Rookie Agents: Canvas and Elementary School- Jim Jeffer, Tyler McKell & Matt Greco


Matt Greco: Thank you again. My name is Matt Greco. I’m an Instructional Technology Facilitator
from Vancouver, Washington. Throughout the presentation today, I’ll
be telling the story of our deployment of Canvas. We’re also a one-to-one iPad school district
in Vancouver. I’ll go over all those things, but always
feel free to do this. I’m okay with the stops in-between my presentations,
when I’m talking. There’s a mic. You can always just yell, too, if you have
a question, if something I say sounds confusing or anything. Feel free to stop me as we go. Vancouver — a fairly large district. We have 24,000 students, 3,031 employees,
21 elementary schools, six middle schools, five high schools, and then we have a virtual
arts and academics school, and an I-tech preparatory school. We have 50 percent free and reduced lunch,
and like most school districts, we go up and down throughout that school year. Sometimes it gets up to…I’m not really
sure how they get those numbers, but I’ve heard it’s 60 sometimes, and then it drops
down between that low-50 and high-50 number. We passed a tech levy five years ago. This coming year is the last year of our tech
levy. We asked the community for $25 million dollars
to put an iPad with every third-through-12th-grade student and teacher in our district. Next year is our final year of that, where
the third-graders and fourth-graders will have them, besides in our pilot programs. Then there’s actually one more year involved,
and then we figure out what we do next. Where do we go next? I’ll kind of talk about that with Canvas,
and a little bit with the iPads, and how we do those things. Here’s a quick…nope….we also learned
that if you have a PowerPoint presentation, and you switch it to an iMac, it doesn’t
play the video anymore. [muffled/inaudible crosstalk][02:06] Okay. Okay. [silence][muffled/inaudible crosstalk][02:09-02:24]
There’s nothing else on this other slide. We only have two videos throughout the day,
so it’s okay. [silence][muffled/inaudible crosstalk][02:28-02:35] Child: Students in Mr. Lee’s fifth-grade
class are a part of the iPad one-to-one pilot program. We recently received a classroom set of iPads,
and have been learning a lot with them. Let’s check in with some of my classmates. Child 2: [music continues] Cahoot is a game
show we played where we had to take a quiz about the books we read. Inaudible [03:33-03:48] Child 3: [music continues] We use Canvas for
quick checks on our math, book reports on literacy, and we can all do it digitally and
quickly Child 4: [music continues] I’m using [phonetic][04:10]
Denmika Diaries, and I’m making a comic about it, and these are going to be our book
reports. Child 5: [music continues] It’s really fun,
because we get to do it on our new iPads. Child 6: [music continues] We’re making
book reports with our new iPads, with an app called Strip Designer. It’s a lot of fun because we can draw, and
we can have pictures for backgrounds. Matt: That was fifth grade, and that was our
most [anomalous background audio][05:02] exceptional teacher, and I’ll reference him a couple
more times throughout this presentation. Oops. The fatal mistake of YouTube. [technical problems][05:12-05:26] Matt: It was nice. With those students, they were fifth-graders
then, and this year they did their sixth-grade year. I didn’t know any of those kids, and this
year I worked with all those students, and so the multiple times I’ve watched this
over the last couple of months, I know the majority of those kids at the two middle schools
I also work at, and just the behaviors — how they grew from elementary to the middle school,
and how they develop — that girl didn’t [inaudible][05:49] smile. I’ll call her ferocious on how she attacks
education, especially with Canvas. I’m an Instructional Technology Facilitator,
but she calls me the Tech Guy. No matter how many times I tell her I’m
a classroom teacher, and I’ve taught forever, especially the class that I was in with her,
“No, you’re the Tech Guy. You work on my iPad. You tell me how to use Canvas.” That’s all I am to her, but most of it’s
a little back and forth. We get there. It’s great to see those kids. That was good, because it talked about everything
that’s happening. We are a Canvas district. We’re introducing it into all the levels. We’re also on iPads, so how do those two
mix? How do you make that engagement with those
students throughout all this? Hopefully I’ll cover all those pieces, but
again, always feel free. Our first year with iPads and Canvas, especially
with Canvas, we just started with middle and high schools. Middle schools had already had iPads for a
year, and then the following year, the high schools received their iPads and Canvas at
the same time. Great numbers in the high school with Canvas,
because they got the two devices at the same time — “We’ll start on both.” Canvas was a little harder in the middle school,
because they already had their set ways, and they didn’t want to switch back as we got
them on-board slowly. 13,000 iPads in those six middle schools and
four high schools. They were good. I went to every one of those 10 sites, and
trained every staff on Canvas. There were some elementary teachers mixed
in. This is a little stretch break of one of the
middle schools doing — this is elementary, so you guys are very well-versed in [phonetic][07:27]
GoNoodle. That was [phonetic][07:31] Maximo, because
everyone needs Maximo in their life. From these trainings, and from the introduction,
we always came down to these three groups: the teachers who will, who make me look awesome,
no matter what I do — I’m sure that’s everyone in this room. They just do it. The projects, everything’s amazing. The teachers who won’t, for whatever reason. They just don’t want to yet, their paper
planner works well…I met a high school teacher. Next year will be her 49th year teaching. She has no intention of retiring. Amazing. Kids love her. French teacher. Her immaculate planner is perfect. I’m like, “I really don’t want to mess
with that. I’m supposed to be pushing this stuff, but
I’m engaged in her class, she’s doing everything great.” So, there’s those teachers too. There’s also those teachers who think, “This
won’t last. Just another initiative in our district. Why bother?” This is the group I’ve seen the most change
with. They realized after the first year, it was
year two, and “Oh, it’s still here. Well, it’s year two. We’ll see what happens next year.” Then it was year three for those middle school
teachers, and now they’re on-board. They’re ready to go to our trainings this
coming August, and I’ll get into those, and what those entail for our elementary and
others, who still have that money available to them. We’re all familiar with Padlet. This is a year into our Canvas deployment. We began our pilot programs with our fifth-grade
teachers. We chose four schools. Eight classrooms. They were told, “What you see is what you
get. We’ll work with you, we’ll meet with you.” We met. We had monthly meetings. We met with those teachers, and they kind
of played. In that first month, they got their iPad,
they had Canvas. Two teachers — the one in the video you
saw, that was from that fifth-grade teacher. He made that. He makes weekly videos, or monthly videos
with his kids, over and over again, which is great for me because they’re all YouTube
certified. Their faces can be everywhere, so it’s nice
for me to use those videos. They work together. They question. We met, we had boards like this all the time
for them to ask questions, because this was the group that was going to lead our way to
the rest of the elementary schools in our district. Their problems, no matter how small or big,
no matter what they did, they were the ones that were going to help us out. That was flying by. We only offered Canvas as our LMS for elementary,
in the first year of that pilot program. Next year, it’s their only LMS option for
a full LMS. I’ll tell you about some other options,
later on, that the lower grades are potentially using, but it’s Canvas, and how do you make
Canvas appealing to all those teachers? They see it — “Oh, my son uses that in
college. My third-grader can’t use that.” So, how do we get past that dilemma? How do we get those teachers on-board? The students are easy. It’s the teachers we need to get on-board
with everything. Teacher as designer. We gave the teachers as much freedom as they
needed to design the course. We provided templates. We had graphics set up for them in those pilot
programs. This is Mr. Lee’s class, who you saw in
that video. He quickly changed all the graphics. Went through everything. Every quiz on Reading Wonders, another elementary
program. He put every assessment quiz in commons, and
did everything for he and his partner teacher from that one site. They were busy going through everything, and
his kids just did it, because he did. They’ve always been on the computers, using
video editing, and this was just the next progression for that class. The other pilot programs, it was a slower
progression. It was us coming to their classroom. “Okay, I want this assignment. Let’s walk through those steps.” “Okay.” It was a pilot, and we were okay. Slow start, slow beginning, but it was at
those meetings, when we got together, and it was like the breakthrough moment. Someone was asking, “How are you testing? How are you quizzing?” We knew the questions, as the ITF team — Instructional
Technology Facilitator. ITF. We knew the answers, but we wanted them to. He goes, “Oh, I just put everything in Commons.” The teacher nods and looks over at Jeff Lee. “What do you mean? What’s Commons?” He stands up, walks over to my computer. He didn’t really push me away. He took me over to one side, takes over my
computer, and starts walking through Commons. You kind of saw this look on those teachers,
of…my wife calls it my “TV face.” Stared, just jaw dropped, kind of staring,
kind of looking…”You mean everything that we use is already there? I don’t have to do it?” So that’s where it kind of came into play,
is that they didn’t have to do it all the time. They had these resources. People did it. That was also when I realized my failure with
the middle and high schools, and our curriculum team, together. We didn’t put the old stuff in Canvas. We put all that new curriculum that was coming
out. We didn’t put the trusted — their trusted
— old material in the Commons for them, that they were going to use no matter what. I know in my classroom, it was, “Give me
this. Give me this. Great, but I’m still going to use most of
this, anyways, and develop that, and put the two together.” We left out, for the middle and high schools,
the old, good stuff, and this teacher — amazing — put everything in there already, because
that’s just how he wanted it. He knew next week he had a quiz, and he wanted
his kids ready. He put 50 quizzes in in the first month, ready
for the entire rest of the year of that unit. That was just Math. He was moving on to Social Studies the next
week, implementing everything into the Commons. That was the big “aha” moment that they
had on what was happening, and what was working. So, in the pilot, those teachers started talking,
and what do teachers do when they go back to the building? They share the wealth with the other teachers. In that school, with Jeff Lee, he had two
teachers — him and his partner — but there were also two other teachers who didn’t
have iPads. They weren’t going to get them until this
coming last year, and so they were waiting. They saw what was happening. They’d send me an email every once in a
while. “When do we get our iPads? I want to do that now. Our kids want to see that now. They want to begin. They want to start” — and in those POC
groups, that following year. School began, and conversations of those early
August meetings with teachers began to change a little bit. They now had iPads. They now had Canvas. How were they going to take what they did
and put those two things together, with the old and the new? At every middle and elementary school, we
have an ITF. They started out with three of them, in the
early stages of our pilot, and we’re up to 17 ITF’s in our district now, which is
a great support. I think I was supposed to be done doing this
job last year, but with the demand and the principals, they’re not going anywhere. We need them now. We need them in our district. We need them helping. I always thought year one would be hard, and
I thought year two would be challenging. Year three and year four, when the teachers
get very creative, that’s when people like me get very busy. “I need this. How do we make this realm of Canvas encompass
everything in my classroom?” That was a fun part, going to these meetings
with these teachers. Having the beginning of success in the elementary
schools with those pilot teachers, in those meetings with everyone else, and then someone
like me in the background watching, answering questions, not taking over — just helping. You never want me to take over, or someone
like me, because it’s not mine. I want to help. I want to support. I would love to do it all, but it has to be
those teachers and that buy-in. I answered the question when I got this job,
“How do you work with those teachers who just don’t want to do it?” I’ve found over the years that the best
way is the teacher next door. Get that person on-board, because you know
that person has the ear, and they’ll push everything on that person, because they have
the same students, the same grade, and they’re just going to push it on to them anyways. I go to lots of classrooms, and I sit in the
classroom, and I ask the students the question I…I’m reluctant to use the word “hate”,
but hate when my principal would ask my students. “How do you know what to do?” In Vancouver, you always have to have the
learning target on the board. Not just in Canvas, but it had to be on the
wall, too. So, “How do you know what to do?” I asked a kid this question, and he goes,
“Oh, do you know about this thing called Canvas? We use it. We talk about it in class all the time.” “Oh, okay.” So, he’s telling me more about the assignment. I want to get back to the word — he used
the word “easy” in that. “Canvas is a really easy thing.” “What do you mean by ‘easy’?” He goes, “Oh, Canvas is really easy, but
I like it most when the teacher puts pictures in.” So, with permission — I always make sure
I have permission — I went and masqueraded in a few fifth-grade teachers’ classes. Here’s one of the classes the teacher was
working with. He put pictures on everything, no matter what
it was. He’d build a whole module out, but he’d
then create a page on top of that. This is on the iPad. Everything was pictures. He had his directions, rubric, responsibilities,
non-government examples and outlines. So, this student — Canvas was easy for him. It was easy for most of the kids. I remember taking the teachers through the
nine or eight steps on how to turn in an assignment from GoodNotes or Word pages to Canvas. I’d go, “That was nine steps. It’ll take your students three seconds,
maybe, after their third try. It’s always easy for them.” This student said, “Canvas is easy, but
I like it better with pictures.” I’m like, “Oh?” So, I went through, and everything I saw in
elementary, I started stealing, and taking it up to higher levels. They liked those things too. They want them to look neat. It looks great. As soon as the module comes down, you have
that. So, his teacher was obtaining the next levels
of integration using pictures. Even though it took a little bit of time,
it made it a lot easier for that student, and the rest of his students. This was the first time our elementary students
had direct access, at home, to their teachers through Canvas. They were also given an email account, but
we didn’t publicize their email, even though that app with the mail was there. We focused on Canvas. That way, we had connections, student-to-student,
turned off. It was just student-to-teacher turned on. That’s all they could email back and forth. With communication, the emails and the notifications,
it’s the first time parents were able to see, in our elementary schools, what was happening. We have Skyward Grades — our SIS grade system
— but it’s always after the fact, and parents always want to know what’s happening,
not what happened. So, this was the first thing that was allowing
them to see what was going on in the classroom. I’ve had LASIC three times in the last year,
and there’s a nurse there. Her student was in that Mr. Lee’s class. We were talking one day about communication. “Oh, you’ll love it.” “I don’t know about this iPad. I don’t know about this Canvas thing you’re
talking about.” This last April, I’m in there for my final
one. The doctors want to make it perfect. It wasn’t anything bad. He just wanted to make it just right. The nurse comes running in. “Matt! I’m so glad you’re here!” “Oh…I’m scheduled to be here.” “The Canvas thing you were talking about
— it’s great. I know everything my daughter’s doing. Sometimes I pretend to be her, and I email
the teacher.” Woah. I’m like, “Please don’t do that anymore. Go from the other email,” but it was allowing
that mom to see what was going on in the classroom. This was outside of the school setting, a
parent’s coming up to me — she’d seen the parent presentation I did for Canvas and
for iPads — and she just wanted to make sure what was happening, and that this was
working for her child. Now her child couldn’t hid anything anymore. Even when she, on the to-do list, hit those
X’s and crossed them out, she knew how to go back and see what was really going on. I was really impressed that she knew the student
could do that, and then go back. The other part of the discussion on the communication
with students was the discussions teachers were having in classrooms — with permission,
I was going to teachers’ classrooms — on what they were doing for their discussions
in Canvas. I saw this question. It’s kind of at the bottom there, if you
can see. “How will you change the world today?” I emailed that teacher the next day and said,
“May I please come in your classroom and just hang out for the day? I want to see what’s going on in here.” The students — this happened in the class,
in their subject — were having great discussions within Canvas, and next to each other, about
what they wanted, and what they were doing. The teacher said, “We used to do it as a
seminar, and a lot of the kids wouldn’t talk. They’d feel intimidated.” This was the first time the teacher saw that
kids at all levels in her classroom, high and low, were communicating. Even if some kids were sending…they’re
pretty good. They found creative memes to put in there
that answered that question of what they want to do, but they’re putting those in there
for that communication, and the energy of the room — with Cahoot, the energy’s always
going forward. With QuizIs, the energy’s here, around the
room. It was like that QuizIs energy that was happening
with that conversation. It was personal, but it was a safe room. It was spring, so the kids were very comfortable
with each other already. That environment had been developed in the
classroom, so they were able to share, and as an outsider looking in and just reading
those comments, it was great to see. I won’t say anything sad up here. Just going through what they want to change
in the world…that school, free and reduced lunch is about 60 to 70 percent in there,
and so those kids wanted to do a lot, and that teacher was opening that door for them,
for that communication. Then it actually led to another project they
were about to begin. That was the first time we saw that, with
that communication. If looks could kill…we had lots of templates
and pages set up for them in Canvas, but most of them, like all good teachers, change it,
ignore it, delete it — whatever they want — and start making it their own. They were doing the design, and it was looking
great. Then, one downside was getting past the PDF’s. How do you get past the PDF piece? The students were great. They knew how to use everything, but all they
were doing was consuming information from this teacher. That was kind of the curriculum they were
using in this one section. A lot in Math, but Social Studies — lots
of sheets coming out from a couple teachers’ classrooms. So, how do you get past that PDF? Commons was great. Everything was coming down, and they were
sharing that, but how do you get past that? That was that great part about the iPad, with
having the interactions with all the apps we have on their, built-in. I told the Badger people I was going to tell
them great things today. Here’s a course — I have an ITF at another
elementary school. She goes, “Matt, I really want to do something. I heard you talk about badges. Can you work with me to develop badges for
me?” She created a gamification kind of unit. Those are all separate badges in Canvas. Each one’s just one assignment, and they
each have their own badge, but it was using multiple apps on the iPad. They’d submit that into Canvas. I became a student, because I wanted to do
it, too. So, that’s mine up, too. I began doing the assignments that she had
done from iMovie, Book Reports, Green Screen, interacting with everything they’d been
learning, but then doing it with their assignments. These teachers were beginning to say, “Trust
the kids. Here’s my rubric. Here’s what I want. How do you give them that information?” Canvas was housing all of this for us, and
the kids were using the iPad and all those creation apps to get that content to the teacher. Then the teacher goes, “This is what I’m
doing now. I’m going through these projects. Every one’s different. I’m not reading the same paper over and
over again. The presentations aren’t — like me — 30
PowerPoints going over and over again. It’s entertaining. The kids are entertained. There’s so much going on.” This happened, and we had to bring it to an
end, because it’s springtime. What happens in spring? Testing. The whole school kind of just shuts down,
but the buzz is there for that fifth-grade teacher that was doing this. Then, the third-grade teachers heard about
it, and the fourth-grade teachers, and they now know this is happening. With that student — [muffled/inaudible crosstalk][24:32]
yeah. Go ahead. Woman: [muffled/inaudible Matt: I can repeat it when you say it. Woman: I’m a pretty loud talker. Matt: Yeah? Woman: On the badges, is that something that
you’d have checked off…so, is that in Canvas? Matt: Yes. It’s in Canvas. I should have taken a screenshot of the left-side
column of the screen, and the navigation toolbar. It says “badges.” When you click on “badges” — “Badger
badges”, in this case — you have multiple options. You have “leaderboard” — I think that’s
what the top one’s for — the leaderboard, and then just overall what badges they’ve
earned on there. Working with that ITF, and then the teacher
that she worked with, she designed all those badges in their system, just by going through
pictures and adding — it has to be a PNG file, I think — to those, and making it
unique to that environment of that school. Those are also the backgrounds — the school
colors. She went through and changed all those for
them. It began with “Spring Break challenge”
for them, to get them doing work over Spring Break. That’s how we implemented this one. We had some prizes for them. It was us, so it wasn’t the teacher giving
them candy or something like that. You know, candy and elementary kids go hand-in-hand
sometimes. I like rewards for them. It worked, and did great things. Along with that came pages built for choice. One of our ITF’s had the idea. We always taught lessons on how to use this
app for multiple situations, but then we started taking our “hour of creation” to those
classrooms. We’d take over an hour, we’d bring over
four or five ITF’s, and do four or five apps. We’d take over that teacher’s classroom
for about an hour, and show the kids how to do all those pieces. Then they’d go through them, play with them,
and we’d talk about how you’d use those in each subject area – Math, Science, History. Then we showed them in Canvas, in our toolkit
course, how to find those resources again for them, if they wanted to go back. If a teacher suggests a project, we taught
them how to advocate for themselves, saying, if the teacher says they want this, how can
you maybe suggest that to a teacher to say, “I would love to do iMotion for this assignment. Can I do that for this book report, instead
of a paper?” So, they started doing those things. They had the resources built-in for them. There’s one of our sessions, and one of
our ITF’s. Sorry for the blurred-out faces, but I didn’t
have their permission. I think she was doing Green Screen. So, we’d go meet, and then they’d go back,
and the kids were super excited. The best part of this, especially in this
situation — those two classrooms that are left, the kids are all getting iPads this
August. So, they’re like, “When do we get those? When can we start?” — that buy-in. Then you have other teachers poking their
heads out, and then the word-of-mouth. They’re very excited with those. Halfway through the year, again, we have our
third- and fourth-grade pilot teachers. This time we listened to those fifth-grade
teachers, in our meetings, on what they wanted and what they were doing. They wanted five courses for their one class,
not just one. So, every elementary teacher has five courses. One is their homeroom — and they don’t
have to use them all. Some did. Some only used the one that we’ve titled
“homeroom”, and everything is housed in there, but some teachers, not being used to
a traditional grade book, love the fact that Canvas had that form, so they had this data
in Canvas, and then they could write their…my son’s just finished kindergarten, and I
remember his lengthy three or four paragraphs of writing about him. You take all that data and those analytics,
and then fill out those papers — those elementary report cards. That worked so well for them. So, we developed those five courses. This is what it looked like last year. It’s changing already. Some used it, some didn’t. Some changed it right away. Some automatically went to “assignments”. Some went to “modules” as their homepage
and ignored everything we gave them. We wanted them to do that. The best part about this is once the pilot’s
— throughout the year, our PD. Teachers love students. Teachers don’t love [phonetic][28:50] TOSA’s. They work with TOSA’s. They work with us. They like us in the business world, in the
classrooms, but if the student is saying something, they will listen. We invite all of our upcoming teachers with
Canvas and iPads to come to after-school PD’s, where the students lead everything. That is really — what’s that? [muffled/inaudible crosstalk][29:10] “Teacher
on Special Assignment.” Someone who left the classroom and came out. They go around from classroom to classroom. Usually we have about six classrooms. In this situation, we had two third-grade,
a fourth-grade and two fifth-grade classrooms saying what they did, and what they liked. The teachers went around, asked questions,
and there’s always teachers — you know they want to ask that one question. They want the kids to say, “I don’t really
like technology,” and this girl responds to this teacher. This is one I didn’t record. She said, “I always could use paper and
pencil in my classroom. I just submit it through Canvas. I get a [phonetic][29:52] draw, my teacher
lets me do it. If it’s an art project or an animation thing,
I always ask, “Could I just draw, and then send it in digitally through Canvas?” The teacher has never yet to say “no”
to her, because he knows how important this is, while he’s still controlling his classroom,
where it’s digital, on his end. She gets her artwork back right away, so that
part was one of the best things about the iPad in the classroom — making that connection. The student’s mom does like her having a
lot of screen time, so she does everything — but if it’s just submissions, it doesn’t
take long at all for her. [muffled/inaudible crosstalk][30:20] We have
10 minutes. There’s a video here, of two students answering
our questions of what they like. It’s always fun when you ask a student,
“What are you doing?” “Oh, this is Canvas. This is what’s going on. It’s great, because our teacher puts all
the work right here for us, and we find it,” and they go step-by-step through it. Those answers the kids gave us — you’d
think we gave them a script of what to say, on my job, to promote those situations. They’re so good. They stay after school. They want to tell everybody about what they’re
doing. They already told their parents. They want to talk to every other teacher,
so they know. “Hey, all the other teachers are coming
today. Who wants to say?” The whole class raises their hand. It’s pretty much just who brings the permission
slips back to stay after school that day. Also, those after-school programs increase
our PD. Our August trainings for Canvas have already
risen — the numbers. I was looking it through before I came here
this week. They’re taking the information they saw,
and want to learn. With our normal trainings, we talk for 10
minutes — not the 45 now. We talk for 10 minutes, and we have breakout
sessions every 20 minutes. That corner is assignments. That corner is discussions. The teachers rotate based on their need in
their classroom, and what they want to learn for those times. Then we’ve taken that to the district, and
then we go to the buildings and do the same things. The best idea was from one of our ITF’s
at an elementary school really close to my house. The students’ PD — they had students present
to the students. The upcoming kids. This, by far, was amazing. They were teaching apps. They were teaching Canvas. The kids were so excited, not just because
they were getting an iPad next year, but because they want to do all those things that those
kids were doing, and the same way they were doing it. Two teachers walked over to me, because they
saw me kind of giggling. They weren’t squirming, but they knew they
had to learn what was happening, and they had until September. Actually, we started earlier this year — August. They had to learn right away, at least the
minimum amount, so they could get started right away. Because of those kids pushing those other
kids, they knew that they had to do it, no matter what, because those kids are expecting
it, and the parents are expecting it. So, it’s that good pressure. It’s not from us. It’s from the kids. It’s hard to say no to those kids that just
say, “Please, please, please let us do this.” The future of our district — where are we
going? One of the great things our head of Canvas
for our district did was our toolkit there on the far left. Those are all our single sign-ons. The kids just go through Canvas, click on
that icon, and it automatically takes them to Smart Montage, ThinkCirca,
iCurio, whichever password they have, and Canvas takes care of the login for them. There are sometimes when a kid forgets a password,
but when it’s here, it’s amazing — unless they forget their Canvas password, which does
happen early on. It’s one click in, one click out, and they’re
in the program that the teacher needs them in for testing, or whatever it is they’re
working on. The middle column is all the pages we’ve
already established for this year’s courses, that they have options for to use. They can go through those, use those, or just
ignore them. I know one just says, “Hello, welcome to
my class,” with some nice graphics on it. That’s all they want. The nice part with the iPad is, it’s a lot
more user-friendly with the Canvas app, and how it looks. [muffled/inaudible crosstalk][33:42] We do
not. Woman 2: [muffled] You do not? Okay. Matt: I’m crossing my fingers. It’s because of our MDM management system. It’s not quite there yet. We’re not quite ready, [crosstalk][34:02]
because our accounts last year with Apple accounts, but they were fake ones by us. Woman 2: Okay. Matt: Next year, I think they’re coming
on-board with those Apple accounts, so that we can use Apple Classrooms in some capacity,
[crosstalk][34:11] as far as what’s happening on every kid’s iPad. Woman 2: Or to manage… Matt: I know once that happens, we’ll get
if not 100 percent buy-in from every teacher — because that’s usually the one cause. “How do I know what they’re doing?” You can’t always just tell a teacher to
walk around. Even though you want to, you can’t always
just tell a teacher, you know, “You need to manage your classroom a little bit better.” Woman 2: Okay. I guess my question was going to be with Apple
Classroom. You’re able to lock them into one app? Matt: Yes. Woman 2: I was just curious if anybody else
is using Apple Classroom. If you lock them into Canvas, can they go
out to another app? Man: [muffled/inaudible][34:45] I think that’s
the difference between if you embed stuff through Google Drive, or some things that
could just be separate apps, that helps. So, if you lock them in Canvas, they can still
upload stuff from Drive, or any of the third-party apps that have their own integration with
Canvas, all of that works, because it’s kind of just in the framework of the Canvas
app. [muffled/inaudible crosstalk][35:13] Matt: Yeah. With our Creation Station apps there, that’s
where my department’s really going with Canvas and iPads — making it more personalized
for the teachers and the students, and how we keep allowing them to create and create
and create what they want in their classrooms, and for their own education. It’s nice, especially with the meeting that
will happen this afternoon on what’s coming out in Canvas that will allow us to use those
things. Even with the badging system — I guess that’s
another promo for Badger, because they’re showing a new system, like a bracketing system,
on their…it’s still badging and going through a module, but they get to choose where
they go next on accomplishing those goals. It’s kind of the next stage to getting that
buy-in, that excitement, that gamification. I was ready for this last year. Our teachers are now getting ready for it
this year, I think. They’ve seen it. They want it. So, it’s been pretty exciting, and so each
day is different, and very new, but that’s the fun part about having a job like this
in our district, especially because now I get to work with all the elementary teachers
and students. Any questions before I close it out? I think I have, like, two minutes. Well, thank you. My name is Matt Greco. I’m from the Vancouver Public Schools, and
thank you for staying here today.

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