difference is and I
00:28:38.259 --> 00:28:41.000
think I hope you know as adults we've had a long
00:28:41.000 --> 00:28:44.579
time in the education system in real life collaboration
00:28:44.579 --> 00:28:47.140
and I worry more for our students that they haven't
00:28:47.140 --> 00:28:49.680
had that practice at discerning you know when
00:28:49.680 --> 00:28:51.940
it's a good idea when it's not a good idea or
00:28:51.940 --> 00:28:54.960
when it's my idea and when it's not my idea um
00:28:54.960 --> 00:28:56.960
if you know we're working with an AI chatbot
00:28:56.960 --> 00:28:58.740
it sounds really good what that says and maybe
00:28:58.740 --> 00:29:01.619
I lose a little bit of my own creativity and
00:29:01.619 --> 00:29:04.539
voice in that process so how do we use those
00:29:04.539 --> 00:29:08.200
tools in the right way and to make us better
00:29:08.200 --> 00:29:10.940
and not to diminish our creativity and our own
00:29:10.940 --> 00:29:16.140
thinking. Yeah, so when I think about these ideas
00:29:16.140 --> 00:29:20.160
here that AI generates feedback, it generates
00:29:20.160 --> 00:29:25.200
images, it completes responses, what are some
00:29:25.200 --> 00:29:27.359
other things that you think teachers could do
00:29:27.359 --> 00:29:30.980
to strengthen those more personal, whether it
00:29:30.980 --> 00:29:33.900
be teacher to student or student to student relationships
00:29:33.900 --> 00:29:37.759
so that And maybe in some ways, it kind of helps
00:29:37.759 --> 00:29:42.779
to safeguard against some of those sticky situations
00:29:42.779 --> 00:29:45.000
where inappropriate conversations are happening
00:29:45.000 --> 00:29:48.740
with chatbots. Yeah, absolutely. I think it's
00:29:48.740 --> 00:29:51.740
so new for all of us. And it's tricky, I think,
00:29:51.839 --> 00:29:54.480
as teachers and adults to feel like we're not
00:29:54.480 --> 00:29:57.180
the expert yet on this. And it's OK that we're
00:29:57.180 --> 00:29:59.680
not the expert on it, because we can't know everything.
00:30:00.920 --> 00:30:02.859
we have to still teach our students and guide
00:30:02.859 --> 00:30:06.279
our students in this new world. And so I think
00:30:06.279 --> 00:30:08.420
it's really important to be in conversation with
00:30:08.420 --> 00:30:11.079
students about these different scenarios. And
00:30:11.079 --> 00:30:13.420
I know there's a lot of great nonprofits out
00:30:13.420 --> 00:30:15.539
there doing really incredible work around this.
00:30:15.559 --> 00:30:18.940
Like I mentioned, Common Sense Media, also AIEDU
00:30:18.940 --> 00:30:22.619
is one of my favorites, KQED. We just had a group
00:30:22.619 --> 00:30:25.099
of students visit the Padlet office from Half
00:30:25.099 --> 00:30:27.480
the Story. And they're talking about a lot of
00:30:27.480 --> 00:30:29.539
these issues with students. And I think this
00:30:29.539 --> 00:30:32.400
is where a lot of the the magic can happen because
00:30:32.400 --> 00:30:34.299
we don't have to know all the answers, but we
00:30:34.299 --> 00:30:37.059
have to talk about the questions. And so when
00:30:37.059 --> 00:30:39.500
should we use AI? What should the borders of
00:30:39.500 --> 00:30:41.859
that be? When is it helpful? When is it harmful?
00:30:41.960 --> 00:30:44.519
What policies should we even have? And students
00:30:44.519 --> 00:30:47.160
should be part of that conversation also. And
00:30:47.160 --> 00:30:49.380
I think some, one of the things that scares me
00:30:49.380 --> 00:30:52.220
the most is that students are using AI so much
00:30:52.220 --> 00:30:55.039
by themselves because schools have shut it down
00:30:55.039 --> 00:30:56.660
and are worried that it's going to be harmful
00:30:56.660 --> 00:30:58.980
that we've stopped talking about it. And it's
00:30:58.980 --> 00:31:00.759
not that we've that people have stopped using
00:31:00.759 --> 00:31:03.019
it, but that we're not talking about it and solving
00:31:03.019 --> 00:31:04.960
it together. And I think we need to do more of
00:31:04.960 --> 00:31:07.700
that. And I think you were maybe going to touch
00:31:07.700 --> 00:31:09.559
on this a little bit earlier, but I think the
00:31:09.559 --> 00:31:11.180
conversation went a different direction here.
00:31:11.180 --> 00:31:14.619
But since we're on the AI topic, and AI seems
00:31:14.619 --> 00:31:17.920
to be embedded now into many different tools
00:31:17.920 --> 00:31:23.720
and platforms. How is Padlet embedding AI into
00:31:23.720 --> 00:31:27.099
their tools, into their platform, and at the
00:31:27.099 --> 00:31:29.539
same time, keeping it that safe learning environment?
00:31:30.000 --> 00:31:32.480
Yeah, it's something that we're still thinking
00:31:32.480 --> 00:31:34.880
a lot about, but the direction we're taking right
00:31:34.880 --> 00:31:39.559
now is to really give teachers good tools and
00:31:39.559 --> 00:31:42.880
to help them create things efficiently. So creating
00:31:42.880 --> 00:31:45.220
great boards that are really interactive, giving
00:31:45.220 --> 00:31:47.420
feedback on that creation process, letting them
00:31:47.420 --> 00:31:49.720
do that more quickly. And also one thing that
00:31:49.720 --> 00:31:52.599
we've tried recently is giving them more insights
00:31:52.599 --> 00:31:56.359
about the data. So students have posted a bunch
00:31:56.359 --> 00:31:58.240
of comments. They've posted a bunch of posts
00:31:58.240 --> 00:32:01.299
on a board. and helping them see the trends in
00:32:01.299 --> 00:32:04.079
that data, helping them summarize it. So we're
00:32:04.079 --> 00:32:06.339
not doing the thinking for the students or for
00:32:06.339 --> 00:32:08.720
the teachers, but we're help kind of looking
00:32:08.720 --> 00:32:12.180
at the information and making that part more
00:32:12.180 --> 00:32:14.740
efficient. And I think thinking about those things
00:32:14.740 --> 00:32:17.779
that AI is really good at. taking in large amounts
00:32:17.779 --> 00:32:21.220
of data, finding trends, helping you do things
00:32:21.220 --> 00:32:24.019
more efficiently, leaning into those pieces and
00:32:24.019 --> 00:32:27.460
not leaning in so much to the piece that's more
00:32:27.460 --> 00:32:29.380
human, that has the students interacting with
00:32:29.380 --> 00:32:31.559
each other or students giving each other feedback.
00:32:31.619 --> 00:32:34.059
We don't want to replace that with AI, but we
00:32:34.059 --> 00:32:36.680
do want to help ourselves be more efficient and
00:32:36.680 --> 00:32:39.220
find those trends and do those things more efficiently.
00:32:41.960 --> 00:32:43.619
So Zarina, I want to talk a little bit with you
00:32:43.619 --> 00:32:47.019
about like practical padlet Classroom applications
00:32:47.019 --> 00:32:51.200
and so a lot of us, you know, and we've seen
00:32:51.200 --> 00:32:54.359
or use like the sticky note approach where you
00:32:54.359 --> 00:32:56.299
can collaborate. You have these collaborative
00:32:56.299 --> 00:32:59.799
spaces. I've done them in PD sessions before.
00:32:59.960 --> 00:33:03.200
I'm sure Jeremy has as well, but I want to give
00:33:03.200 --> 00:33:05.119
you a couple different scenarios here and maybe
00:33:05.119 --> 00:33:08.460
if you could just pick out that activity or concept
00:33:08.460 --> 00:33:11.319
that comes from Padlet that would be. that would
00:33:11.319 --> 00:33:14.059
help for something like that as a classroom application.
00:33:14.619 --> 00:33:18.119
So the first one is just looking at like if a
00:33:18.119 --> 00:33:21.279
teacher hasn't used Padlet before, you know,
00:33:21.279 --> 00:33:23.960
they're hearing that they can create a stronger
00:33:23.960 --> 00:33:26.799
sense of community through using it, you know,
00:33:26.900 --> 00:33:28.559
and some of the things that we've talked about
00:33:28.559 --> 00:33:32.279
prior. What's an activity that a teacher could
00:33:32.279 --> 00:33:35.240
do that would contribute to creating a stronger
00:33:35.240 --> 00:33:37.980
sense of community within their classroom? Yeah,
00:33:37.980 --> 00:33:40.720
that's a great question. I think One thing I
00:33:40.720 --> 00:33:43.339
love about Padlet, it's very quick and easy for
00:33:43.339 --> 00:33:45.700
teachers as well as for students. I think that's
00:33:45.700 --> 00:33:49.559
important. So I can in 30 seconds, I can make
00:33:49.559 --> 00:33:52.299
a new Padlet board and I can put up a question
00:33:52.299 --> 00:33:54.500
of the day. I can share that link with students
00:33:54.500 --> 00:33:56.519
and suddenly we're learning about each other.
00:33:56.539 --> 00:33:58.940
And that question of the day might be about something
00:33:58.940 --> 00:34:01.440
very simple like what is your favorite food or
00:34:01.440 --> 00:34:03.240
what's your favorite holiday or could also be
00:34:03.240 --> 00:34:05.660
something that's tied to academics. What's your
00:34:05.660 --> 00:34:08.400
favorite book? What's your favorite movie? Something
00:34:08.400 --> 00:34:11.420
that we're about to learn. about. And so I think
00:34:11.420 --> 00:34:14.260
doing those things that are quick and easy are
00:34:14.260 --> 00:34:16.519
important to get started and to start connecting.
00:34:18.079 --> 00:34:21.400
Okay. And then what about for peer feedback?
00:34:21.519 --> 00:34:24.119
What's one of the best ways to get peer feedback
00:34:24.119 --> 00:34:28.269
in Padlet? Yeah, so with our regular Padlet boards,
00:34:28.309 --> 00:34:32.289
you can turn on comments and reactions for posts.
00:34:32.510 --> 00:34:34.710
And I would really recommend kind of doing this
00:34:34.710 --> 00:34:37.170
in phases a little bit. So when you ask that
00:34:37.170 --> 00:34:40.010
question, first you're giving everyone that individual
00:34:40.010 --> 00:34:42.510
think time, letting them post their idea. And
00:34:42.510 --> 00:34:44.730
then you have a next phase where everyone is
00:34:44.730 --> 00:34:48.090
commenting on three other posts. You can also
00:34:48.090 --> 00:34:50.750
turn on moderation if you want as a teacher to
00:34:50.750 --> 00:34:53.289
check that posts are appropriate. Or we have
00:34:53.289 --> 00:34:55.650
an automatic moderation that will just check
00:34:55.650 --> 00:34:58.590
programmatically that nothing looks off, and
00:34:58.590 --> 00:35:01.369
we'll flag that for you. But doing that step
00:35:01.369 --> 00:35:04.030
by step, and as we mentioned earlier, modeling
00:35:04.030 --> 00:35:08.250
that in person, talking about what is kind, productive
00:35:08.250 --> 00:35:11.250
feedback is really important so that they can
00:35:11.250 --> 00:35:15.869
then do that online. I think the reaction thing
00:35:15.869 --> 00:35:18.150
that you mentioned obviously lends itself to
00:35:18.150 --> 00:35:20.539
this next scenario with with younger learners
00:35:20.539 --> 00:35:22.480
and the things that they can do. But is there
00:35:22.480 --> 00:35:25.559
anything that we're not aware of that you would
00:35:25.559 --> 00:35:27.739
point us to if we're working with young learners
00:35:27.739 --> 00:35:29.699
where they can participate in more meaningful
00:35:29.699 --> 00:35:33.429
ways? Yeah, we have a fairly new tool called
00:35:33.429 --> 00:35:36.329
Sandbox in Padlet and people might not know as
00:35:36.329 --> 00:35:38.829
much about it. It's a whiteboard and so it's
00:35:38.829 --> 00:35:41.010
very flexible and open -ended and it's meant
00:35:41.010 --> 00:35:44.170
to be very visual and to highlight drawing and
00:35:44.170 --> 00:35:46.610
can be very friendly for those who are, you know,
00:35:46.789 --> 00:35:49.650
pre -readers. And so you can do really fun activities.
00:35:49.710 --> 00:35:52.210
I have a whole kind of a PD that I've done about
00:35:52.210 --> 00:35:55.429
using emojis for instruction. So retelling stories
00:35:55.429 --> 00:35:58.949
or doing different, you know, things with emojis.
00:35:59.070 --> 00:36:00.869
It can be really fun. fun for younger learners,
00:36:01.269 --> 00:36:03.289
but can really be academic as well. And they
00:36:03.289 --> 00:36:05.050
can give each other feedback with those kinds
00:36:05.050 --> 00:36:08.210
of reactions. They can draw or record their voice
00:36:08.210 --> 00:36:10.849
or do fun things and have a lot of agency in
00:36:10.849 --> 00:36:13.170
what they're doing, but use these kind of fun
00:36:13.170 --> 00:36:16.869
drawing tools at the same time. OK, what is something
00:36:16.869 --> 00:36:19.909
that you've seen a teacher use Padlet for that
00:36:19.909 --> 00:36:21.909
you were kind of blown away by, like where you
00:36:21.909 --> 00:36:23.750
didn't really expect it to be used for that.
00:36:24.030 --> 00:36:28.650
And you were just like, that's crazy. Yeah, I
00:36:28.650 --> 00:36:30.630
think some of the things that I've seen that
00:36:30.630 --> 00:36:33.130
have been most creative were using our map feature.
00:36:33.530 --> 00:36:36.750
So Padlet can be a map. And I've seen some really
00:36:36.750 --> 00:36:39.750
creative uses of that. Some similar ones were
00:36:39.750 --> 00:36:42.409
just having students map their favorite places
00:36:42.409 --> 00:36:44.789
around their school and kind of share that to
00:36:44.789 --> 00:36:47.150
build community. But then I saw this librarian
00:36:47.150 --> 00:36:51.349
who used it to put books on a map. So the settings
00:36:51.349 --> 00:36:53.250
of all the books they were reading and the students
00:36:53.250 --> 00:36:55.329
did book reviews, but then they also put them
00:36:55.329 --> 00:36:57.289
in the locations around the world where that
00:36:57.289 --> 00:36:59.650
story took place, that that was a really neat
00:36:59.650 --> 00:37:02.309
kind of flip on that. And then another teacher
00:37:02.309 --> 00:37:05.409
I was working with with MAPS, she was teaching
00:37:05.409 --> 00:37:07.789
a technology computer science and middle. middle
00:37:07.789 --> 00:37:10.190
school and she had a very diverse group of learners
00:37:10.190 --> 00:37:12.550
and she wanted them to share more about their
00:37:12.550 --> 00:37:15.969
heritage. So she had them each research technological
00:37:15.969 --> 00:37:19.170
inventions from their country of heritage and
00:37:19.170 --> 00:37:21.230
plot that on a map and then they learned about
00:37:21.230 --> 00:37:22.610
all these different things and I didn't know
00:37:22.610 --> 00:37:24.650
some of these things were different inventions
00:37:24.650 --> 00:37:27.570
that happened around the world. So I think there's
00:37:27.570 --> 00:37:30.449
in Padlet there's many visual ways you can show
00:37:30.449 --> 00:37:32.610
things that will really engage students and make
00:37:32.610 --> 00:37:36.050
you think a little bit differently. Okay and
00:37:36.050 --> 00:37:39.010
so then I want to take the opposite side here.
00:37:39.730 --> 00:37:44.969
So what about, what is a common padlet practice
00:37:44.969 --> 00:37:47.309
that you've seen where you're like, you could
00:37:47.309 --> 00:37:50.030
be utilizing it to so much more potential than
00:37:50.030 --> 00:37:52.110
you are. So kind of like maybe it's just very
00:37:52.110 --> 00:37:54.289
basic and you're like, we would love to show
00:37:54.289 --> 00:37:56.670
people how you could take the next step kind
00:37:56.670 --> 00:37:59.329
of thing. Yeah, that's a great question. I see,
00:37:59.329 --> 00:38:01.469
you know, discussion boards are so common and
00:38:01.469 --> 00:38:03.730
they are powerful and useful, and I'm glad people
00:38:03.730 --> 00:38:06.789
are finding use in them. But I see a lot of kind
00:38:06.789 --> 00:38:09.809
of text only discussion boards. Sometimes it
00:38:09.809 --> 00:38:12.269
just have posts from students. And I also worry,
00:38:12.269 --> 00:38:13.750
as you're mentioning earlier, that maybe they
00:38:13.750 --> 00:38:16.090
just do that and never come back to it. And I
00:38:16.090 --> 00:38:18.449
think there's a lot that could be done when you
00:38:18.449 --> 00:38:20.889
involve some multimedia, when you turn on comments.
00:38:21.110 --> 00:38:23.829
And also there's quite a few powerful settings
00:38:23.829 --> 00:38:25.969
in Padlet where you can customize the experience.
00:38:27.079 --> 00:38:29.119
Actually, I have two favorite things that I'll
00:38:29.119 --> 00:38:31.719
mention. One favorite thing is to customize the
00:38:31.719 --> 00:38:34.900
tools that are available. So today, maybe I want
00:38:34.900 --> 00:38:37.579
everyone to comment with their voice. And so
00:38:37.579 --> 00:38:39.860
I'm going to turn off all the other media options.
00:38:39.880 --> 00:38:41.940
So I'm not going to allow video or images or
00:38:41.940 --> 00:38:43.800
any of these other things that might distract.
00:38:43.960 --> 00:38:46.559
And I'm going to focus in everyone on that audio
00:38:46.559 --> 00:38:48.500
recording. Or maybe I'll give them a choice of
00:38:48.500 --> 00:38:50.460
audio or text or drawing. But I'll give them
00:38:50.460 --> 00:38:52.619
a constrained choice so it's not everything.
00:38:53.739 --> 00:38:55.599
All the students are, it helps students focus.
00:38:55.619 --> 00:38:57.179
As we were mentioning earlier, that structure
00:38:57.179 --> 00:39:01.539
really helps. Another thing I've seen is that
00:39:01.539 --> 00:39:03.840
teachers are often wanting students to do assignments
00:39:03.840 --> 00:39:07.760
on a Padlet, but it's not totally clear how to
00:39:07.760 --> 00:39:10.400
do that. We have a feature that's called an auto
00:39:10.400 --> 00:39:13.960
remake link where you can take like a whiteboard
00:39:13.960 --> 00:39:16.320
or a Padlet board and it will automatically just
00:39:16.320 --> 00:39:19.199
make an individual copy for each student so that
00:39:19.199 --> 00:39:21.139
they can have their own workspace. And it's all
00:39:21.139 --> 00:39:23.269
just built into the tool. So we have some. of
00:39:23.269 --> 00:39:25.369
these things that will help you make your life
00:39:25.369 --> 00:39:26.949
easier and do kind of some of the things you
00:39:26.949 --> 00:39:30.469
want to do. And we have a lot of kind of PD resources
00:39:30.469 --> 00:39:32.789
and webinars if you want to dig into any of that
00:39:32.789 --> 00:39:39.820
further. popped up in my head and I'm not sure
00:39:39.820 --> 00:39:42.380
the answer to it but it like if you're you know
00:39:42.380 --> 00:39:44.380
students are contributing these things what's
00:39:44.380 --> 00:39:47.739
the best way for them to retain some of that
00:39:47.739 --> 00:39:50.340
so like the things that they've engaged with
00:39:50.340 --> 00:39:53.739
and you know their responses is there a way that
00:39:53.739 --> 00:39:57.760
they can gather some of that almost I guess like
00:39:57.760 --> 00:40:00.639
a portfolio type of thing or is there a way to
00:40:00.639 --> 00:40:04.690
export things out so that they can see maybe
00:40:04.690 --> 00:40:08.989
growth over a topic or even just a bunch of random
00:40:08.989 --> 00:40:11.690
topics that they engage with throughout the year
00:40:11.690 --> 00:40:13.710
or something like that. Yeah, I think that's
00:40:13.710 --> 00:40:15.269
a great idea. It's so funny. I mean, we have
00:40:15.269 --> 00:40:17.630
been talking about this for a little while. You
00:40:17.630 --> 00:40:19.269
should come work with us, actually. We can talk
00:40:19.269 --> 00:40:21.030
a little bit more about it. It's something that
00:40:21.030 --> 00:40:23.329
we haven't found exactly the right way to do
00:40:23.329 --> 00:40:26.679
to kind of aggregate. like it's that edge of
00:40:26.679 --> 00:40:28.820
like, should we have computers do that? Should
00:40:28.820 --> 00:40:30.760
we have the AI do that? Or should we let students
00:40:30.760 --> 00:40:32.980
choose? So we're kind of experimenting with how
00:40:32.980 --> 00:40:36.699
we might allow students to kind of. pull together
00:40:36.699 --> 00:40:39.059
more automatically some of the responses they've
00:40:39.059 --> 00:40:41.840
done. Right now, you can certainly download things
00:40:41.840 --> 00:40:44.880
from a board and save it that way. You can put
00:40:44.880 --> 00:40:48.300
things in a bookmark folder to kind of save things.
00:40:48.619 --> 00:40:50.659
And so there's a few ways you can kind of organize
00:40:50.659 --> 00:40:53.500
your own ideas. But I think that's coming. Some
00:40:53.500 --> 00:40:55.280
way to kind of bring together all your ideas
00:40:55.280 --> 00:40:58.659
across Padlet. OK, cool. Yeah, that would be
00:40:58.659 --> 00:41:03.369
awesome. And so I think we're good. I appreciate
00:41:03.369 --> 00:41:05.230
all the thoughts and the things that you provided
00:41:05.230 --> 00:41:08.269
as examples for Padlet. We're going to get into
00:41:08.269 --> 00:41:10.570
our lightning round here that we love to do with
00:41:10.570 --> 00:41:12.530
our guests and get to know them a little bit
00:41:12.530 --> 00:41:15.510
more. And the lightning round, the way it goes
00:41:15.510 --> 00:41:18.389
is always you can contribute as much information
00:41:18.389 --> 00:41:20.889
as you want. They're lightning round, so you
00:41:20.889 --> 00:41:23.230
can give one word response technically. But if
00:41:23.230 --> 00:41:25.269
you want to expound on things a little bit more,
00:41:25.369 --> 00:41:28.409
you can. And so Jeremy's going to kick it off
00:41:28.409 --> 00:41:31.420
here with the first one. Is there even what's
00:41:31.420 --> 00:41:33.880
one ed tech trend that you hope just disappears?
00:41:35.000 --> 00:41:36.599
Yeah, you know, we were talking about this a
00:41:36.599 --> 00:41:38.840
little bit earlier, but this idea that AI can
00:41:38.840 --> 00:41:40.900
do everything and should replace the teacher
00:41:40.900 --> 00:41:43.880
and it's so magical and that kind of thing. I
00:41:43.880 --> 00:41:46.079
think we have to pull out what what's human and
00:41:46.079 --> 00:41:51.420
what we really want computers to do for us. OK,
00:41:51.780 --> 00:41:54.440
and so this is a personal one. What's a book
00:41:54.440 --> 00:41:58.809
podcast? Besides integrate this or binge worthy
00:41:58.809 --> 00:42:02.039
series that you are currently into Oh yeah, there's
00:42:02.039 --> 00:42:05.400
a couple that I'm into. A podcast that I really
00:42:05.400 --> 00:42:07.239
like that I've been listening to recently is
00:42:07.239 --> 00:42:10.239
The Good Hang with Amy Poehler. She's from Saturday
00:42:10.239 --> 00:42:12.900
at Live and she's actually from near where I
00:42:12.900 --> 00:42:15.079
grew up in Boston. And so I just really love
00:42:15.079 --> 00:42:17.579
her kind of authentic conversations about things.
00:42:17.940 --> 00:42:21.440
And then also I'm a big soccer fan. So Ted Lasso
00:42:21.440 --> 00:42:24.440
has just started its new season. So we're watching
00:42:24.440 --> 00:42:27.960
that as a family and love that show as well.
00:42:28.910 --> 00:42:32.289
What's a piece of professional advice that you've
00:42:32.289 --> 00:42:34.369
received over the years that has really just
00:42:34.369 --> 00:42:38.730
still stuck with you? Well, one that I have received
00:42:38.730 --> 00:42:42.010
recently that I'm still kind of thinking about
00:42:42.010 --> 00:42:45.190
that I think is really useful is especially in
00:42:45.190 --> 00:42:49.369
moments of challenge or disagreement professionally,
00:42:49.849 --> 00:42:52.269
thinking about what you're personally learning
00:42:52.269 --> 00:42:55.250
in that situation and how you're growing. So
00:42:55.250 --> 00:42:57.909
for example, if I'm disagreeing a lot with someone
00:42:57.909 --> 00:42:59.809
and, you know, trying to get my point of view
00:42:59.809 --> 00:43:01.710
across, instead of feeling really frustrated
00:43:01.710 --> 00:43:04.250
about that, thinking about how I'm learning to
00:43:04.250 --> 00:43:06.630
advocate for my own ideas better. So kind of
00:43:06.630 --> 00:43:09.849
reframing my own challenge into a learning opportunity.
00:43:09.909 --> 00:43:12.909
And so it just makes me feel better about like
00:43:12.909 --> 00:43:15.539
how and it makes me do better I think in thinking
00:43:15.539 --> 00:43:17.679
about it that way instead of just being frustrated
00:43:17.679 --> 00:43:21.960
and annoyed about something. What is something
00:43:21.960 --> 00:43:24.260
people are usually surprised to learn about you?
00:43:25.230 --> 00:43:28.590
So I have a few sort of hidden hobbies that I've
00:43:28.590 --> 00:43:31.030
been doing over many years. And one thing is
00:43:31.030 --> 00:43:33.530
that I'm a singer in a band. So I've been singing
00:43:33.530 --> 00:43:35.530
in a Latin band for many years. I have a few
00:43:35.530 --> 00:43:39.449
other musical groups. Last week I did a little
00:43:39.449 --> 00:43:41.869
show of children's music at a local library.
00:43:42.130 --> 00:43:44.449
So I have this kind of musical life at night
00:43:44.449 --> 00:43:47.650
sometimes where I go out and perform. Awesome.
00:43:48.050 --> 00:43:50.809
So you're from Boston. But you're currently in
00:43:50.809 --> 00:43:52.949
San Francisco, is that right? That's right. That's
00:43:52.949 --> 00:43:56.849
right. So was Mark Twain correct? I think this
00:43:56.849 --> 00:43:59.369
is attributed to Mark Twain. Maybe it's a myth.
00:43:59.369 --> 00:44:01.889
He never really said it. But I think the point
00:44:01.889 --> 00:44:04.889
is still there. The coldest winter I ever spent
00:44:04.889 --> 00:44:07.769
was a summer in San Francisco. Is there truth
00:44:07.769 --> 00:44:10.380
to that? Oh, it's absolutely true. It's so sad,
00:44:10.480 --> 00:44:12.179
especially growing up in Boston, where we have
00:44:12.179 --> 00:44:15.360
very hot summers. The summer is very cold here.
00:44:15.380 --> 00:44:17.980
We've had a little bit of a warmer summer this
00:44:17.980 --> 00:44:20.340
year. And it was actually really funny. My 15
00:44:20.340 --> 00:44:22.039
-year -old son, a couple of weeks ago, he said,
00:44:22.119 --> 00:44:26.300
why is it so hot? It was like 70. And he's like,
00:44:26.360 --> 00:44:27.980
it's summer. It's not supposed to be hot. And
00:44:27.980 --> 00:44:31.119
then yesterday, we were out at an outdoor concert,
00:44:31.119 --> 00:44:33.679
and it was foggy and cold again. And my son said,
00:44:33.860 --> 00:44:37.019
this is summer. And he's totally right. It's
00:44:37.019 --> 00:44:39.260
very foggy. cold here in the summer and it'll
00:44:39.260 --> 00:44:43.820
be surprised tourists who come here. All right,
00:44:43.860 --> 00:44:48.119
Zerreen. Jeremy and I are doing a conference
00:44:48.119 --> 00:44:51.639
tomorrow. You're a keynote speaker. What is your
00:44:51.639 --> 00:44:55.289
keynote walk -up song? Oh, well, I'm a big fan
00:44:55.289 --> 00:44:59.170
of classic rock of all types. And so I think
00:44:59.170 --> 00:45:02.210
I would choose Cashmere by Led Zeppelin. It's
00:45:02.210 --> 00:45:04.190
got that cool kind of driving da -da -da -da
00:45:04.190 --> 00:45:06.769
-da -da -da kind of intro. So that would be my
00:45:06.769 --> 00:45:09.349
walk up song. That would be cool. We haven't
00:45:09.349 --> 00:45:11.389
had that one said before. So David likes to take
00:45:11.389 --> 00:45:13.869
these responses that our guests have and puts
00:45:13.869 --> 00:45:17.130
them into a Spotify playlist. So it's going to
00:45:17.130 --> 00:45:19.769
be added there as soon as he can get it to put
00:45:19.769 --> 00:45:24.650
into the queue. But just a couple more questions
00:45:24.650 --> 00:45:26.650
here, and this is gonna be, we're gonna pin you
00:45:26.650 --> 00:45:29.550
down to a this or that. It is one or the other,
00:45:29.650 --> 00:45:31.769
so you have to choose, okay? We're gonna put
00:45:31.769 --> 00:45:35.969
you on the spot. And so the first one is, in
00:45:35.969 --> 00:45:38.989
Padlet, should you post first or comment first?
00:45:39.909 --> 00:45:43.010
Ooh, yeah, that's a good one. Think I would go
00:45:43.010 --> 00:45:45.789
for post first because I want to hear your original
00:45:45.789 --> 00:45:48.750
authentic idea I think commenting first is a
00:45:48.750 --> 00:45:50.849
nice entryway if you're like not quite there
00:45:50.849 --> 00:45:52.989
yet, but I want to hear your idea first So I'm
00:45:52.989 --> 00:45:55.969
gonna say post first Do you prefer the mountains
00:45:55.969 --> 00:46:00.010
or the beach? I love them both but I would have
00:46:00.010 --> 00:46:01.789
to go beach because I'm just a water person.
00:46:01.829 --> 00:46:04.610
I love to be in the water And then how about
00:46:04.610 --> 00:46:06.969
when you're traveling in the car? Is it music
00:46:06.969 --> 00:46:10.050
podcast? I think my husband and I are totally
00:46:10.050 --> 00:46:12.090
opposite on this. He can listen to podcasts all
00:46:12.090 --> 00:46:14.550
day long, and I love them in theory, but I just
00:46:14.550 --> 00:46:16.389
love music too much, so I just want to hear my
00:46:16.389 --> 00:46:19.309
music playlist. As a singer, I could see where
00:46:19.309 --> 00:46:22.809
you would put that. What about when you're snacking,
00:46:22.909 --> 00:46:25.369
something sweet or something salty? I usually
00:46:25.369 --> 00:46:28.690
am going to go sweet. I like a lot of sweet treats.
00:46:29.630 --> 00:46:31.329
And how about in a plane, the window seat or
00:46:31.329 --> 00:46:34.690
the aisle? I think I would go aisle. I just need
00:46:34.690 --> 00:46:36.289
to walk around. I don't like to feel trapped
00:46:36.289 --> 00:46:38.170
anywhere. I want to be able to like get up and
00:46:38.170 --> 00:46:41.289
walk around and move a little bit. And last one
00:46:41.289 --> 00:46:44.590
here. Are you the first to leave a party or the
00:46:44.590 --> 00:46:47.409
last one to be kicked out at the end? That's
00:46:47.409 --> 00:46:49.670
tricky. I think I'm going to cheat a little bit
00:46:49.670 --> 00:46:51.610
and do a little bit of both because if it's a
00:46:51.610 --> 00:46:54.809
big party, I think I'm going to leave. I'm going
00:46:54.809 --> 00:46:56.530
to be the first to leave because it's a little
00:46:56.530 --> 00:46:58.849
overwhelming. But if it's like a smaller group
00:46:58.849 --> 00:47:00.309
of friends, I'm going to be the last to leave
00:47:00.309 --> 00:47:02.789
because I love hanging out with folks. Well,
00:47:02.809 --> 00:47:05.610
perfect. Zerreen, thank you so much. We've really
00:47:05.610 --> 00:47:07.590
enjoyed our conversation that we had with you
00:47:07.590 --> 00:47:10.150
here. Before we do let you go, we want to give
00:47:10.150 --> 00:47:14.329
you a chance to shout out any different events
00:47:14.329 --> 00:47:17.449
that you might have coming up or any links that
00:47:17.449 --> 00:47:20.070
you would like us to add into the show description
00:47:20.070 --> 00:47:24.289
that you would like to plug or just contact information
00:47:24.289 --> 00:47:26.969
and sharing socials. Whatever you'd like to give
00:47:26.969 --> 00:47:29.489
us, we'll make sure to add into the description
00:47:29.489 --> 00:47:31.610
at the end. Well, thank you so much, Jeremy and
00:47:31.610 --> 00:47:33.250
David. It's been such a pleasure speaking with
00:47:33.250 --> 00:47:35.110
both of you. It's so fun to talk about these
00:47:35.110 --> 00:47:38.750
issues. Yeah, in terms of Padlet things, padlet
00:47:38.750 --> 00:47:40.909
.com, you can create a free account there and
00:47:40.909 --> 00:47:42.849
give it a try and make that question of the day
00:47:42.849 --> 00:47:45.789
and jump in. We also have a lot of learning resources
00:47:45.789 --> 00:47:49.309
at padlet .tv. So if you want to check out webinars
00:47:49.309 --> 00:47:51.710
and PDs and just learn a little bit more, you
00:47:51.710 --> 00:47:54.070
can go there. And then if you have any question
00:47:54.070 --> 00:47:56.010
or if you have a success, a great thing you're
00:47:56.010 --> 00:47:58.750
doing with Padlet, you can email us at hello
00:47:58.750 --> 00:48:01.539
at padlet .com. and we'd love to hear from you.
00:48:02.460 --> 00:48:05.460
Well, perfect. Thank you so much. Wonderful having
00:48:05.460 --> 00:48:11.199
you on our show. Thanks so much. Thanks for listening
00:48:11.199 --> 00:48:13.780
to Integrate This. Want to take your learning
00:48:13.780 --> 00:48:16.219
further? Head over to our YouTube channel for
00:48:16.219 --> 00:48:19.619
quick tutorials, deep dives, and more ed tech
00:48:19.619 --> 00:48:22.739
tips you can use right away. Don't forget to
00:48:22.739 --> 00:48:25.780
subscribe and catch new podcast episodes every
00:48:25.780 --> 00:48:29.349
Thursday on Apple. Spotify or wherever you get
00:48:29.349 --> 00:48:32.949
your podcasts. Until next time, keep exploring,
00:48:33.590 --> 00:48:36.210
keep innovating and keep integrating this.