How can technology be used to improve an instructor's reflective practice?
Identify professional and classroom uses of the Swivl™ robot.
Discuss the bot’s role in the reflective teaching process.
Generate ways to incorporate the bot into an upcoming lesson or activity.
Presentation Slides (attached)
ABC Graffiti handout (attached; one per participant)
Swivl™ robot kit
Computer or device with internet access
Introduce the topic and title of this PD using the attached Presentation Slides. Display slide 3 and review the essential question: How can technology be used to improve an instructor’s reflective practice?
Go to slide 4. Use the Fist to Five strategy to have participants rate their familiarity with Swivl™ bots on a scale of 1–5. Ask participants to hold up the requisite number of fingers to display their answers as follows:
1 = No knowledge
2 = Little knowledge
3 = Some knowledge
4 = Knowledge plus experience
5 = Could teach others how to use them
To show a Swivl bot in use in a classroom, go to slide 5 and play the “Swivl in Use” video.
After watching the video, display slides 6–7. Ask participants to go to separate stations and work in small groups to complete the following tasks in order:
Task 1A: Log in to your Swivl account. If you don't already have an account, create a new one at Swivl. Navigate to swivl.com and select "Sign Up."
Task 1B: If your device is not preloaded with the Swivl app, download the app to your device.
Task 2: Practice setting up your device with the Swivl.
Task 3: Practice recording and uploading video to your Swivl cloud account.
Task 4: Practice accessing your recordings.
Once participants have had plenty of time to explore and complete the tasks, display slide 8 to provide an overview of the Swivl bot.
Show slide 9 to define terms associated with Swivl or with technology in general.
Display slide 10 and pass out the attached ABC Graffiti handout to each participant. Ask participants to use a hybrid ABC Graffiti/Chain Notes strategy to brainstorm ways Swivl can be used in the classroom.
Give participants 30 seconds to jot down their responses on the handout. Then, have them pass the sheet to the person on their right. Give the recipient an additional 30 seconds to add to their colleague's response. Repeat this process as time allows.
Display slide 11. Invite participants to read the lists and discuss some of the different uses for Swivl bots in both professional and classroom settings. Highlight selected ideas from participants’ contributions, such as:
Personal and professional reflection
Remote observation of the classroom
Capturing video of a lab or lesson and sharing with another teacher
Conducting long-distance teacher evaluations
Display slide 12. Have participants use the How Am I Feeling? What Am I Thinking? strategy to provide some insight into their perceptions about Swivl bots.
Ask participants to divide a sticky note in half with a line (vertical, horizontal, or diagonal). On one half, have them draw an image of how they are feeling about Swivl bots. On the other half, have them write a sentence that reflects what they think about Swivl bots.
Have participants place their sticky notes on a wall or a whiteboard. Invite participants to read their own notes, or read them aloud as a heuristic for a discussion of this technology. This exercise also presents an opportunity to address individual concerns and questions.
Go to slide 13 to provide participants with social media links to connect further with the K20 Center.
Invite participants to use Swivl bots to teach a lesson or to record a learning experience over the next week or so. Ask them to reflect on their teaching practices after they have viewed one or more videos of their lessons.
Video surveys expand teachers’ abilities “to analyze complex human interactions such as those found in the classroom” (Stigler, Gallimore, & Hiebert, 2000, 90). Video observation provides insights into teacher effectiveness and growth (Desimone, 2009, 191). Teacher growth has been shown to occur when robotic videographers, such as Swivl bots, have been used in conjunction with reflective practices (Franklin, O’Neill Mitchell, Walters et al., 2017, 188). Swivl bots have been shown to help provide an authentic lens to assess and develop real-life practicum experiences (McCoy, Lynam, & Kelly, 2018, 8).
Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://journals.sagepub.com/doi/10.3102/0013189X08331140
Franklin, R.K., O’Neill Mitchell, J., Walters, K.S., Livingston, B., Lineberger, M.B., Putman, C., … Karges-Bone, L. (2017). Using Swivl robotic technology in teacher education preparation: A pilot study. TechTrends, 62(2), 184–189. https://link.springer.com/article/10.1007/s11528-017-0246-5.
Great Hearts Academies. (2017, February 7). Swivl in Use [Video]. YouTube. https://www.youtube.com/watch?v=QwebkHu8B3U
K20 Center. (n.d.). ABC Graffiti. Strategies. https://learn.k20center.ou.edu/strategy/b30762a7557ba0b391f207f4c600badd
K20 Center. (n.d.). Chain Notes. Strategies. https://learn.k20center.ou.edu/strategy/35a5bccee1c44ebf071d3692000084a0
K20 Center. (n.d.). Fist to Five. Strategies. https://learn.k20center.ou.edu/strategy/68
K20 Center. (n.d.). How Am I Feeling? What Am I Thinking? Strategies. https://learn.k20center.ou.edu/strategy/fc74060730ea745c8c4f356aa200edfb
McCoy, S., Lynam, A., & Kelly, M. (2018). A case for using Swivl for digital observation in an online or blended learning environment. International Journal on Innovations in Online Education, 2(2). http://onlineinnovationsjournal.com/download/257b3bad622549a6.pdf DOI:10.1615/intjinnovonlineedu.2018028647
Stigler, J.W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35:2, 87-100, https://www.tandfonline.com/doi/abs/10.1207/S15326985EP3502_3