Struggling with Digital Submissions...actually getting them I mean

This year has been a wonderful year of learning.  I have gone from a teacher afraid of Google Drive to a teacher who uses it a lot for sharing and storing information.  I have gone from being an Apple newbie to feeling naked without my iPad.  I have gone from a teacher who didn't even know Explain Everything (EE) existed to a teacher who appreciates the powerful impact it has on the learning experience for the students.  Throughout it all, however, there is a constant, underlying struggle or barrier to feeling completely successful in this technology inquiry.

Students are using the minis to generate EE projects but, the process more often then not, seems to stop short there.  During the creation, I witness first hand the learning.  When we share our efforts using the Reflector program  I am always impressed.  But, I am seeking greater success in being able to receive digital submissions for evaluation and feedback.  

The students all have their own "Hand In" folders.  The intent is for students to place their files into this folder when they were handing something in.  It makes sense, but it doesn't happen.  Students are indicating it has been "Handed In" so what could be happening?

Possibility #1 (Which I previously blogged about)

When saved into google drive, students haven't ensured they are logged on to their own account.  The file is saved but into a place they cannot regularly access.  Are they still forgetting to do this?

Possibility #2

If there isn't a file already in the "Hand In" folder, when using a mini it is not possible to save into that folder.  Students thought they were saving into the appropriate folder but ultimately they were not saving at all.  I could have solved this problem by booking into the computer lab and having students save something, anything, into the folder but I just created a google doc and saved it where necessary. This really isn't a problem anymore.

Possibility #3

The EE project is there, I just don't recognize it because of the way it was named.  Solution: be very specific about the name students need to use when saving their files and having them also include the names of all students who shared in it's creation.  Looking at the"Last Modified" date can also be helpful.

So why, when students are instructed to hand in their files, when I check, they are not there?  What am I missing? What do I need to do differently?

I think part of the issue is that when a student hands in a project I am not able to check right away for submission.  There is a delay before it "shows up" in the folder.  With hard copy submission, it is physically in my hand or it isn't; I can easily know, as we all do, before the student leaves, whether or not I have their work.

The struggle continues.  I do and will continue to battle on because on the occasions that I am able to evaluate and offer feedback it is awesome!  I dictate my feedback directly onto the EE project and share it back with the students. Cool!!! (If only I could do this in my comfy chair at home instead of requiring the high speed internet available at school.)

Suggestions welcome!!!!

Math, problem solving, math continuum, self and peer assessment, goal setting, success criteria, feedback

In math we have been focusing on a problem solving “Success Criteria” and are now initiating a math continuum to with 6 phases so students can identify their progress and establish next steps.  I used an Ipad and took pictures of the 6 phases. I then mirrored the 6 phases (Ipad) onto the Smart Board and we started by talking about the phases and the differences between each.  It was great!  Next I asked for volunteers. We took a picture of student work, handed out the Ipads and had the work Airplayed to all Ipads (10).  Students were able to see the student work within a couple of minutes and students were able to determine the appropriate phase on the continuum and the student was able to identify his next steps.  We went back to the pictures of the continuum on the Smart Board several times and made modifications to the language of the indicators for each phase.  The plan is to continue to look at least one piece of student work each day, develop a class understanding of the continuum, focus on the wording of the indicators and make changes so that we all have clear understanding of what is required.  Very powerful way to engage students and promote self and peer assessment in math.  Using the Ipads (Mirroring, airplay, digital pictures) fostered engagement and significantly improved student understanding of math concepts and the steps required to solve problems.  What a fantastic way to move students forward in math.