When we think about our jobs and the seemingly millions of moving parts that go into it on any given day, there are countless things we might view as most important. What is it that you identify as the most important part of your job? Is it teaching engaging lessons or fostering a sense of wonder among students? Is it teaching them the tools they will need to be successful in school and in life? I’m sure it’s all of these things and more. The truth is, we all want to do these things- and we want to do them well. We all want our students to find purpose, meaning, and success- both in our classrooms and in life beyond their four walls.
The questions is, where do we start? As an educator, the most important part of my job is building relationships and fostering a positive sense of community. For me, it’s all about making connections, or what Rachel Kessler calls the “Soul of Education.” The connections we make with our students are the foundation for success. Academic success, social success- any success, really. This idea goes back to Maslow and the hierarchy of needs. In order to help students achieve self-actualization, we need to be with them every step of the way, by addressing basic and physiological needs first, which comes with making connections and building trusting relationships. Now I know what you’re thinking: Obviously relationships are important. And you’re right- this is not groundbreaking news. You know what it feels like to truly connect with your students, AND you know what it’s like when you’re not connecting well. So my question is: How much time do you invest in both types of relationships? I want you to take a few moments to reflect on the relationships you’ve built so far this year. Which ones have been positive? Which ones have been challenging? While such relationships may come to mind quickly, authors Katherine Evans and Dorothy Vaandering note that “our ability to nurture and maintain healthy relationships is often assumed- much like breathing” (2016, p. 61). The problem is, with current work loads and unrealistic expectations, many teachers have been too busy to notice how “labored” the breathing has become. What they mean to suggest is that we live in a highly disconnected world, and our work as educators to connect with students is becoming increasingly more difficult. We need to be more intentional. But how do we retrain our breathing? What is it we need to be more intentional? Put another way, Let me ask you this: What is the one thing we never seem to have enough of as teachers? TIME All relationships, all connections, both good and bad, positive and negative require time. Time to build and time to mend. With time being a finite resource, however, this can sometimes feel like a Herculean task. What I’ve discovered in these first weeks of the school year is that time is not something you simply find more of, like a quarter on the sidewalk- It’s something you make, intentionally- purposefully. It’s something that requires effort and commitment. I’m not suggesting it’s easy, but I am suggesting it’s possible. So let me tell you a story. We’ll call it, The Legend of 7th Grade Meetings We were only a week into the school year when the parent meetings started. While I understood the importance of having such meetings, I thought it would be a good idea to kind of sit back and follow the lead of my teammates for these first few. I quickly realized that these meetings were not intended to report out on bad news, but rather to open up a dialogue between home and school in an effort to get to know our students better. Meetings would often start with statements like: “Tell us a little bit about your child.” Or “What do we need to know about your child to help him/her be successful this year?” Now, often times, the look on parents’ faces would become confused and they would be slightly taken aback. There was often a slight pause or hesitation as parents shifted their thinking in order to engage. They might even say things like, “Wow, I wasn’t expecting that question.” What followed however, was connection-making conversations. Families would open up and share their own struggles or concerns; they would share their strategies and successes. They would share intimate details that painted a clearer picture of who our kiddos really are. From these conversations, we were able to set goals, make plans, and outline strategies- together- as a team. A line of communication was opened through these meetings and families quickly realized that we are on their side, in support of their children, and that we simply want to help all students succeed. We held similar meetings with students as well. Sometimes with small groups, other times with individual students. Sometimes we would ask them to stay in at lunch to eat with us, other times the team would take them out for pizza. In either case, the conversations centered on learning more about the students- talking about soccer or football, about friend groups, hobbies, interests, trips they’ve taken, and maybe then school. And I’ll admit, at first students were caught off guard too- unsure and skeptical even of what our angel might be. But over time, students began to see this as an honor- As proof that we care about them and are willing to treat them with respect. In other instances, we’ve stopped lessons in order to circle the classes up to discuss what’s happening and to check in. In such instances, we ensure all three of us are present and sitting with the group in order to discuss what’s going well and what we need to work on as a class. In these circles we’ve gotten feedback about how students value being valued- that they appreciate being treated like individuals. These circles have been highly informative to say the least. All in all, I would say a significant amount of time has been dedicated to meetings like these. When asked by a colleague about all of our meetings, my teammate laughed and said: “It’s 7th grade: meetings are what we do best!” This is the reality of our existence, and in fact, we’re happy to “pause for the cause” whenever it’s deemed necessary. This outlook is something we share and value equally. What we have realized together is that making time to talk is usually what students need. They need to feel heard, and valued. They need to feel that they are part of the community and that they belong. Now, I’m not suggesting for a moment that we’ve got it totally figured out- nor that we don’t have ANY BEHAVIOR PROBLEMS any more. That’s not what I’m saying at all. Instead, what I’m suggesting is that my experience in this first semester has reinforced some of the things I’ve been reading and hearing about regarding best practices for building a positive learning environment. Sometimes you need to “go slow to go fast,” as Restorative Practices Educator, Randy Compton often says. By going slow and setting aside time to make connections, build relationships and community up front, you are much more likely to find success later on, and therefore be capable of “going fast.” I can say with certainty that a “pause for the cause” is always worth it in the long run. By investing time up front, you will build trust and respect with your students. You will demonstrate that they and not the curriculum are your priority. So, I’ll get off my soapbox now, but I do want to leave you with a few strategies for making connections. This is a compilation of things we’ve done in 7th grade and things scholars and educators suggest somewhat universally. Recommendations/ Strategies: Strategy #1: Make time at the beginning of the year to really get to know your students
Strategy #2: Make time each day for students to share
Strategy #3: Make time for students to connect with each other
Strategy #4: Make time for meetings and communication with families
Strategy #5: Make time for collaboration
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Visme is a visual content creation platform that allows users to easily create engaging presentations, infographics, charts, reports, and even social graphics. I first learned about this platform while browsing the FreeTech4Teachers website, a blog by Richard Byrne. I’ve been in search of a free, user-friendly graphic design platform for students to use in class on their Chromebooks, so I was excited to try this one out. My thought is that software like this may help with student engagement and provide an opportunity to highlight digital literacy skills. For this reason, I’ve chosen Visme for this fourth and final Tech Tool Evaluation.
I used this program while teaching a lesson on Globalization and our participation in a global economy. Here is the lesson plan, in which I focused on the ISTE Standard Facilitator. My intention was to have students experiment with Visme to see if it’s something they’d like to use for future assignments. Visme is a rather intuitive and user friendly platform for creating beautiful graphic content. I found the program to straight forward, however, not all students felt this way. There were several who reported “glitchiness” and some grew impatient with tools and layouts. Overall, though, student feedback was positive. I noticed that the ones who were getting frustrated were the students who are well-versed in Adobe, so perhaps their frustration was a result of having to use something they are unfamiliar with. I will definitely be using Visme again in the future for personal and professional use. I like the stock templates as well as having the ability to start from scratch if I want. There are plenty of stock images, a huge selection of fonts, and customizable filters you can use with images too. You can even upload your own images if you want. I will give students another opportunity to use this platform in the future as well, but only time will tell if they end up liking it as much as I do. Here is a copy of the infographic I created as a model. I walked students through the layout process and had them hand draw outlines of theirs first. From there they began creating their own. When it comes to recovering from a “not-so-great day,” there are many approaches we can take as teachers. And while it may seem easier said than done sometimes, ultimately, any attempt to bounce back is worth the effort. Personally, (and luckily!) days like this are few and far between, but I have been making a concerted effort to let go of things as quickly as possible when they come up. Traditionally, I’ve been the type of person who over-analyzes things, so I’ve been consciously working at avoiding that and it’s going surprisingly well. I’ve also been conscientious about practicing daily gratitude and have been sharing this practice with my students. We share things we are grateful for each day in advisory and have been sharing notes of appreciation on what we’re calling #ThankfulThursday. This is a practice where we write a note for someone we’re grateful for with an explanation of why and then hand deliver it during advisory time. I’ve really been enjoying this practice with my students and find that it’s a great way to start the day. In doing so, I feel like the little things that come up are easier to let go of. When things do become more stressful, however, my go to has been to get fresh air. I love being outside and find peace in nature. I enjoy hiking, biking, camping, and snowboarding most, though I also find great satisfaction in admiring the scenery as it passes by my windshield on silent, meditative drives to and from home. Being outside is very therapeutic to me and I enjoy spending time with my family and friends doing the things we love. For future reference, I will continue with my practice of verbalizing gratitude and appreciation while also making time for exercise and fresh air. My self care plan is as follows: My Self-Care Plan:
Maintain a positive attitude of gratitude Remember to breath Smile often and laugh more Make more time for family and friends Actively seek adventure Don’t sweat the to-do list so much Always remember to admire the scenery Get outside as often as possible Ride bikes or snowboards as much as humanly possible Make time for yoga Continue to foster positive relationships with students and colleagues Remember: it’s okay to spend time reading in bed for pleasure occasionally According to Carol Tomlinson, educator, author, and speaker, there is a helpful framework to consider when it comes to creating and fostering a sense of community within your classroom. She suggests that the four key efforts to keep in mind include: a.) establishing a respectful tone, b.) establishing bonds with and among students, c.) creating a community that values all students, and d.) helping students resolve conflicts. With this in mind, I’ve been reflecting on the sense of community I’ve been actively trying to create with the students I work with on a daily basis. In thinking about the various groups I work with and the array of situations I regularly encounter, I’m left with a somewhat surprising sense of success, realizing I’ve unknowingly been following this framework all along.
Before getting into a reflection regarding my own practices, I should probably explain my current teaching position. My official title is “7th Grade Teacher Leader,” though I’ll admit this feels slightly dishonest since I am neither leading nor teaching full time. A more accurate title might be “Team Mom” or “Community Building Coordinator” or “Student/Family Liaison.” And before you get a false sense that I’m complaining, let me assure I’m not- I LOVE MY JOB! While I do co-teach and plan with my team members, as well as with the 6th grade humanities department, I also have the privilege of working one on one with students, with small groups, and as the ALP coordinator for 7th grade. I manage parent communication and student extension projects. I also have an advisory group that I work will three times a week in addition to electives courses that I teach twice a week. All in all, this position requires that I work with various groups of students in diverse settings, so although I don’t have a room to build community within, I’ve been working to build community wherever I happen to be at our small school. Getting back to the framework, however, and how I view my own practice, I will start by saying respect encourages respect. The idea that you would want to start any effort to build community by establishing a tone of respect is foundational. Respect is essential for healthy relationships and positive group dynamics. Personally, I put great emphasis on communicating in a respectful tone at all times. I refer to my students as “Ladies and Gentlemen” or “Friends;” I use language of appreciation and gratitude when students are doing what is asked or are going above and beyond; I greet every student I see first thing in the morning by name and make eye contact with anyone I pass with a “good morning” or “how’s it going?” My hope is that in modeling this type of interaction, our students will develop similar communication skills and feel that they belong to a friendly and respectful community. When it comes to establishing bonds with and among students, this is another area I consciously put significant time and energy into. One of my favorite parts of this job is getting to know my students and identifying the unique attributes that make them who they are as individuals. We do a lot of get-to-know-you activities at the beginning of the year and I facilitate different practices like “daily gratitudes” with my advisory which reveal so much about each student. My 7th grade team is making a concerted effort to have lunch with small groups of students from time to time or take them to the coffee shop in the morning so we can chat. In terms of creating a community that values all students, one of our regular 7th grade practices highlights this idea well. Every few weeks we “circle up” our students in 7A and 7B for community meetings, at which we open with appreciations and then go into an open dialogue about how things are going for students. We take about the good, the bad, and even the ugly, and provide students with a safe space to talk about their feelings and concerns. An important feature of this routine is that we all sit together on the floor in a circle and engage in organic conversation. We as teachers celebrate what is going well with the classes and make recommendations for growth. We make this type of discourse a priority which I believe helps students to see that they are all valued and cared for. This type of conversation tends be fairly equitable, and it’s incredibly rewarding to see students open up to one another the way they do. Lastly, helping students resolve conflict is also a big part of building community for us because we are a project based school, where group work and collaborative interaction is part of the daily experience for our students. On the one hand, giving students space to work through challenging group dynamics is part of our role as facilitators, however, there are occasionally times when we (rather than interjecting) invite the group to come in for lunch to discuss the direction of the project and explain the task delegation process. Often times when we extend such invitations students seem to resolve the issue on their own, but that’s not always the case, and sometimes a bit of guidance can make a world of difference. Overall, I feel that developing a sense of community is invaluable to creating a safe and healthy learning environment. If I could add any feedback to Tomlinson’s framework it would be that genuine, honest, engagement has to be a part of this process at every turn. Students can see through disingenuous acts, so any attempt to “build community” simply because it’s what you’re told to do rather than because it’s what you want to do will only have negative effects on everyone. What’s more, children watch and learn from us despite the overwhelming evidence of the opposite, so we have to always lead by example. Being genuine is important to building community and a helpful addition to this framework. I think the phrase, “Teacher as Designer” can evoke different ideas for different people, but ultimately, it places important emphasis on the role of the teacher in creating and developing not only curricula, but learning environments as well. This means ensuring that the content is engaging and accessible for all students. For me, this phrase also highlights a sense of freedom and independence as an educator and reminds me of a saying we have in 7th grade: “With independence comes responsibility.” The responsibility that comes with creative freedom in terms of curriculum design is no different. Our responsibility as educators is to provide engaging and equitable learning situations for all students, which is highlighted by ISTE standards for educators. According to ISTE standards, the idea of “teacher as designer” requires educators to use technology to create personalized learning experiences and emphasizes the importance of creating an environment where learning is authentic, engaging, and rigorous.
After going through the assigned readings for the week, regarding the idea of teacher as designer, I was particularly struck by the Teaching Tolerance article, “Avatars and Activists” by Maya Lindberg. I was inspired by the idea that teachers are using gaming in the classroom to promote social justice awareness. I was previously unaware of the existence of video games that center on social justice themes and was delighted to find countless games on the Games for Change website that we can use in our 7th grade classes. Games for Change.org offers a wide array of free online games that students can play to expand their knowledge on a subject while also expanding their awareness of particular social or human rights issues. For example, students in our 7th grade science class are currently learning about water rights and accessibility in a 3rd world country they chose to learn about. The game “3rd World Farmer” highlights the struggles farmers in such countries face and provides a simulation of the decisions many farmers encounter in order to survive. Such games reveal the interconnectedness of water accessibility, poverty, and human rights and provide teachers with an opportunity to design curriculum with perspective and global awareness in mind. While I’m excited to introduce our students to games like this, I was still left wondering what else we can do as a team to further implement technology in an innovative way in order to promote authentic, engaging, rigorous, AND differentiated learning. After poking around on the PLN FreeTechforTeachers, I found a fun discussion platform called FlipGrid, which I’m planning to use in addition to various Games for Change. FlipGrid is a free digital discussion platform where students can share their thinking from anywhere with a phone or tablet. It allows teachers to post discussion questions for students to answer with short video clips. This is both authentic and engaging and allows students to participate in two-way communication in a new way. Students can post their own questions as well. I think this will be a useful tool for facilitating discussions regarding the games we play from Games for Change. The use of Games for Change and FlipGrid together make for an engaging and personalized learning experience that allows students to generate ideas and test theories through collective conversation (ISTE Student Standards). According to Mica Pollock, (Teaching Tolerance) getting students to “think and communicate with technologies” is an important part of effective design (see “Smart Tech Use for Equity”). Pollock contends that equity requires a sharing of voices with the overarching goal of encouraging “confident collaborators and creative thinkers” (2016). My hope is that by providing students with an alternative option for learning about 3rd world water issues for example, coupled with digital discussion forums where students can share their voices in an equitable way, we can avoid “passive or low-level learning tasks” (Pollock) which are often associated with the misuse of technology in the classroom. The other important facet of designing for equity is ensuring that the needs of all students are met with the use of any technology. Using Games for Change in tandem with FlipGrid meets the framework for differentiation by allowing students to engage in “producing and communicating” as well as “dialoguing and collaborating” (Andersen & Sorensen, 2017). Such tasks are important for all students and lead to a more equitable learning environment. I’m confident that the integration of both tools together will provide students with voice and choice, while allowing them to share creative video content that connects to real world learning. Games for Change.org offers such a diverse compendium of games while FlipGrid provides a unique platform for conversation. Both can be used in any content, though will probably require upfront effort for norming and modeling. I think if properly used both platforms, whether used together or separately, can provide positive learning outcomes for students with diverse needs and interests. The participation in Games for Change teaches students about real world issues while FlipGrid gives them practice with appropriate online engagement and discourse. Used together, I think both technologies serve as an example of design that is both engaging and accessible. References: Andersen, H. & Sorensen, E. (2017). “Enhancing understanding, flow and self-efficacy in learners with developmental and attention difficulties through ITC-based interventions.” European Journal of Open, Distance and e-Learning 20 (1). DOI: 10.1515/eurodl-2017-0010 Byrnes, R. (2017). “How to use FlipGrid: Guide for getting started.” Free Tech For Teachers: https://www.freetech4teachers.com/2017/12/how-to-use-flipgrid-guide-for-getting.html Flipgrid website https://flipgrid.com Flipgrid walkthrough video https://vimeo.com/229139609 Games for Change http://www.gamesforchange.org/games/ ISTE Standards https://www.iste.org/standards/for-educators https://www.iste.org/standards/for-students Lindberg, M. (2015) “Avatars and activists: Digital gaming offers a new frontier for social justice educators.” Teaching Tolerance 49. https://www.tolerance.org/magazine/spring-2015/avatars-and-activists Pollock, M. (2016). “Smart tech use for equity: Become an “equity designer” with new research from Mica Pollock and colleagues.” Teaching Tolerance 52 https://www.tolerance.org/magazine/spring-2016/smart-tech-use-for-equity Collaboration is more than an education buzzword. It is a life skill that requires consistent practice and thoughtful refinement. It requires an open mind, a willingness to listen, and a desire to contribute. It’s considered a “21st Century Skill” and is part of the “Learning and Innovation Skills 4 C’s” framework along with Critical Thinking, Communication, and Creativity. Collaboration is widely discussed and promoted among scholars and practitioners and is central to the success of any meaningful learning environment. Professional Learning Networks (PLNs) exemplify the power and importance of collaboration by creating an online platform for practitioners to ask questions, explore diverse perspectives and new ideas, seek professional feedback, brainstorm and collaborate, as well as further their own knowledge (Carpenter, Trust, Krutka, 2016).
It is for these reasons that I regularly turn to the PLNs FreeTech4Teachers and PracticalEdTech. Both pages are produced by Richard Byrne and offer a plethora of information regarding teaching in the digital age. For someone who does not consider herself super tech savvy, I’m grateful for resources like these where I can learn more about new ideas and see firsthand how to implement new tech tools like Yo Teach!, a backchannel platform specifically designed for classroom use. I’ll admit I’ve been slightly leery of the idea of backchannel communication in the classroom, however, after reading more about the benefits of using this type of tech tool with students, my brain went straight to the possibilities for collaboration. Yo Teach! Is a chatroom platform where students can ask questions, share ideas, and collaborate with peers. It can be used for warm-up activities or as an online discussion board, where students can post differing perspectives or thoughts. According to the website, one of the primary objectives of this platform is to “increase students’ overall learning outcomes.” Increasing students’ overall learning outcomes is central to the idea of collaboration. When students learn to collaborate effectively, they increase their learning. The very act of collaboration requires communication and shared contributions, which scholars argue is foundational to increased learning. When students feel that they can contribute in a meaningful way, they become more invested in their own learning (November, 2009). And once this type of learning takes root, it can lead to the attainment of a life skill that is increasingly important in today's world. According to Alan November, the ability to collaborate is becoming more important than test scores when it comes to finding work in the real world (2017). He states that in an interview with a CEO of an international bank, he learned the most valuable skill a person can have in the workforce is the ability to “effectively contribute to teamwork and be sensitive to the needs of people from other cultures, religions, and regions, who might have very different perspectives…” (November, 2017). Like any other skill set, collaboration is something that is taught and must be practiced; it is something we should model on a daily basis and provide regular opportunities for. As teachers, we can turn to PLNs for this type of practice. In fact, Jeffrey P. Carpenter and colleagues contend that PLNs are the perfect place to practice our collaboration skills (2016). In a recent survey, they found that 57% of the 20,000 teachers polled use professional learning networks as a way to collaborate with other professionals they otherwise would be unable to connect with. They argue that by overcoming geographic limitations, educators are able to connect with people from diverse backgrounds (Carpenter, Trust, Krutka, 2016). This enables the exchange of new and alternative ideas and perspectives, which builds a foundation for understanding and open mindedness. As important as it is for educators to practice and model collaboration, we must also provide ample opportunity for our students to do the same. This is why I’ve chosen Yo Teach! to implement with my students. Richard Byrne argues that the use of backchannel platforms not only provide a voice for your typically shy students, they can also extend classroom discussions, and offer a great opportunity to practice digital citizenship (2018). I would agree that they allow students to communicate in a new way which may open up lines of authentic, more diversified thought. This platform can be used in any class setting and meets the SAMR criteria for Modification in that it transforms the way they can communicate. While it may require time and focus for establishing norms for use, another potential disadvantage is that it may not be taken seriously by students. It has the potential to serve as a distraction, but as mentioned, with time and effort, it could be taught to be used properly and effectively. Such usage is part of the development of 21st century digital literacy skills, and the way I see it, once students can master this type of communication and collaboration, the sky's the limit. This platform for internal collaboration opens the door to global collaboration which is the direction November advocates we take learning. As he claims, shifting control is part of collaborating, though it is difficult at all levels. As teachers, the use of this type of technology is a perfect opportunity to practice shifting control. Final thoughts: Collaboration can be tricky, which is why practice and modeling is important. The root of this challenging dynamic arguably lies in the fact that it can be difficult to understand and empathize with different perspectives at times, but the more we’re exposed to opportunities to do just that, the easier it becomes. If we are to help students develop 21st century skills like collaboration, we must practice and model it ourselves while also providing space for students to do the same. References: Byrne, R. (September, 2018). “7 reasons to try backchannels in the classroom.” https://www.freetech4teachers.com/2018/09/7-reasons-to-try-using-backchannels-in.html Byrne, R. (September, 2018). “How to Create an Online Discussion Space for Your Classes – And Why to Try It.” https://practicaledtech.com/2018/09/23/how-to-create-an-online-discussion-space-for-your-classes-and-why-you-should/ Carpenter, J., Trust, T., Krutka, D. (August, 2016). “The Virtual Workroom: Using Social Media, Teachers Reach Beyond School Walls to Learn and Grow.” Www.learningforward.org Jackson, S. (2013). "How Technology can Encourage Student Collaboration." https://www.commonsense.org/education/blog/how-technology-can-encourage-student-collaboration www.commonsense.org/education/blog/how-technology-can-encourage-student-collaboration November, A. (2017). “Inviting Global Perspectives into the Classroom.” https://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/inviting-global-perspectives-classroom/ On any given day, teachers employ dozens of different “checking for understanding” strategies to gauge where student learning is at. There are numerous topics and types of skills to evaluate on a daily basis as well. When it comes to going beyond simply checking for understanding to implementing a “formative assessment,” however, there is more to consider. Scholars suggest that in order for any assessment to be valuable to the learner, there must be an element of reflection or self-assessment involved that provides room for discussion.
When tasked with finding a new technology to use for formative assessment, I thought vocabulary was the perfect topic for exploring different formative assessment styles or tools. I now realize there’s more to formative assessment than simply quizzing students with online tools, and after going through the readings for the week, I’m reminded that in order for formative assessment to be truly meaningful and deeply engaging, there has to be a level of self-assessment in there somewhere. While tools like Quizlet are fun and efficient, scholars agree that the most important aspect of formative assessment is, in fact, self-assessment (Nicol & Macfarlane-Dick, 2006; Spiller, 2012). Now, while I realize the bulk of this research is referring to assessments that are connected to bigger ideas or larger content standards than vocab may be, this got me wondering about the value of student reflection on the use of study and test technology. Is it possible to take students beyond using such tools to thinking critically about whether or not the technology is truly helping them meet the targets? What’s more, can they think of better ways to test their own knowledge? In the 6th grade language arts classes I co-teach, we began our vocabulary unit with the traditional recording of words and definitions in notebooks, followed by verbal review. I noticed that this was second nature to some students who got the concept of a vocab chart right away. Others wanted to immediately make flashcards, while others were largely disengaged. One student asked about Quizlet, so I checked it out. I liked it so much that the next week students were able to practice their words using Quizlet. For those unfamiliar, Quizlet is an online study and assessment platform that uses games and interactive activities for learning. I could go on and on about how user-friendly and efficient it is, as well as how interactive and fun it is for students, but I don’t want to stray from the point here. The point of this story is that yes, students can and do think about technology and its applications to learning. While the student may not have had a metacognitive moment of assessing how and why she learns most effectively, she did know that Quizlet works for her, and maybe that’s the starting point. I guess the takeaway from this week’s module on formative assessment and the importance of self-assessment within this practice is that self-assessment comes in many forms. I did not think vocabulary was going to be a topic I could discuss regarding self-assessment, but as it turns out, when it comes to studying, students are capable of identifying what works best for them, and arguably, this is an act of self-assessment. While they won’t be filling out a self-assessed rubric for vocab, I think it’s still valuable to note that students can become more engaged when they have a chance to think about what works for them and then use it. When it comes to professional growth and leadership, teachers face opportunities for growth on a daily basis. But with time being so limited, where can we turn for expert advice, support, and quick tips? As a brand new teacher, I’m finding that Professional Learning Networks (PLNs) are a great place to start! While exploring the vast world of online PLNs, I was pointed to Free Technology for Teachers, a TechEd blog by Richard Byrne. Blogs like this feature helpful information in bite-sized, time-manageable chunks that can address nearly any question you have. After combing through pages of great content, on Byrne’s blog, I discovered that he has a second website entitled Practical EdTech which is even better! Here I discovered a virtual plethora of helpful content that includes everything from timesaving tools and tips to how-to tutorials for using a variety of apps in the classroom. This site, as you might have deduced from the title, focuses on the application of technology within a classroom setting and encompases online professional development, a professional blog, and online courses for continuing education. Byrne’s mission is to provide “direct instruction” on how to best utilize various technologies in the classroom. He provides written evaluations in addition to how-to tutorials for many applicable technologies, like Lucidpress. Lucidpress is an online graphic design program that can be utilized for creating both print and digital visual arts content. Numerous templates are available for creating projects that can be used for print, online publication, and social media. It features a Google Classroom integration in addition to having document sharing capabilities. Because this is a web-based program, students can access it from any computer, anywhere with internet; they do not need to purchase additional software in order to create professional-quality work. The idea of usage or application is important when considering the role of technology in the classroom. In fact, if we begin by looking at the SAMR model, a framework which categorizes four specific phases of classroom technology application, created by Dr. Ruben Puentedura, we see that the application of technology should be innovative rather than redundant. The “A” in SAMR asks: “Does the technology add new features that improve the task?,” meaning is the student able to apply learning in a new way? Other leaders in the field agree that the use of any technology in the classroom should allow students to represent their newfound knowledge in multiple authentic and original ways (Zielezinski, 2016). According to Molly Zielezinski, co-author of the policy report, “Using Technology to Support At-Risk Students’ Learning,” there’s more to bridging the technological gap between privileged and underprivileged students around the country, than simply ensuring there are more computers to go around. What’s arguably more important, she states, is how the computers are being used. Is it for remediation or creation? This is important to ask oneself when introducing new technology, not only because of potential student buy-in, but also for your own professional growth. What I mean by professional growth is that as teachers, we must be ever willing to push ourselves outside of our comfort zone, never allowing our own apprehension of the unfamiliar to stifle our ability to see what is best for our students. Afterall, isn’t leadership defined by one’s ability to be a model for others? According to the ISTE standards, being a tech ed leader means we “model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning” (ISTE Educator Standard 2.2.c) Sadly, however, research suggests there is an alarmingly high percentage of seasoned teachers who are hesitant to fully take advantage of the many benefits and uses of technology in the classroom (Puckett, 2014). We have a lot to gain from pushing ourselves to use technology in ways that improve the learning experience of our students. Instead of relying on technology to simply reinforce what students learn via “electronic workbooks,” we must become leaders in identifying innovative applications of technology in the classroom (Darling-Hammond, et. al). Lucidpress, found by following a Tech Ed PLN, is NOT an “electronic workbook,” but rather a digital canvas; an innovative platform for allowing students to present their learning in a creative and visual way. In a humanities classroom, this tech allows students to present historical information in a captivating, original way. They can create posters, brochures, newsletters, digital magazines, online flyers, and more. The program is intuitive and allows students to create professional-quality graphic design work, with templates or blank documents. It can be used for presenting learning in any discipline, however. I would recommend this program to any teacher who is looking for a creative and personalized way for students to visually present their learning. One disadvantage I’ve discovered while playing with the program is that it is not tablet friendly; students would need to use a computer in order to take advantage of all of its functions. That being said, it provides a SAMR friendly approach to sharing learning by redefining how we share such information. Where once students made tri-fold posters, they can now create professional-grade graphic design content. As a new teacher, I find that with such rapidly changing and ever evolving technologies, it can feel overwhelming to keep up with it all. This is why PLNs are so helpful. They provide a platform for support, advice, and even collaboration. They allow us to take on the mentality of a tech ed “leader” in identifying innovative applications of tech, making new discoveries more manageable. Lucidpress is an example of one such discovery, and I’m looking forward to using it in the classroom! Resources: Darling-Hammond, L.; Goldman, S.; Zielezinski, M. Using technology to support at-risk students’ learning.https://edpolicy.stanford.edu/sites/default/files/publications/using-technology-support-risk-students%E2%80%99-learning.pdf Puckett, R. (2014). Leadership in educational technology. I-manager’s Journal of Educational Technology, Vol. 10, No. 4 January-March. Schoology Exchange. (October 30, 2017). SAMR model: A practical guide for tech ed integration. Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration Zielezinski, M. (May 19, 2016). What a decade of education research tells us about technology in the hands of underserved students. https://www.edsurge.com/news/2016-05-19-what-a-decade-of-education-research-tells-us-about-technology-in-the-hands-of-underserved-students |
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