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    1. This chart really helped me to understand the impact of TPACK and how each aspect of knowledge can work together to create a greater purpose.

    2. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others

      There are so many types of technology and internet resources that are beneficial to students and teachers, alike.

    3. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult.

      Although times are changing and the age of technology is upon us educators, we should use technology to our advantage instead of being worried and overwhelmed.

    4. the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers’ use of technology.

      This framework encourages educators to remain students themselves

    5. teaching is a complicated practice that requires an interweaving of many kinds of specialized knowledge.

      Content knowledge is on the beginning we have to find new and exciting ways to make learning meaningful for our students along with findng ways to connect across disciplines.

    6. By better describing the types of knowledge teachers need (in the form of content, pedagogy, technology, contexts and their interactions), educators are in a better position to understand the variance in levels of technology integration occurring.

      Teachers need to know what their current level of understanding is for each so they know what their strengths and weaknesses are and how to work on each

    7. Teaching with technology is a difficult thing to do well. The TPACK framework suggests that content, pedagogy, technology, and teaching/learning contexts have roles to play individually and together. Teaching successfully with technology requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components. It is worth noting that a range of factors influences how this equilibrium is reached.

      Good reminder that all teachers need to continually revamp and re-think how they are reaching their students

    8. By simultaneously integrating knowledge of technology, pedagogy and content, expert teachers bring TPACK into play any time they teach. Each situation presented to teachers is a unique combination of these three factors, and accordingly, there is no single technological solution that applies for every teacher, every course, or every view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces defined by the three elements of content, pedagogy, and technology and the complex interactions among these elements in specific contexts.

      Good summary of how TPACK can be used effectively

    9. An understanding of the affordances of technology and how they can be leveraged differently according to changes in context and purposes is an important part of understanding TPK.

      Technology can be used for different purposes than it might originally be intended.

    10. ny definition of technology knowledge is in danger of becoming outdated by the time this text has been published.

      TK = technology knowledge. Constantly changing so no "true" definition

    11. teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.

      Process of how PCK works: teacher interprets info, figures out how to best deliver it to students, & includes students prior knowledge

    12. Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

      PK = the process of teaching (different methods, practices, etc.)

    13. Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

      CK = teacher content knowledge about a specific subject

    14. three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework.

      TPACK framework design

    15. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.

      I think the majority of teachers will unprepared (technology wise) from their college experience and therefore don't use it in their classroom often

    16. Digital technologies—such as computers, handheld devices, and software applications—by contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users;

      Digital technology is ever changing and more complex than the technology seen in the past

    1. “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

      This can be done in the classroom utilizing online strategies. Teachers could create chat rooms for students on a certain subject or even ask students to create social media sites for historic figures.

    2. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

      Students should always and continually be pushed to pursue things they are interested in or passionate about so that they can strive for a career in a field that they can truly make a difference with or be fully involved in.

    3. support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

      I really like how in this definition of connected learning includes the support of others because making sure you have a good support system around you goes along way in what people want to accomplish

    4. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

      Encourage students to pursue their interests and turn it into a career they can thrive in

    1. This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity.  Our work focuses on a model of connected learning -- learning that is socially connected, interest-driven, and oriented towards educational opportunity. 

      Very important for teachers, students, and adults in all fields to communicate and grow online.

    2. connected learning -- learning that is socially connected, interest-driven, and oriented towards educational opportunity. 

      definition of what connected learning is

    1. Interest is a psychological state of engagement, experienced in the moment, and also a predisposition to engage repeatedly with particular ideas, events, or objects over time.

      Students develop an interest in subjects when their teachers take the time to understand what motivates them.

    1. Learning is motivating when it grows out of personal interest.

      This is critical for all students in all subject areas. A great way for students to get involved and stay motivated in school is to encourage their interests.

    2. Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

      Connected learning helps students to build relationships over common interests and needs. This is a fantastic opportunity for students to build relationships online.

    3. Success beyond the classroom requires tangible connections to real-world career and civic opportunities.

      These real world experiences will and can motivate our students in ways you could never imagine.

    4. Learners need support from peers and mentors to persist through setbacks and challenges. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

      Again, the importance of Student Teacher Relationships. Our students need to feel like they can depend and trust us. We also need to be that support system because we can never truly know what kind of support system they may have at home.

    5. Learning is motivating when it grows out of personal interest. A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

      This is why Teacher Student Relationships are so important. We need to learn all we can about our students so that we can relate lessons we are teaching to them so that can connect and learn as much as possible.

    6. Learners need support from peers and mentors to persist through setbacks and challenges.

      to show others what you are doing and getting feedback can go along way for students for having that extra support is always amazing

    7. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      Being able to connect to others and interact with other online can have a positive effect. In the example above a girl was able to gain her confidence and know what she wanted to do and go for it

    8. Groups that foster connected learning have shared culture and values, are welcoming to newcomers, and encourage sharing, feedback and learning among all participants.

      Kids need to feel safe and welcomed. Find the commonality and build from there

    9. Organizations and adults must meet youth where they are in order to foster connected learning.

      Meet the needs of the kids - show an interest where they show interest to build a relationship

    10. college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

      One of the biggest things we talk about in my school - building relationships. You need a connection with every student in order for them to be successful

    11. interest helps us pay attention, make connections, persist and engage in deeper learning.

      You pay attention to things that naturally interest you and therefore take learning to a higher level

    12. Based on her experiences writing online, Abigail decides she wants to become a professional writer.

      Used real world experiences and connected them to her personal life to help her grow via digital literacy

    13. organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.

      This is where networking, both in person and online, could come into play.

    14. earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared

      I don't think real positive change or learning can occur unless a student feels safe, welcomed, and like they belong. See Maslow's hierarchy of needs.

    15. hrough collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.

      shared interests and collaboration are instrumental for connected learning; reminds me of the phrase "great minds think alike"

    16. They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.

      sponsorship/adult support in connected learning = important to learning success and an important resource

    17. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      absolutely true. passion+learning+education= change in the world for good

    18. embraces the diverse backgrounds and interests of all young people.

      importance of diversity in connected learning will heighten cultural awareness

    19. They surpassed their more wealthier peers, growing up in Silicon Valley, in 21st-century competencies and digital media engagement.

      this company was able to give these lower income students the same opportunities that the wealthier students had.

    1. for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.

      important to have a caring, experienced community to rely on and learn from

    2. Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

      this is what makes connected learning modern

    3. Interests foster the drive to gain knowledge and expertise

      connection to collaborative problem solving and the videos watched on OAKS

    4. For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

      good summary quote

    1. The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

      I believe that technological use in teaching should be chosen as it is appropriate for specific tasks or courses, and not integrated for the sole fact of using it.

    2. The SAMR model truly covers the entire spectrum of tech integration. Every lesson, activity and designer has an entry point and those at the highest levels can be continually challenged to redefine learning.

      I look forward to seeing the progression that the SAMR model can have in the future as technology develops further.

    3.  Technology provides us all with the ability to develop our own toolkit of flexible resources for use when needed.

      Make tech work for you!

    4. Researchers have determined that technology integration typically moves through specific levels.

      Tech integration is a gradual process that occurs in stages

    5. What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

      important redefinition questions to ask, transfer to final level

    6. bout the expectation for each of us to achieve what we cannot achieve without new technology.

      I think SAMR is so important as tech is constantly changing. It is a great model to help teachers stay current and efficient in their teaching and tech integration

    7. How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?

      modification important questions, focused on transfer from level to level

    8. Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design?

      important SAMR augmentation questions

    9. What will I gain by replacing the older technology with the new technology?

      important question to consider for substitution

    10. eachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

      tech is used in the Sub and Aug levels to accomplish basic tasks, and in the Mod and Redef levels, technology is used to extended the lesson beyond the classroom

    11. AMR is a model of tech integration designed by Dr. Ruben R. Puentedura, Ph.D. that is simple, easy to gauge, and offers all educators something to strive for.

      SAMR S- substitution A-Augmentation M-modification R- redefinition

    12. Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

      maybe when models like SAMR are used on broader scales, like Apple, it helps spread awareness and makes the model more mainstream

    1. ohn Seely Brown on Motivating Learners (Big Thinkers Series) 41,780 views41K views •

      Notes: -important for kids to embrace change

      • curiosity -using gaming as an example (embracing change, leveling up, etc.) -competition and collaboration and analyzation to improve (surfing example) -kids who are "turned on" by their passion drives learning -joining a community of common interests
    1. our educational system may be doing more to perpetuate and even to increase inequality than to expand economic opportunity

      Striving towards personal interests and desires should not be pushed to the side in order to achieve a separately desired goal that is not so of the individual.

    2. Clarissa made great strides in her writing, engaging with it in ways that felt more authentic, and more motivat-ing than her writing classes at school.

      She advanced quicker because of the support she received from a community that shared her same interests.

    3. she jumped at the chance to connect with others who shared her interest

      It is so important to find others who share similar interests when you develop a passion for something.

    4. onnected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement

      I find it so important for people to be encouraged from a young age to find their skills and interests so they can be further pursued throughout their lives.

    1. Will Richardson highlights importance of learning and engagement based on pure passion of learning; without "waiting for a curriculum". Today's schools need to be re-envisioned in a way that fosters collaboration and real world/ problem-solving skills, and that steers away from test prep and replaces that with life-prep.

    1. Every English class starts with a moment of quiet after which students are asked to share their energy and stress levels.

      important: I think this idea could help some students realize they are not alone in their feelings and that there are a diversity of feelings and mindsets (that change on the daily) in the classroom.

    2. In English, juniors are grouped with seniors, which helps the younger students learn how the process works by watching and learning from the older students

      there is plenty of research backing the idea that students can benefit academically and personally from learning from older/ more experienced peers

    3. on the mathematical process and not just the “right answer.”

      so crucial to actually understanding the math, and not just focusing on "being done" or "getting the right answer". Much more sustainable approach to teaching math.

    4. group tests, which, like the class worksheets, are designed to be harder than the individual assignment

      group tests need to be based on critical thinking in order to achieve the collaborative aspect of learning

    5. effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

      teacher taking a step back; reminds me of Deweyian philosophy

    6. resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.

      using peers to solve problems rather than directly consulting teacher for answer

    1. students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution.

      Use an online pen-pal system to elicit responses from others and compare and contrast regional ways of thinking about a particular topic

    2. a group of students might collaborate in a cloud-based workspace to propose a modern definition of equal protection under the law and solicit feedback on their proposals from classmates.

      Students use technology to alter and improve upon the original, like re-wording the 14th amendment

    3. Returning to the Constitution example, a student might augment a presentation on, say, the 14th Amendment with a video clip of how equal protection under the law was enforced during school desegregation.

      Adding one little piece of technology to an idea, like a video clip

    4. At this stage, technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Students might also answer questions about the Constitution using a Microsoft Word instead of filling out a worksheet.

      Example of substitution is trading a paper copy for an electronic one

    5. . Think of the difference between seasoning an old family recipe (Enhancement) and creating an entirely new, original dish (Transformation).

      Difference between SA and MR

    1. Now let’s weave all this technological, pedagogical content knowledge (TPACK) together and enhance the activities of our original lesson plan. The ideas below are examples of activities that can be added to the original list. Remember, the goal is to be purposeful in applying each form of knowledge.

      How to take a lesson (they use cell anatomy) and use it with TPACK

    2. recognized how your content could be presented in more interactive and engaging digital mediums—e.g., video, class discussion, game, etc.—and you knew how to make that happen via your LMS, then you just leveled up to Technical Content Knowledge (TCK).

      How to take your teaching to the next level

    3. the point of TPACK is to understand how to use technology to teach concepts in a way that enhances student learning experiences.

      Point is to enhance student learning via technology

    4. the intersections of each are critical because they represent deeper levels of understanding.

      TPACK is intertwined

    1. When a group investigates a new topic, it can be very fun, and the group will take ownership of the topic and the presentation.

      Make kids be the teacher for collaborative learning

    2. The content or reading assignment is a metaphor for a "puzzle" that students break into smaller pieces to learn.

      Jigsaw Activity in a nutshell for collaborative learning

    1. Group size: It’s a simple fix, but the size of the groups can help establish the right dynamics. Generally, smaller groups are better because students can’t get away with hiding while the work is completed by others.

      groups need to be the appropriate size so that students are not over or under worked

    2. Making Sure Everyone Participates “How many times have we put students in groups only to watch them interact with their laptops instead of each other? Or complain about a lazy teammate?”

      this is important that everyone participates so that there is not one person doing all of the work. also it mentions that everyone has experienced a slack group member. I definitely have had group members who did not do their work and it tampers with the overall groups success.

    1. In this conversation, we're going to have-- I'm going to have you guys write down the questions, and then talk to each other about the conversation, about the book, and I'm going to sort of step back and take notes. And I'll do a little bit of guiding, but you guys are going to talk to each other. And there's three particular roles that students will fill. One is the scribe role, where one student is taking notes on the conversation, so that all the other students can be fully engaged in the conversation that's happening. Another role is a little map where one student is monitoring who's speaking when and they draw these sort of diagrams so that there's a visual map of how the conversation is going. The other thing I just want to point out since I'm showing these to you is, would you say this is a good conversation? Yes.

      This is a good point to highlight! I like how this teacher allows the class to discuss the topic at hand amongst themselves. This teacher is there to guide the students if they need help staying on track. This is good for students to practice group discussions led by themselves!

    1. The UbD framework promotes not only acquisition, but also the student’s ability to know why the knowl-edge and skills are important, and how to apply or transfer them in meaningful, professional, and socially important ways

      This is how I believe genuine learning is done. Not only being able to tell someone what you know, but being able to incorporate important things into real life scenarios. I believe that it is more important with what one can do with their knowledge rather than being able to simply claim they have said knowledge, it is important to be useful and applicable to the world.

    2. . Teachers are coaches of understanding, not mere purveyors of content knowl-edge, skill, or activity. They focus on ensuring that learning happens, not just teaching

      One must understand what they are teaching to others before they can help another group of people to understand what they understand. Anyone can teach something, but that material is then useless if they cannot effectively understand it themselves to help others understand it as well.

    3. The UbD framework helps focus curriculum and teaching on the develop-ment and deepening of student understanding and transfer of learning (i.e., the ability to effectively use content knowledge and skill).

      I find this important because rather than memorization and repetition of material, it is meant to be delivered in a way that students can really understand and use it later in life.

    4. • Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning

      One way students can express mastery of an assignment.


      Title of Table of Transfer Goals

    6. Learning priorities are established by long-term performance goals—what it is we want students, in the end, to be able to do with what they have learned.

      I think this is really important because school has become a place where teachers test and then move on (teach the test). But life is not a "test" and the information that is being taught should be information that can be applied in life or be a building block with that goal.

    7. The point of school is not to simply excel in each class, but to be able to use one’s learning in other settings.

      In most cases there is a difference between getting A's on a test and then truly mastering the material. To show mastery you must be able to apply the knowledge outside of a school setting and not just be able to "spit the facts on a test".

    8. Effective curriculum is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.

      Love this! I think this is brilliant because as a teacher you need to know the learning objectives first to then plan the lesson plan around the overall goal for the students.

    9. Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.

      Ways students can reveal their learning.

    10. Essential questions help to guide the students and teacher along their path to understanding. In this UbD framework, essential questions would play a hug role.

    11. Stage 3—Plan Learning Experiences and Instruction

      stage three deals with planning appropriate lessons so that they can effectively understand the lessons

    12. Stage 2—Determine Assessment Evidence

      figure out a way to find out if the students have reached the set goal

    13. Stage 1—Identify Desired Results

      figure out what the students should know and be able to understand in the end

    1. Making sense of different terminology and conventions used within online communities. Participating in both synchronous (communicating in real time) and asynchronous (time lag in communication exchanges) discussions. Discovering information and resources by asking people within social networks.

      This is important because not only is it critical to have the knowledge on how to communicate appropriately in real time it is also important to have online etiquette when communicating with time lagged or via tweets or posts. I believe this first, has to be taught in real time, in person.

    2. we need to provide people with open access to the skills and know-how needed to use the web to improve their lives, careers, and organizations.

      This is important because it is critical to not only know how to use the internet but how to utilize the internet as a tool to better ones life.

    3. reach and meet the growing number of diverse audiences using the web.

      The internet is growing/expanding to meet people who previously did not have access. These individuals have varying/diverse perspectives which is valuable to aid in our growth as a society.

    4. Problem-solving

      As a social studies and math teacher, it is integral that students develop their problem-solving skills in order to learn about material both in class and in their lives.

    5. If creativity, communication, problem-solving, and collaboration are core to leadership development, practicing these skills in an online environment is the “webby” or web-based experiences of these non-cognitive skills.

      Skills that were previously learned by students in a real world situation are now capable of being transmitted to the internet. It is critical that people that also transfer their skill sets to the online world.

    6. the latest version of Mozilla’s Web Literacy Map that includes 21C skills, leadership skills and competencieswritten in language that is approachable and accessible to more people, and connected to curriculum to make it applicable for learning and teaching web literacy skills.

      Mozilla is providing both children and adults with the opportunity to learn literacy skills in new ways. This is extremely important in regards to how technology plays a role in our world.

    7. 21C leadership Skills (i.e. critical thinking, collaboration, problem solving, creativity, communication)

      21C leadership skills

      • critical thinking
      • collaboration
      • problem solving
      • creativity
      • communication It's nice to have these ideas are summarized and written down. I like organized thinking!
    8. the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic

      Yes! So true.

      1. reading
      2. writing
      3. arithmetic
      4. navigating in digital world!
    1. When we encourage students to use technology, do we remind them of the risks of placing their information online and give them choices of how much personal information to reveal?

      "Stranger danger " is a serious risk. Children and teens can often not think ahead that far in advance to understand the repercussions sharing an address or other personal information can cause.

    2. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other.

      This is very true. Internet safety is a must as the internet is a powerful tool but also can put the student in danger (now and later on in life). I do not remember my teachers talking to me about this. My school guidance counselors were ones who talked about this in a school setting and my mom at home.

    3. digital literacy would include in-depth questions

      Digital Literacy brings into questions in depth questions and forces the student to think of hypothetical real world situations.

    4. For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions,

      Difference between Digital Skills and Digital Literacy

    5. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      Right! That is the core and essence of this article! And life, too - kind of :-)

    6. We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other.

      Absolutely! It seems obvious to me (maybe because I'm old) but yes, it's so important! Also, not everything needs to be shouted out loud into the space, not really knowing who is listening.

    7. Instead of teaching how to use a hashtag and how to tweet and retweet, I give my students meaningful tasks to help their learning.

      Yes, that makes sense. And they will learn how to use a hashtag "on the go", as they accomplish their tasks and work on their projects.

    8. With literacies, for us, music teachers, there is always the question of what text do we want our students to read? because music is not primarily words comprised of the letters of the Latin alphabet but music notes on a 5-line staff or on the Grand Staff. So, while it is easy to agree that literacies are important, in music, we need to translate this to being literate in music-reading. For that, we need to be familiar of the available music literacy resources, and teach students to use technology to read and write (and record) music.

    1. https://www.youtube.com/watch?v=d8F1SnWaIfE

      Teaching for understanding/transfer of information.

    2. https://foundation.mozilla.org/en/opportunity/web-literacy/ Mozilla feels that people should have access to the internet and know how to utilize it for its information and potential in order to find what they're looking for.

    3. https://www.slideshare.net/jdumaresq/understanding-by-design-the-basics

      UbD is an exceptional way for students to learn about material by doing. Grant Wiggins and Jay McTighe focus on "starting with the end in mind."

    4. http://www.todd-finley.com/2017/10/01/facilitate-student-centered-instruction/ Great resource on how to facilitate student-centered instruction. It shows creative ways for students to be active instead of passive within their own education.

    5. https://www.slideshare.net/zvezdan/new-literacy-in-the-web-20-world

      Interesting concept and diagram by Daniel Churchill created to delineate how schools/educators should incorporate technology into the "new" literacy language.

    1. Garth

      "Students need to be web literate in the future" [conclusion].

      As technology is constantly changing and improving around us, students are not always allowed//permitted to show what they can do. The students are growing up with these advancements and as educators we need to adapt to what the next generation needs (in this case we need to give them opportunities to interact with technology in the classroom).

    2. he World Wide Web has become this generation’s defining technology for literacy

      This is extremely valid. Students are more skilled with technology and electronics than they are reading a book. However, both are forms of literacy; they're just expressed through different mediums and platforms.

    3. commentary

      "The Web Literacy Map, while presented in grid form with three strands (e.g., Exploring, Building, and Connecting), recognizes literacy as a culturally defined social act." Highlight!!!

    4. commentary

      "When asked why he spends so much time learning, and then sharing for free, Garth indicated he “wanted to help others”. He was also asked how teachers could bring this into classrooms; how do teachers deal with students who learn openly on the web? Garth thought quizzically about this and responded, “Let us play, but guide us.” This guy is a genius! "Let us play, but guide us!" The only challenge is with this, for us, teacher and parents, that we have to be comfortable and familiar with what our students/kids know! So, we kind of have to be ahead of the, which is pretty challenging!

    5. Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web

      We have to give our students time to become not only familar but comfortable with digital literacy so that means using and applying this multiple times throughout the year and or semester.The first couple of times using it, take your time and guide them every step of the way.

    6. These efforts seek not to simply understand the web but to empower adolescents to help build a better open web.

      Many adolescents do not understand the repercussions of their internet presence. Building a better open web is beneficial to all.

    7. The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space.

      I agree with this statement that the WWW has become my generation's defining technology for literacy. The internet is endless, and is able to access information in all forms. Whether you are using it to communicate with others or to research information on various subjects, the ability to use the WWW is expansive and on-demand.

    1. Very helpful blog on assessment!

    2. formative and/or summative assessments, and journaling as a good opportunity for implementing one form of formative assessment.

      Yes, I agree! Journaling is a great tool! My children didn't like it when they had to do it for school but I was glad their English teacher required it.

    1. , and LinkedIn.

      I see that it's crossed out. Does it mean that you're not on LinkedIn anymore? How do I tag you?

    1. I'm slightly confused about the due dates. On the syllabus assignments for week 1 are due by 7/12, but on Peergrade they are due on 7/13 at 4:59 pm. Would you mind clarifying due dates? Since I am traveling, I want to make up for the time difference as best as possible!

  2. Jul 2019
    1. As you work through the information literacy skills with your students, remember that these skills are not the types of skills you can teach once and assume students will learn. They require very advanced thinking and organizing skills and therefore need multiple lessons and practice sessions. In my opinion, students are always on a scale of improvement with these skills; it is not a situation in which students either have them or don't. There are several skills on the list that I need to improve upon myself!

      it is important for students to practice these situations many times so that they are able to do their own research outside of the classroom

    2. 6. Communicate information and evaluate results (Application and Evaluation):

      the information should be conveyed effectively so that the questions, problems or ideas were answered with the appropriate information and sources

    3. 5. Use information effectively to address the problem or task (Synthesis):

      take the information found and apply it usefully to answer the questions or problems at hand

    4. 4. Organize the information (Application):

      organize the information so that it can easily be accessed for later use

    5. 3. Analyze the information found (Analysis and Evaluation):

      look at the information found and see how it can answer your questions

    6. 2. Find and identify information needed (Comprehension/Analysis):

      create questions, eventually in the end should be able to use their information to answer their questions or problems

    7. 1. Know when there is a need for information (Comprehension):

      set the basis for why you need to search for information

    1. Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

      I'm having trouble with what the internet literacy map is. Can anyone define?

    2. They can evaluate web content, and identify what is useful and trustworthy.

      This is very important to learn because it will help with research projects and being able to identify websites that might not be as accurate as others.

    3. Group Contributions

      This is something my students struggle with consistently at the beginning of the year

    4. why do web literacy skills matter to them.

      Just like we connect with our students, people want to make connections relevant to them

    5. web

      The web has grown exponentially over time and is certainly being used by a vast audience

    6. Understanding basic principles, purpose, and applications of coding and programming languages.

      Personally, I never thought of myself as lacking a good foundation of web literacy. However, I am unable to code and as well lack a basic understanding of the such. I am used to visiting websites and online sources with accessibility already implemented, and am unable to see past what is presented on a website upfront, such as ways it was put together and finalized.

    7. Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.

      It is important for an online presence, especially one that makes their presence known, to be knowledgeable past the specifics they read in one singular text online. Finding further information, checking sources and coming to a personal conclusion of its credibility is very important.

    8. Using and revising keywords to make web searches to find information more efficiently

      very helpful in finding the exact information you are looking for

    9. To help people become good citizens of the web, Mozilla focuses on the following goals: 1) develop more educators, advocates, and community leaders who can leverage and advance the web as an open and public resource, and 2) impact policies and practices to ensure the web remains a healthy open and public resource for all.

      Mozilla wants to create good educators and keep the internet safe so that it can be used as an educational experience.

    1. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      good summary quotation

    2. After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      so it seems to me that internet literacy has a lot to do with contexts and differences in platforms, etc.

    3. in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This statement is incredible! It considers that there are all types of learners and abilities in the classroom, and not just one default type.

    4. Unfortunately, many focus on skills rather than literacies

      I'd say this is true. It's always been about what you can "do" with teaching technology and not nearly enough about how we should be using it.

    5. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      Digital literacy adds that extra layer. It goes one step further to help with true comprehension

    6. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      difference between digital skills and digital literacy

    1. eachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resourc

      how can we visualize using UbD resources and structure in underfunded and failing schools, like many here in SC? How can we determine and ensure the success of those students as well, even with limited resources?

    2. his, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.

      interesting...maybe this goes to show that educators as a whole are focusing more on rote memorization and not true application of learning

    3. This perceived incompatibility is based on a flawed assumption that the only way to raise test scores is to cover those things that are tested and practice the test format.

      But is there any real way to get around this?

    4. earning you seek—the learning results (Stage 1

      clarifying learning results= first step to ensuring success of students

    5. numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port).

      I think that if teachers do everything that students lose the ability to solve problems for themselves and use their own voices

    6. isplay empathy by perceiving sensitively and walking in someone else’s shoes.

      perspective + empathy= HUGELY essential. So often it's about just performing on a test. Time to start thinking about what we learn and how it can be used to help others and solve real problems

    7. Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning

      important in helping students find their own voice in both the academic and personal realms

    8. s to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends

      so important; I think that this could also lead to a greater overall interest in learning as students move forward in school

    9. ong-term performance goals—what it is we want students, in the end, to be able to do with what they have learned

      emphasis on learning that can be applied, and not just regurgitation of information/facts

    10. is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, a

      perhaps this is more sustainable for learning

    11. ix facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding

      empathize is key here; I personally think the power of empathy is not "taught" or demonstrated enough in schools

    12. focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” fro

      So, is this sort of like a deductive reasoning approach? i.e. figuring out the learning process and working backwards or something like that?

    1. such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)

      different from UbD in this way

    1. Using backward design to plan learning units and courses helps teachers and designers to reflect on what is really important for students to learn. Establishing objectives first enables them to prioritize learning activities so that students can successfully master learning goals.

      Importance of backward design

    2. Once we know what students need to be able to know and do, what needs to happen in the classroom to support that goal?

      How do teachers plan what to teach once the goal has been established?

    3. “how do we know whether or not students have achieved our learning objectives?”

      Teachers need an end goal to determine if comprehension and learning has really occurred

    4. The first step involves reflecting on the standards and curriculum map to identify the key concepts that students should know and be able to understand at the end of the unit. 

      Teachers need to know what they are teaching and where they are going

    1. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities.

      Helps the teacher anticipate student learning

    2. Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding

      Focus is solely on student learning

    1. A digital footprint is all of the information a person passively leaves and actively shares about themselves online, especially on social media sites. Text, images, multimedia, cookies, browsing histories, IP addresses, passwords, and even Internet service providers all make up a person’s digital footprint.

      Good reminder for students when talking about digital skills and digital literacies

    1. Evaluate Information Found Online

      ties into English standards

    2. Virtual Collaboration

      Ideas on how to use collaboration in the classroom

    3. Digital databases are the new library. They're infinite, everywhere, and welcome visitors at all hours.

      Students can learn anywhere, at any time, through digital databases

  3. Apr 2019
    1. “You look through the 3D glasses, and you can basically walk through the structure, peeling apart parts so you can look at exactly what you want to,” said Dr. Anthony Azakie, one of the surgeons who separated the twins. He said the high-resolution visualization “helped minimize the number of surprises that we were potentially dealing with.”

      How cool!

    2. X-rays, CT scans, and MRI scans can now be turned into high-resolution 3D images in under a minute, said Sergio Agirre, chief technology officer of EchoPixel, a Mountain View, California firm whose visualization software is being used in hospitals across the U.S. “Twenty years ago, it would probably take them a week to be able to do that.”

      It is incredible how far it has come in such a short amount of time. Those of us entering the health profession must be prepared and motivated to keep up!

    3. psychologists have found VR to be good for treating post-traumatic stress disorder.

      This is awesome. Perhaps VR is good for exposure exercises and helps them recreate the traumatic experience but with a different end result? I'd be curious to learn more about how this works!

    1. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

      As a society that focuses on grades and evaluations as a measure of success, I think this is such a refreshing concept to emphasize.

    2. It may be a small designation to make, but I see a great deal of difference between the act of creation, and the sustained, informed, evaluative elements embedded in construction. Related posts:

      I love this. OCC involves digital craftsmanship, not just mindless creation.

    3. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

      Great way of describing difference b/n creation and construction online.

    4. During the ORC process students learn during an inquiry process and then send this message out to others using a text or tool of their choosing.

      Shows on-line reading comprehension skills while allowing student to choose how they relay he message to their peers.

    1. . Education has become more prominent topic in the public discourse of social promise. The expectations of education have been ratcheted up,

      it should be improving over the years, otherwise people arent doing their job right.

    2. We have created networks and affiliations and worked in joint projects

      its is good for students to work together.

    1. n the sense that each new mix becomes a meaning-making resource (affordance) for subsequent remixes, there is no “end” to remixing.

      A never ending loop

    2. These features can be applied analogously to cases of digital remix. If we claim in this case that “family” within the conventional biological taxonomy encompasses particular types of expressive media and services, then the concepts of “genus” and “species” help us to trace fertile interbreeding at both levels (see Table 1).
    3. Photoshopping remixes (e.g., Lostfrog.org)•Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video)•Machinima remixes (e.g., Machinima.com)•Moving image remixes (e.g., Animemusicvideos.org)•Original manga and anime fan art (e.g., DeviantArt.com)•Television, movie, book remixes (e.g., Fanfiction.net)•Serviceware mashups (e.g., Twittervision.com

      Good examples

    4. We remix language every time we draw on it, and we remix meanings every time we take an idea or an artefact or a word and integrate it into what we are saying and doing at the time.

      interesting to think about

    5. Lessig (2005) claims that at a very general level all of culture can be understood in terms of remix, where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

      Cultural remixing sometimes happens naturally

    6. By “remix” we mean the practice of taking cultural artefacts and combining and manipulating them into a new kind of creative blend.

      remix definition

    7. e remix meanings every time we take an idea or an artefact or a word and integrate it into what we are saying and doing at the time.

      An interesting way to look at it, but yes, this is definitely how we absorb information and then make our own of apply it to our own purposes.

    1. it helps when their is text with the pictures for the students to be able grasp the topics.

    2. Great way of introducing how technology is taking over the way we tech literacy in classrooms.

    3. I think it's a valid concern that this will have adverse affects on literacy in future generations

    4. This is very true and something I have noticed. I think its also true that video is another way that written texts are being replaced

    5. Teachers use different modes of technology to teach students information in different ways. Each of these modes have specific semiotic meanings which can help students learn in many diverse ways.

    1. Creativity

      Notes from video

      • Copy, Transform, Combine (Remix)
      • Everything is a remix
      • Loss Aversion- strong feeling of protection of what we have or what we have made
      • we are dependent on one another- creativity comes from without not from within
    1. Learning STEM Skills by Designing

      Notes from Video

      • Making video games is like writing stories where the audience can pick their own stories
      • understand broader context of game-making skills in other areas (problem-solving skills- can relate to math, literacy, real-life situations, etc...)
      • How is my audience going to perceive my message?- being taught with online game-making but it is being missed in classrooms
      • negative comments- if feedback is more productive rather than demeaning then students can learn what they need to fix what they have done wrong rather than just quitting what they are doing
    1. Cultural Anthropologist Mimi Ito on Connected Learning, Children, and Digital Media

      Notes from the Video

      • Why do we assume kids socializing and play is not a site of learning?
      • why do we assume that schools cant have a spirit of entertainment and play as part of what they're doing?
      • Diversity in what kids were learning and doing online- friendship-driven participation (hanging out with their firends online)- site of learning social behaviors and what it means to grow up in a technological world
      • "Geeking out" participation- minority/ creative students/ interest-driven orientations- kids using the internet as environments to develop their interests and more specific forms of literacy
      • we should value all activities of online participation
      • adults have a complicated role in children's societal spaces
      • adults role in education of online safety is very important, however,
      • awareness of supporting of engagement for students to foster intelectual development using online resources- proactively engage kids in learning with online/ technological tools
      • more general perception that associates technology with the media and it is inherently a space that is hostile for learning- learning about the differences between online resources- recognizing the important actions performed when children go online (even the social area of online interactions)
      • classroom learning- giving kids access to a baseline set of standards of what they need to participate in contemporary society- reflecting on things that are going on in their lives- formal learning should work with technological learning to help students learn more