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Part 1: Internet Safety & Global CitizenshipIn the classroom, teachers must use strategies to keep students safe not only in the physical class environment but on the internet as well. First teachers must know and follow the Children’s Online Privacy and Protection Act (COPPA) law. Teachers must be aware of this law and follow at all times when using the internet with students and concerning students. It is essential for teachers to know if their school or district have an approved list of apps and sites for student use because student data privacy issues play a critical decision to approve or not approve websites. Next, teachers should choose their classroom tech for student use wisely, by selecting tech that is designed for educational purposes. Lastly, if a teacher is not sure about a digital tool to use Common Sense’s privacy evaluation for technology tools to help make the decision. I reviewed three websites on the safe and healthy use of the internet that would be beneficial when learning about students safety on the internet. Of the three websites reviewed, the following two are for teachers: The following resource, is the third website I visited, which is an online video for students to learn about internet safety: After reviewing several websites on the safe and healthy use of the internet for students. I thought the following strategies discussed by Common Sense Education are critical for educators to follow when using the internet for students learning and data:
Global Collaboration Projects (GCPs)Global Collaborative Projects (GCPs), can be used to help students develop digital citizenship, global and cultural awareness and collaboration skills by focusing on a certain skill for mastery while collaborating with others to promote learning. Not only do students collaborate with students from the same area and background, but they also interact digitally with others from different areas and backgrounds. By collaborating globally with peers, students gain the opportunity to work with students for various backgrounds learning about different cultures and becoming culturally aware and respectful of others background. In addition to cultural awareness, students learn how to communicate effectively and respectfully with others while using the internet safely and appropriately when working on GCPs which promotes digital citizens. After learning about GCPs and its benefits to students, I would use Edmodo and Global Math Project.
Miranda's Tour Builder ProjectClick below to access my Tour Builder project: Miranda's Trip to Niagara Falls Tour Builder Project My thoughts concerning the virtual environment tools that I explored along with the readings were very positive. I envisioned students of all ages engaged in the learning environment and taking ownership of their learning. The virtual environment tools will reach a lot of students because most of the tools I reviewed are in the form of gaming, video, and animations taking slide shows to a new level. I especially enjoyed the Tour Builder because students can have a 3D view of where people, places, and things they are learning about is located. All of the technology resources that I reviewed were user-friendly and easy to work. I believe these tools will support the 4 C's: collaboration, communication, creativity, and critical thinking. While working with these tools, students can collaboratively work with their peers to complete their assignment and communicate with others by working together and also by viewing other products and providing feedback. Students can share their products with community partners and students from other schools and communicate via the internet what they learn and answer questions and have online discussions via digital tools. These virtual tools also allow students to be creative and express their learning in authentic ways that the students are comfortable with allowing them the freedom to be creative and think outside the box. The tools will also support critical thinking because students will have to do research and use the blooms taxonomy levels when creating products and making sure they provide pertinent information that specifically meets their learning targets and demonstrate a clear level of understanding to show mastery over the skills they are learning. I believe these tools will fit students with diverse learning needs because these tools do not require students to write; they can easily type their information for students with a writing deficit. For students who struggle with verbal communication or is very shy and does not like to verbally present in front of others, these tools will allow for students to create products that will allow students to present without verbally talking by way of gaming, animations, and virtual slideshows. Not only do these tools provide differentiation for students with disabilities, but it also provides differentiation instruction for all students promoting a more authentic engaging learning environment with the use of technology to help students become fluent technology savvy users. The MUVE tool that I select to visit more in-depth was iCivics gaming tool. iCivics is a great gaming tool for students to learn, retain, and demonstrate what they are learning in history class. Managing equitable access to technology in my classroomAfter reading this week reading and viewing videos, I now have a clearer understanding of how many students lack access to the internet and computers at home. While watching the video titled "If You’ve Never Heard of the “Homework Gap” and learned that 50% of students said they were unable to complete homework assignments because they do not have access to the internet nor a computer at home. I have not truly understood that the majority of students do not have internet and computers at home until I became a teacher. During this semester, I have come to a clearer understanding of the digital divide and how it affects students academically. During the video, the students were provided with different rounds of questions. During the first round, the students were all provided the same resources to assist them in answering the questions they were asked. During the second round, one group of students were provided with laptops and tablets, and the other group of students was provided encyclopedias and other books, but both groups were asked the same questions. The group that had the technology devices answers all questions quickly and correctly and the group with the books did not obtain the answers to the questions before the answers were given by the group with the technology devices. The students were divided by a curtain so the groups of students could not see one another. When the curtains were pulled back, the group of students with the books quickly realized that the other group of students had technology devices to help find their answers, which was the reason why they found the answers so quickly, and all were correct. The students realized that one group had an unfair advantage than the other group with the technology devices. This scenario quickly summed up digital equity amongst students and gave a clear visual of the unfair advantage students are faced with when given assignments to complete when some have access to the internet and digital tools, and others do not, but is required to have access to effective get their work completed. Another video I watched titled "Planning for Sustainability: Focus on Equity:" students discussed how to find free wifi in your community so that students without wifi at home can still access wifi for free. During the video, I was intrigued to learn that there is an app called "wifi find" that one can download on their cellular phones, and the app will provide places within the location that has wifi and which places offer free wifi. Students were encouraged to go to restaurants, coffee shops, public library, etc. to access free wifi, and all of those places are good, except for the students that do not have a ride to get to these places to use the internet. During the video, it also discussed the benefit that digital equity has on students. Digital equity allows all students to be connected with available internet and tools to become responsible digital citizens not only at school but outside of school as well. At my school and district, the digital divide exists when students leave school and go home. As stated above, digital equity will help students become digital responsible in and out of school. The problem is that not all students in our system have access to the internet and a computer at home, which puts the divide on homework if students need the internet to complete their homework assignment. However, my school provides digital equity by providing students with 1:1 Chromebooks and working internet while at school, students cannot take the Chromebooks home. Since I have digital equity in the classroom, I make sure that all computers are working and there are a few extra computers so if a student computer does not properly operate at the moment, the student is allowed to use another Chromebook. I always assign an allotted time for students that provide the opportunity to work on assignments in class only, giving them adequate time to complete their assignments without the pressure of working at home to complete the assignments. I wish that students could have 1:1 internet and computer access at home. I would assign homework that students can complete via the internet, reducing the number of papers that students have to turn in although, I do not assign homework, that's what I would do differently to improve access. References:Games. Retrieved from https://www.icivics.org/games
Planning for Sustainability: Focus on Equity. Retrieved from https://vimeo.com/250488786 SoulPancake. (2017, December 08). If You've Never Heard of the 'Homework Gap' This Video Will Shock You. Retrieved from https://www.youtube.com/watch?v=yqkAlwGsxwE Part 1: I explored the following Web 2.0 Tools: I thoroughly enjoyed all of the Web 2.0 tools that I explored. I have used all of them personally, but have only used G Suite for Education and Quizziz in my classroom. I look forward to using the other four in the future. Popplet, iMovie, Adobe Spark Video and Flipgrid will support collaboration and critical thinking among students because all of these Web 2.0 tools allow students to create a product while prompting critical thinking skills and also visual learning. Popplet allows students to create relationships between thoughts, facts, and images. I view Popplet as an interactive Venn diagram. The advantage of working with Popplet is that it is user-friendly, easy to learn, easily accessible with electronic devices, and a differentiation tool for students that has a writing disability. Adobe Spark Video allows students to make presentations to a new level. Instead of creating a traditional slide presentation, students can make their presentation using Adobe Spark Video. This tool takes the presentation and puts it into a video. Students can also input photos and videos into the presentations, making projects more engaging. Students can collaboratively work together as they create their video presentations. iMovie is a Web 2.0 tools that allow students to create a video to share their learning. Students can also use iMovie for presentations and projects. iMovie is easy to use but the disadvantage of using this resource is that the user must have an apple product to create the video. Once the video is created, it can be uploaded as a video file or to YouTube. Flipgrid allows for students to have a class discussion in the form of video discussion. Students create a short video and share. Once they have shared others can reply to their video discussion post. The advantage of using Flipgrid for discussions is that teachers have full control over video moderation, access control, etc. Students their creativity and critical thinking skills when creating and sharing their video discussions and collaborate by responding to discussion posts. Quizziz is used as a formative assessment tool. Students use their critical thinking skills when answering questions and solving equations. Quzziz takes the traditional worksheet/handout and put it in a game format. They are providing the same questions that are engaging for students to promote classroom engagement in the learning environment. G Suites for education is very beneficial to the learning environment because students can create products using G Suites and teachers can use this resource as an assessment tool. Google Suite for Education is user-friendly and promote critical thinking and collaboration among students. Part 2: I do not currently use BYOD because my school requires students to turn in their cell phones and electronic devices as they enter the school building in the morning during check-in time. If I did use BYOD, I would require students to turn them into an organizer that I will have in my classroom with each slot numbered. Students will be assigned a number and required to place their device in the slot. When it is time for students to use their device I will allow them to get then for the organizer. After watching the Classroom Management Video I learned to have the students sign-in/out the devices, monitor students activity and behavior while using the devices, and to make sure students have equal access to devices. There may are students that do not have their own devices and as teachers, we should provide equal access to devices. During the video I learned that if students do not have a device, create collaborative assignments that requires students to work with a partner or group and use one device per pair/group. Also, if there are mobile carts available the video says to have students use the same device which will allow for accountability among students as they are using devices. I reviewed the following trouble shooting sites:
I currently do not use any troubleshooting strategies, because I usually put in a technology request when a device is not working properly. However, these two trouble shooting sites intrigued me because I Google Classroom with my students and they also complete their work using Chromebook's. After visiting both of these sites, I found the provided information to be beneficial for me as a teacher to easily follow to help with Chromebook and Google Classroom issues that can be fixed without the assistance from our technology specialists. References: Fix Chromebook problems - Chromebook Help. (n.d.). Retrieved from https://support.google.com/chromebook/answer/4514391?hl=en IPad Apps and Bloom's Taxonomy | Silvia Tolisano- Langwitches Blog. (n.d.). Retrieved from http://langwitches.org/blog/2012/03/31/ipad-apps-and-blooms-taxonomy/ Silver, J. (2015, July 09). Classroom Management. Retrieved from https://www.youtube.com/watch?v=6s6k9v_8CV8 Troubleshooting for teachers - Classroom Help. (n.d.). Retrieved from https://support.google.com/edu/classroom/answer/6067319?hl=en Part 1: Miranda's Spark Video
I created a Spark Video for math teachers. The video covered extended response questions in mathematics. During the video, provided a brief overview of what extended constructed responses questions were and how they are graded. I provided the link to the Georgia Department of Education website that provides example extended constructed responses questions and how they are ranked. Also, I discussed five steps for teachers to use when implementing extended constructed response questions in their math classes effectively. My overall video objective was for teachers to understand what extended constructed response questions are, how they are graded, and the five steps to implementing those questions during instructional time. I provided the link to the Gadoe website so they can read more in-depth concerning the extended constructed responses questions. The vital information about Copyright and Creative Commons I will need to share with my students is always to cite your resources and never to complete a project or an assignment without providing the proper citations because without mentioning resources you are passing the work on as your work, this includes photos from Google. Part 2: Miranda's Google Suites add-ons & extensions Screencast
I explored the following Google Suites add-ons and extensions: 160+ Chrome Apps and Extensions for Teachers and Students by Kasey Bell from Shake Up Learning 10 Add-Ons to Google Classroom You Must Try by Matt Miller 50 Google Sheets Add-Ons to Supercharge Your Spreadsheets by Matthew Guay 10 Google Chrome Extensions Every Student Needs by Shana Ramin How to Install and Use Add-Ons for Google Suite by Google
I explored Google Suites add-ons and extensions, instead of Office 365 because I use Google personally and professionally. My school system has Google accounts for all students and staff. The following add-ons and extensions I explored were very beneficial to as a teacher. Also, to me learning more about these add-ons and extensions for my classroom, I too will be developing and planning to complete a professional learning community covering these resources I explored with the teachers at my school during next school year. I am the professional learning coordinator for my school, and I feel that these resources are beneficial to the teachers and paraprofessionals, as well as the students. All of these resources are beneficial to supporting students with disabilities and also for differentiation in the classroom. A few benefits that these resources offer to enhance learning are:
I started using Twitter years ago when I was in 12th grade. I continued to use Twitter throughout my college years. In the mornings and throughout the day, I would "Tweet" about what was happening throughout the day and whatever I was feeling. I would retweet my follower's tweet if I liked something they tweeted. My followers included my friends, and I followed my favorite sports teams and celebrities. During my younger years, I felt that Twitter was a Social Media platform for us "younger" people. I did not follow any family but my cousins and my brother. Twitter for me was a way to express my feelings and not have my "nosey" family members commenting and keeping up with my every move. Although, I did not post anything that would jeopardize my character as a young lady and embarrass myself and my family. I just felt that Twitter was a platform at the time for my friends and me to communicate and vent throughout the day. Let's face it when our older family members discovered Facebook, including our aunts, uncles, mothers, church members, etc. everyone sent a friend request. So, my friends and I never allowed them to follow us on Twitter because it was just something we could have for ourselves.
Well as I have gotten older, I faded out of wanting to use Twitter daily. I've grown to love Instagram! I have recently started to use Twitter again for this program. I have been following some great educators, professional organizations, and recently begin following Apple and Google for Education; which I did not know existed. I also follow some educational technology resources organizations and companies. I still do not use Twitter daily, but I check my Twitter weekly sometimes twice a week to check out the new trends and see if there is anything new relating to technology in the classroom I can try. After, reading this week's readings, I understand how educators can use Twitter with teachers, students, and parents. Educators can keep parents and students updated on upcoming assignments due dates, quizzes, and test. Educators can communicate and share valuable resources with their colleagues via Twitter. Also, educators can discuss a topic or new technology resource they learned about during a professional learning meeting via Twitter by having a Twitter thread discussion using a hashtag while Tweeting their thoughts and opinions so that everyone that is using the hashtag can view all Tweets when clicking on the hashtag. Honestly, most teachers in my district use Remind 101 to remind students and parents on upcoming assignments and due dates; which sends the message to their cell phones. Although, I see the way Twitter can be used to communicate with other colleagues, parents, and students: I choose not to use it in my classroom. PodcastsI have never used podcasts for educational purposes as an educator and as a student. I was excited to learn ways to incorporate podcasts into education. I usually listen to an inspirational podcast that Pastor Sarah Jakes Roberts does once a week. I enjoy listening to her podcast to gain some positive inspiration during the week. I listen to a podcast that covered Google Forms, and the purpose of the podcast was to provide instruction and personal productivity with using Google Forms and show some advanced features. The podcast was uploaded by Ed Tech Tutorials and was developed by Anne Anderson, Puget Sound ESD. However, I found the podcast to be very informative, especially to those who do not have experience or advanced experience with Google Forms. I would encourage teachers to listen to this podcast, especially if they would like to implement the use of Google Forms in their classrooms with their students. I read the article Why Should We Podcast with Students? Learning through SAMR, Bloom's & 4C's by Jeffrey Bradbury. In the article, I learned that students could use a podcast to demonstrate their learning. I am excited to try podcasts with my students in the future. I already have an idea for my math students. I would like for my students to create a podcast explaining to other students how to solve equations and explain the methods used to solve their equations. I would also like for my students to use a podcast to summarize their projects when they have completed a project, instead of submitting a written summary. For example, if I were teaching students how to solve Linear Equations using Substitution in math, I would like for students to create a podcast explaining how to use the substitution method to solve linear equations. Another example, once students have completed their project over finding the volume and surface area over solid figures, I would have students create a podcast explaining the product they created while completing the project and explain to their listeners the entire process of their project, including how to find the surface area and volume of the 3D figure they created. Students would need to explain in great detail as if the viewers did not know the topic at hand. As I continue to look for ways to incorporate podcasts into math class, I will also allow students to use podcasts to review a technology resource they have used in class and one they would like to use in class to get their honest feedback on how the resources are beneficial to them. In the article that I read, it discussed that podcasts allow students to communicate with others. I believe that students will put forth their best effort when creating a podcast because others will listen to their podcast and not only their teacher. Another benefit will be for students to put their critical thinking and creativity skills to use as they think of creative ways to demonstrate their learning for their podcast. Lastly, allowing students to collaborate with others is a great benefit to using podcasts for learning, because students not only get to work with their peers, but they learn how to respect each other's opinions and differences. Plus, they learn how to work as a team to create a product that helps each other exhibit their learning in a fun and creative way that fits and meets their learning styles. Furthermore, I believe that podcasts can be used with students that have different learning needs and be beneficial to them because, with the Web 2.0 tools that are being used in this generation, children are fluent to creating videos to post on Snapchat, Instagram and Facebook. The students will enjoy using the podcasts, and they can use their learning styles and creativity throughout their activity, which gives them the confidence and freedom to think critically while completing their assignment. Assessment Tools ReflectionAfter exploring the assessment tools and reading the required readings, I believe that assessments tools are beneficial to students learning. The assessment tools that stood out to me are Quizziz, Kahoot, Quizlet, and Nearpod. I have been using Quizziz, Kahoot, and Quizlet in my classroom, but have not had the opportunity to explore Nearpod in-depth as I would like. However, a few colleagues have provided me with useful feedback on how they are using Nearpod in their classes to engage and increase student learning. I plan to implement Nearpod for the upcoming school year. Next, an effective way that I think Web 2.0 tools can be used to assess student learning is by allowing students to use tools that are found interesting and comfortable with expressing their learning. For example, my math students enjoy Quizziz and Kahoot, and they put forth their best effort while participating in the live game activity. Once students have completed the live game, Quizziz and Kahoot analyze their data, informing me of what skills the students have mastered and what skills need remediation. Web 2.0 tools allow teachers to spend less time grading and analyzing data, to more time planning activities that will increase student learning. Students can also use Web 2.0 tools to share their learning with their peers and community partners, such as projects and peer responses and feedback that they will submit for grading. Also, I believe that using Web 2.0 tools to allow students to summarize their learning and provide students with feedback on projects will help allow the students to express their learning engagingly. After reading the required materials and watching the videos, I reflected on the Flipped Classroom strategy. I use the Blended Classroom strategy in my class at times. Although the Flipped Classroom has some benefits, that Tim Watson discussed in his article, Flipping the Flipped Classroom, I am still having a hard time buying into this strategy. Watson stated, "For anyone that has tried the flipped classroom, the biggest obstruction are students that do not watch the instruction videos as homework. Then they do not know what to do in class, so you are stuck reteaching." Watson took my thoughts and put them into words in his article! What about the students that do not have access to the internet and a computer at home? What about the students that have access to the internet and a computer at home but chooses not to watch the instructional videos before coming to school the next day? Will I, the teacher, have to spend the allocated in class time reteaching because of these issues and fall behind? But, Watson stated a question that intrigued me. The question was "Why not record a lesson as if you were recording for a flipped classroom, but then play the video the first part of the class?" The benefit of playing the video during the beginning of class is all students will have an opportunity to watch the video before engaging in the daily in class assignments. In addition to Watson solution to his flipped classroom dilemma, although I chose not to buy into flipped classrooms, I would put the "flipping the flipped classroom" strategy as Watson refers to it to use when I am away for a meeting, conference, or workshop. With this method, my students are not only being provided with instruction while I am away, but they can also refer back to the videos at any given time during class while completing their assignment. Also, I can link the instructional videos to the Google Classroom for easy access to students. In closing, I believe that providing students with instructional videos with the availability of access at any time will help all students, but also students with diverse needs. Also, using Web 2.0 tools in the classroom will allow for students with diverse needs to have an equal opportunity to have the same instruction and learning opportunities as their peers so they can use a software tool that meets their learning needs to demonstrate their learning appropriately while meeting them at their at their levels. In my opinion, using a variety of Web 2.0 also allows for differentiated instruction to ensure that all students needs are met. Reference: Watson, T. (2017, July 10). Flipping the Flipped Classroom. Retrieved from https://www.edutopia.org/discussion/flipping-flipped-classroom Screencast Activity ReflectionI had my initial experience with the screencasting tool Screencast-O-Matic when I first began the Instructional Technology Educational Specialist program with Kennesaw State. My initial experience with the screencast went well. While screencast is not my favorite thing to do because I dislike recording myself, it is a beneficial tool for education and other professions as well. I decided that I will create a screencast for my students while I am away at a workshop or conference. I am confident that the screencast will work well with my students while I have a substitute because I can briefly review their tasks and instructions of how to complete the tasks. Students will have the ability to access the screencast anytime they need to hear the instructions again. Another idea I have thought about implementing screencasts in my classroom is to have students complete a screencast after they have completed a project, summarizing their project and what they have learned. Often, students have to write a summary along with their projects, but creating a screencast will allow students to express their learning in unique and creative ways using screencasts. I believe that screencast will alleviate anxiety and nervousness that some students experience when they have to present in front of the class. Students are always on social media posting videos and photos, so why not allow them to create a screencast video to discuss what they have learned. Once I watched Alan November video, titled, Who Owns the Learning? Preparing students for success in the Digital Age. There were some key points and questions that Alan November asked that captivated my attention. During the video, the questions that were asked have numerous solutions, and in my opinion, will be answered in different ways based on how educators view Web 2.0 tools as resources and means for student learning. So the question, Who Owns the Learning?" certainly made me think. Mr. November referred to students being able to Google answers for the work that has been provided and assigned by their teachers. Being that I teach at an Alternative school, that provides an online learning environment for students, I have seen students Google answers. I have observed students Google answers to questions because they do not want to read the material. Another question that Mr. November asked I wanted to reflect on is, "Are we giving kids assignment that was invented before the internet?" That's a great question. Mr. November made reference that teachers need to re-design assignments that we give kids. I concur, that as educators we need to re-design assignments that we provide our students, even if we get assignments from the internet. I believe that re-designing assignments, although I have heard educators say "don't reinvent the wheel." There need to be a rebalance of learning as Mr. November stated in his video. I believe that this balance of learning begins by "re-designing" assignments and students learning that will engage and motivate students to become involve and manage their learning.
Next, I think that Web 2.0 and its role in 21st Century teaching and learning is a vital role in students learning because Web 2.0 is the source of communication for their generation and implementing technology in the classroom will help students improve their learning and have authentic communication with others while learning. In the video, Alan November stated, that he is not interested in what's the technology that is being used for student learning, but interested in the culture of teaching and learning; to get the culture of the classroom right to increase student learning. I believe that creating a learning environment that is cultured around blended learning and personalized learning will motivate students to take a more proactive role in their education that will help them enjoy and manage their learning. Blended learning is a mixture of providing students within class and online learning by incorporating instructional technology resources in lessons. Blended learning allows students overtime to have some type of control over their learning, but not always total control over their learning. It is my opinion that blended learning provides a more engaging learning experience for the students. Another classroom culture that will help students manage their learning is Personalized learning. Personalized learning tailors to each student to help them obtain the goals and outcomes set for students to reach and how to best help them meet those objectives. Personalized learning also uses instructional technology to deliver content to students. Although Blended and Personalized learning is similar, I enjoy blended learning environments. I believe that Blended learning environments support students with diverse needs because there are numerous technology resources and Web 2.0 software's, for example, Social Media and educational media software's that teachers can incorporate in learning to differentiate instruction to meet the needs of diverse learners and all students. However, Web 2.0 tools have changed my way professional practice, because my goal is to provide effective teaching and learning opportunities using 21st Century technology to engage and improve student learning while in my classroom. I always practice the 4c's which are Critical Thinking, Communication, Collaboration, and Creativity. Although technology is great, as Mr. November stated in his video, it is not the type of technology that we should be interested in, but the culture of teaching and learning. If educators make use of the 4c's during learning, students will be successful, engaged, and become motivated to manage their learning. Lastly, I am excited to learn more about FlipGrid. I enjoyed posting my introduction to this class using FlipGrid, although I have never used that tool before. I am always excited to learn about new technology that I can implement in my classroom to help motivate and engage my students while learning. References: Fisher, J. F. (2017, September 12). What's the difference between blended and personalized learning? Retrieved from https://www.christenseninstitute.org/blog/whats-difference-blended-personalized-learning/ What are the 4Cs? (2016, July 12). Retrieved from https://youtu.be/QrEEVZa3f98 |
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