2,588 Matching Annotations
  1. Feb 2019
    1. What we concluded is that people needed the map to be more approachable, accessible, and applicable for learning and teaching web literacy skills.

      Making the information more understandable and relatable will help to spread knowledge about safe internet usage.

    2. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams

      Also another thing that should be taught in k-12 schooling. I was talking to 3rd graders about their online identity and one of them said "I don't care if I act crazy in my videos that I post online". Number one, a 3rd grader should not have the ability to post videos of themselves online, in my opinion, and number two, even though they are only in 3rd grade, thses videos coud resurface one day and harm their image online.

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

      This should be taught throughout k-12 schooling. Learnng this in college was super helpful but it was taught a little late for me. I know now how to choose sources that present good information but growing up I wouldnt have been able to do that

    4. 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.

      Teaching people how to use the internet safely can allow for the internet to continue to be a place that helps someone obtain information, communicate with others, and express their knowledge to others. Providing a safe environmet for people to do these things is important for successful internet usage.

    5. “21C Skills” refers to a broad set of knowledge, skills, work habits, and character traits that are important to succeed in today’s world, particularly for college and career readiness and in the workplace. Examples of these skills include collaboration, communication, creativity, and problem-solving.
    6. “Participate” is how we connect on the web. It includes interacting with others to making your own experience and the web richer to working in the open. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams.
    7. “Write” is how we build the web. Web literate individuals can transform a word into a hyperlink and add media to websites. As abilities are honed, one becomes more adept at remixing other users’ content and understanding or writing code.
    8. “Read” is how we explore the web. Web literate individuals understand basic web mechanics such as the difference between names and addresses on the web, and how data is linked and moves through the infrastructure of the web.
    1. 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.

      I completely agree with this. When I was in middle school and high school the only thing we ever used the Internet for was for research or to write papers.

    2. 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. It is also so easy to get any information you want really quickly.

    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? Do our students recognize the ways in which Facebook’s privacy settings continually shift without user permission, and what posting a photo today might mean for their future employment opportunities? Do students recognize the importance of password-protecting their devices and having different passwords across platforms?

      These are all really important questions that should be raised to all students. I think a lot of young people don't understand the consequences of poor decisions on social media.

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

      This goes more in depth and helps students understand why to use a platform such as Twitter instead of just using it mindlessly.

    3. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      I feel like when I was in high school I was taught some digital skills but they never went into depth about why we needed to know those things.

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

      I like that this distinguishes the difference between digital skills and digital literacies.

    5. Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

      Digital Skills vs. Digital Literacy

    6. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.
  2. classroom.google.com classroom.google.com
    1. I agree that Navigation and Critique should be added to the definition because part of comprehending a text is to be able to navigate through it efficiently.

    2. "Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with the written language"

  3. Jan 2019
    1. Teachers should also be cognizant that web literacy education also occurs outside of the classroom. Some of the most valuable learning takes place when students gather after school in coffee shops, libraries and living rooms. 

      With online tools learning can be done anywhere. Students can bring the knowledge they have learned to the classroom to share with their peers.

    2. In the 21st century, web literacy unlocks the same opportunities as reading and writing. The student who is able to create online has a limitless array of tools. The student who is able to collaborate with peers on the Web can bring fresh, new perspectives to their work. And the student who can distinguish reliable information from the unreliable will always be at an advantage.

      Technology requires students to have a different skill set beyond the ability to read and write. Students have to be able to apply these skills online.

    1. Large and/or group discussion Interactive lecturing and think-pair-shares Flipped classroom Cooperative learning (including team-based and project-based learning) Guided note-taking Guided inquiry for problem-solving

      Collaborative learning allows students to think deeper about the material and apply their knowledge and skills.

    2. Term papers. Short-answer quizzes. Free-response questions. Homework assignments. Lab projects. Practice problems. Group projects. Among many others…

      Assessments that allow students to explain what they learn are more beneficial than assessments with one right answer.

    3. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum

      Students always want to know why they are doing an activity, UbD can answer those questions.

    4. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content.

      Starting with the end goal can make it easier for teachers to develop a lesson plan.

    5. Instructors typically approach course design in a “forward design” manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course.

      Teachers typically follow the curriculum in the order it is written and without connecting it to the overall goal of the course.

    1. I give my students meaningful tasks to help their learning.

      Learning how to apply the skills gives students a deeper understanding.

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

      Digital literacy takes digital skills a step further.

    1. Nonetheless, the larger unit goals provide the context in which individual lessons are planned.

      UbD looks at the big picture of a unit plan rather than individual lessons.

    2. Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port)

      Students have to be able to make their own connections and interpretations in order to get a good understanding.

    3. In addition to performance tasks, Stage 2 includes other evidence, such as tradi-tional quizzes, tests, observations, and work samples to round out the assess-ment picture to determine what students know and can do.

      Traditional quizzes can sometimes be a quick and easy way to make sure students understand the concepts before having them apply the concepts in the performance tasks.

    4. Thus, we consider in advance the assessment evidence needed to document and validate that the targeted learning has been achieved.

      Having a plan for assessment ahead of time can be helpful when planning performance based activities.

    5. An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends.

      Knowing why students are learning something makes it more meaningful for them and makes them appreciate the knowledge.

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

      When students learn a concept it should be useful for them in all aspects of their life.

    7. n the first stage of backward design, we consider our goals,

      Knowing what you are working towards helps stay on track and makes activities easier to plan.

    8. Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding.

      A good way to make sure students are learning and understanding something is to see how they use the knowledge in problem solving and explanation.

    1. To hold information-age jobs, people also need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies.

      Creativity and collaboration is becoming more popular in new jobs.

    2. Using questions and keywords to find the information you need

      Being able to narrow down the search will keep students from getting distracted and overwhelmed by all of the possible resources.

    3. It also includes having a grasp of security basics, like protecting your online identity and avoiding online scams

      With the ability to share anything and everything online it is important to know how to protect yourself.

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

      Being able to determine what is useful and trustworthy is an important skill to have in all cases when using the Internet.

    5. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      Students have to be able to use the basic skills they learn in the classroom and use them online.

    6. 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. In order to accomplish this, 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.

      Mozilla's goals to create good citizens of the web require people to have knowledge of the things they are using.

    7. 21st Century Skills (21C Skills)

      A focus on 21st Century Skills.

    8. Knowing how to read, write, and participate in the digital world has become the 4th basic foundational skill next to the three Rs—reading, writing, and arithmetic—in a rapidly evolving, networked world.

      Technology is our future and our students should be fluent in the digital world

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

      Important to focus on diverse audiences globally.

    1. udents acquire word knowledge through implicit learning that takes place as theyread and write, and through explicit instruction orchestrated by the teacher. However, itis impossible to know exactly what to teach and when to teach it until we have a livingchild before us. An informed, developmental interpretation of students’ efforts as theyread and write shows us

      very true!

    2. phabet Pattern MeaningEmergentPre-K to middle of 1Chapter 4Emergent StageLetter Name–AlphabeticK to middle of 2Chapter 5Beginning StageWithin Word PatternGrade 1 to middle of 4Chapter 6Transitional StageSyllables and AffixesGrades 3 to 8Chapter 7Intermed

      this is a pretty useful picture to illustrate reading and writing levels

    3. obecome fully literate, however, we also need specific knowledge about individ-ual words. Knowledge about the English spelling system provides us the tools to do thejob correctly. The word rain,for example, might be spelled RANE, RAIN, or RAYNE—all are orthographically and phonetically plausible. However, only specific knowledgewill allow us to remember the correct spelling. Likewise, only specific knowledge of thespelling of whichand witchmakes it possible to know which witch is which! The rela-tionship between specific knowledge and knowledge of the system is reciproc

      knowing the spelling of words is important. my nephews still have issues with the phonetics and spelling of certain words.

    1. explore the many directions that read-alouds can take in your classroom. Read-alouds will provide your students with a myriad of benefits and, to put it simply, a nice change of pace.

      I can see read-alouds being used in different classrooms and subjects besides science to keep my students attention. It would also help to have students learn from varying perspectives and connect different subjects to a lesson.

    2. However, the example of mistletoes as parasites pales when contrasted to an excerpt from the trade book Exploding Ants: Amazing Facts About How Ani-mals Adapt (Settel 1999). Settel evokes considerable excitement, more reminiscent of a screenplay than a textbook:“The Brainwashers: A worm reprogramming an ant’s brain may sound like the stuff of science fic-tion. But that’s what really happens when the small liver fluke gets itself inside an ant. The tiny worm-like fluke is a parasite that spends different parts of its life inside the bodies of three different host ani-mals: a snail, an ant, and a sheep. The fluke must get inside each host by being eaten” (p. 13).

      An example of a good book for a read aloud

    3. reading alone, because the teacher naturally uses tone of voice, gestures, and accurate pronunciation of technical words, all of which help students—particu-larly English language learners—better understand the material.

      This helps students a lot as I can relate to not knowing the proper pronunciation of words.

    4. Because students can often comprehend oral-ly presented texts that are normally above their own reading level, teacher read-alouds also allow middle school students to experience texts that may be oth-er wise inaccessible (Rief 2000).

      Gives students a way to understand text they would otherwise not understand or would not have access to. This gives students better access to these text as well as help them experience it in a more palpable way.

    5. To address these issues, skilled science teachers plan multiple experiences for their students that extend far beyond the textbook. Demonstrations, hands-on activities, and videos are common ways an industrious science teacher will provide inquir y-based instruction, offering engaging access to the middle school science curriculum.

      Science teachers finding ways to keep their students interested with their studies and what they learn.

    Tags

    Annotators

    1. Afflerbach's description of reading makes it easier to separate students in a class, this could be advantageous, but could also be detrimental to classroom construction and atmosphere.

    1. Traditional definitionsof literacy focused on the ability to readwords, but now literacy is considered a tool,a means to participate more fully in the 21st century’s digital society.

      I think this is a very important modern distinction of the definition. Today, there are so many various ways of receiving and processing information that requires a revamped understanding/definition of literacy.

    2. Behaviorism

      Behaviorism, to me, seems like more of a strategy for teachers to navigate teaching than a learning strategy. This author, like many others, seems to be functioning under the belief that each of these "learning theories" are separate and individual when, in my experience, they function simultaneously and exist only to compartmentalize as a way to attempt to understand human learning. They are all essentially trying to explain the same very complex thing. There needs to be a more overarching and complete theory that includes and involves all of these individual theories and more that have not been included. Teaching and learning are so complicated that not one of these ideas can truly cover what is going on, which is why I believe that there is such a debate - each of these targets one aspect, which resonates with different people, but fails to cover the whole spectrum of learning.

    3. collaboration,not competition, is more conducive to learning

      This is the basis of my teaching philosophy. In all of my previous classes and experiences, I have found that this holds true almost every time - the more knowledge shared the more knowledge each person has. Even if a student is learning or studying "alone," they are still collaborating with the author or object.

    4. Schema Theory.

      This is the theory I most agree with, if not just for the visual organization.

    5. Active Learning.

      Even if students are just getting information that can be obviously applied to real life, or a discussion about how what they're learning affects their current lives, they will be more willing to learn and actually receive instruction.

    6. Social Interaction.

      Group work can be valuable if the work is properly distributed. Group work has the stigma of forcing one student to take the brunt of the load and the other students coasting by, but with today's technology, teachers can more closely monitor participation to help with the balance.

    7. Peer Groups

      One of the things I worry about is for a student that does not have the opportunity to access technology outside of the classroom feeling as if they do not fit in or belong with their social groups. Technology now, especially with the youth, is extremely valued and the type of technology you can access is almost an indicator of social class, which is always a factor in peer groups and bullying.

    8. Writing online differs from using paper and pencil, too.It’s more informal, although most texts should be grammat-ically acceptable and use conventional spelling. Immediacy isanother difference: Writers post their writing within sec-onds. Third, writers create multimodal texts with digitalphotos, video clips, and website links. The fourth differenceis audience: Writers send e-mail messages to people in dis-tant locations, including military parents serving in Iraq andAfghanistan, and their postings are read by people world-wide.

      Now, we need to teach our students how to navigate communicating in a much different way than what was taught in previous years. What I believe is most important in this list, though all aspects of online literacy are important, is teaching tone and understanding how to communicate with different audiences appropriately.

    9. Some students learn to surf the Web, locate and readinformation, and communicate using e-mail, instant messag-ing, and blogs outside of school; others, however, haven’thad many digital experiences. Teaching students how toread and write online has become a priority so that they be-come fully literate in today’s “flat” world.

      Due to a range of outside forces like class-gap and poverty, in our classrooms we will have students that range from high technological literacy to almost no experience with technology. In today's world, it is our job to shrink that gap between those students who have the privilege of experience with outside technology and those who do not.

    1. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.

      This expresses the importance of teaching literacy in all content areas-- not just English classes

    2. Achieving literacy is a lifelong learning process.

      Does this mean no one ever really achieves literacy? Or can it be better defined as a skill that is continually developing?

    3. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

      In order to function best in society, you have to be literate.

    4. Achieving literacy is a lifelong learning process

      Really good point.

    5. Literacy is more than just reading, writing, and numeracy. It's not about being literate or illiterate anymore, but having adequate skills for today's demands.

      Its not just about having the skills, but using it successfully in everyday life.

    6. We all know what "literacy" means, right? Well, maybe not.

      What is literacy? What do you think?

    1. No, every human needs Vitamin D. While a big library can be very satisfying, do not get bullied into it. That’s as bad as being bullied into getting rid of it.

      This is life changing.

    1. This means providing a safe, ethical, and supportive culture in their classroom to encourage all students.

      I agree with this statement being an important part of an effective learning environment.

    2. Beyond that, it requires students to act ethically, legally, and safely online.

      This is a very important because sometimes kids don't realize the things they post online will stay online forever. This could hurt them in the future.

    3. To be an innovative designer, students must understand the basics of problem-solving.

      Being an innovative designer can help students become critical thinkers and engage in project based learning.

    4. digital citizen.

      I think this idea of being a "digital citizen" is interesting and very important in our society today. Educating students to utilize technology is critical because it is a tool they can use for the rest of their lives.

    5. A creative communicator expresses themselves clearly and concisely through digital media

      It is sometimes difficult to interpret what someone is saying through technology, so it is important to be fully aware of how and what you are saying to people through technology.

    6. Computational Thinker

      Nice term for "tech savvy"

    7. Chiefly that means teachers regularly inspire students to act responsibly as they participate in the world — especially the digital world.

      The digital world seems to follow you wherever you go, so it's vital that we teach our students to act responsibly.

    8. It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools

      Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

    9. This means understanding the rights and responsibilities that go along with using modern technology. Beyond that, it requires students to act ethically, legally, and safely online.

      Sounds good

    10. Students need to be receptive to an education if they’re actually going to learn.

      This is very true. They need to be able to be receptive to be able to get something out of their education

    11. To be a computational thinker, ISTE says students must be able to create and employ strategies for solving problems that use technology.

      Computational Thinkers

    12. To be an innovative designer, students must understand the basics of problem-solving

      Problem Solvers

    13. These tenets are fulfilled when students set up individual learning goals and customize their learning environments to achieve those goals.

      In my opinion this is what education is all about child centered learning

    14. In total, there are 29 ISTE standards that apply to these five groups.  We’ll cover each of those standards on this page.

      Main idea of the article

    15. 2. Digital Citizen

      One of the goals for ISTE is that students become good digital citizens. Has this become the online equivalent to being a law abiding citizen? How important is this compared to being a tangible citizen.

    16. With that in mind, the ISTE has established seven key standards for students to follow. ISTE student standards are: Empowered learner Digital citizen Knowledge constructor Innovative designer Computational thinker Creative communicator Global collaborator

      Goals of ISTE

    17. As a result, students need to know what reliable information looks like and where they can find it.
    18. To be effective educators, each teacher must also know how to be a learner.
    1. Right now I’m on a cherry tomato + bagel seasoning kick, but I’ve been known to get nutritional yeast involved.

      This is life changing. ;)

    1. So if you are tired during the day, check that you’re giving yourself the opportunity to get 7 to 9 hours.

      This is super helpful. Bold

    2. So if you are tired during the day, check that you’re giving yourself the opportunity to get 7 to 9 hours.

      This is super helpful.

  4. Nov 2018
    1. "Although images were present on the pages of textbooks before, there are more images now; these images look and function differently from those found before. The page is used differently to the way it had been"

      When comparing textbooks and writing from many years ago, one can see that the way in which images and diagrams were utilized than is very different from now. Images are now used from often in print texts, and they are often used to tell more of the story than the print is.

    2. "If, going one step further, we compare a contemporary textbook with “pages” on the Web dealing with the “same” issues, we see that modes of representation other than image and writing—moving image and speech for instance—have found their way into learning resources, with significant effect."

      When comparing print textbooks or to 'pages' on the internet, we see that not only are images used to further the information but that moving images, which I can only assume are gifts or videos, and speech are also utilized to further share information.

    3. This reminds me of the saying a picture is worth a thousand words. It's true sometimes a picture, song, video, or skit can convey a message better than words themselves.

    1. For this research, which aims to help the training of autistic students and students with intellectual difficulties in identifying communication cards, we use an application installed on a smartphone. The application allows choosing between PECS or cards used in school. We used PECS because they decreased problem behaviors and increased speech in some individuals

      This is a great tool for studentzs with kids with intellectual disabilities

    1. And these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality.

      Times have changed so people have to adapt with the changes

    2. none of us could have predicted the reach and the influence the multiliteracies idea would have, way beyond our own circles of personal and professional association. Even the idea of a ‘Google search’ was unimaginable ten years ago

      things have changed alot over the years. learning online is and finding information out online is the main source to go to now instead of a book etc.

    3. The Multiliteracies view of design has three aspects: Available Designs (found representational forms); the Designing one does (the work you do when you make meaning, how you appropriate and revoice and transform Available Designs); and The Redesigned (how, through the act of Designing, the world and the person are transformed)

      I think this is important in breaking down information and connect back to construction of online content.

    4. Meaning makers don’t simply use what they have been given; they are fully makers and remakers of signs and transformers of meaning.

      I think this is a very relevant quality in the constantly changing world we are in today and therefore we should aim for our students to be meaning makers.

    1. Working online is a fluid experience which calls for flexible learners.

      As an online learner myself, I find this to be extremely true. There have been many times where assignments or tasks that my college professors have assigned that have been so challenging that I have had to adjust the task (by using multiple resources, other programs, etc,) to better my understanding.

    2. our understanding of construction and creation needs to be broad enough to allow for change in the future

      Sonia Livingstone's definition of media literacy is spot on- it is essential that we teach our students how to create AND construct using technology (using multiple modes) because our society is constantly, rapidly evolving.

    3. 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.

      Online construction has more to do with process of creating rather than just getting it done. This means that more attention is given to the steps within the process like editing, revision, getting others opinions, etc.

    4. Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need.

      I never would of thought ORC had elements of communication - though I can see how communication could be used when doing online reading comprehension especially when discussing pieces of text.

    5. Construction calls on creativity as well as persistence, flexibility, and revision.

      Construction and creativity are different BUT go hand in hand in a sense. You need to be creative in order to construct effectively, along with other elements listed.

    6. 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.

      What I take from this is that student's can share their understanding of what they have learned to others. ORC is about the communication and how they can share it with other people.

    7. Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)

      It is important for teachers to understand this concept and to help students understand this so that they can use it in the classroom.

    8. 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.

      I do see the distinction between construction and creation but I also see how they easily and usually work hand in hand. I think when helping students use the web and technology to guide and scaffold learning both should be included.

    1. As student writing moves from page to screen the key difference between the traditional writing process and OCC is that teachers and students need to consider other elements that are particular to working with online informational text (e.g., semiotics, visual literacy, multimodal design).

      Basically, online content construction brings in ideas of mulimodal design visual literacy, and semiotics. When students are working with print information and creating things in print contexts they usually do not encounter these things nor have the opportunity to incorporate the into their work easily (besides drawing but that can be difficult for some as well). Since they do not encounter it much in their learning environments, they must be led through the process of what to do with these elements and how to appropriately use them in their own work. Just like we do with reflections.

    2. OCC is defined as the skills, strategies, and dispositions necessary as students construct, redesign, or reinvent online texts by actively encoding and decoding meaning through the use of digital texts and tools.

      Honestly, this explanation confuses me a lot but here it is.

    3. As society has incorporated dynamic and new media in everyday life, educators are required to expand traditional understandings of text and literacy that have replaced many of the ways that we communicate, create, and socialize

      It is very important that this is actually taught within the classroom since it is so important that students actually understand the new ways they are interacting with literacy and online information. While they may know how to access it, read it, etc. not all students are taught how to actually use what they view online in a productive manner like they do print sources we have in the classroom. This ties into online content construction because students will have a better grasp at online comprehension if they can use it with online content construction which would be using it hands on.

    1. My special education students typically miss out on taking courses of personal interest. Electives are often replaced with supplemental math or reading classes to bring the students up to grade-level expectations. So I decided to bring student interests into my resource rooms.

      I would love to do this within my classroom, I believe this is a great idea! Students will love this project, and that it can also be self paced is a great plus!

    1. Some students struggle to capture their thoughts on paper because they have poor handwriting skills or because they cannot hold a pen or pencil. Technology gives students extra support that traditional methods cannot provide.

      This will be a great tool to use technology inside the classroom. I never thought of it to be used this way, so this article really helped my find my understanding of technology inside of my future classroom.

    1. These fan videos include sampling clips from movies or television shows, creating movies within video games, using flash animation (or stop motion animation, claymation, etc.), roping friends and family into participating in a live-action video, and so on, all set to a favourite song or used

      It isn't exactly like they are talking about, but this reminds me of when my Spanish teacher allowed us to create music videos and songs based on the topic we were learning about in class.

    2. Popular song + movie editing

      this makes me thing of a lot of vines and movie scenes

    3. Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video

      Grey Album=The Beatles "White Album" and Jay-Z's "Black Album"

    4. recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea

      Young people use videos and music to express a feeling

    5. to use images and sound and vide

      gifs and memes

    6. It involves mixing digital images, texts, sounds and animation; in short, all manner of found artefacts. Young people are picking this up on a massive scale and it is becoming increasingly central to their practices of making meaning and expressing ideas.

      I think we see this on twitter and other forms of social media. We take a phrase or picture and create new memes and pictures.

    7. no remix, no culture.

      remix shows culture

    8. More specifically Lessig refers to a practice of creative writing within the school curriculum in parts of North America whereby students read texts by multiple authors, take bits from each of them, and put them together in a single text.

      I remember doing things like this in school. We would study different authors can take elements of their work and remix it into our own work

    9. History shows us, for example, that remix isn’t specific to digital times but has always been a part of any society’s cultural development (see, for examp

      Remix has a long history

    10. Lessig (2005) says that every single act of reading and choosing and criticizing and praising culture is in this sense remix, and it is through this general practice that cultures get made.

      I never thought of the fact that talking about a book or movie with someone is a form of remix

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

      This means taking many different ideas and mixing them together to create one product.

    1. Overload comes from bogging the lesson down with too many inputs or modalities at once. Teachers will keep modalities both focused and organized. They will also switch activities and lessons every 15 to 20 minutes, as this is the point at which students begin to tune out and lose focus.

      This is important to take into account when using multimodality in the classroom. It is good to change it up a bit when using this approach.

    2. Multimodal teaching is successful because it appeals to all learning styles. Students are ensured to receive their lesson by one or more modality, through which they learn best.

      This is important to incorporate into the classroom as a teacher because each student learns differently from each other. And as a teacher, it is important to understand this and to teach in a way that is beneficial to every student in the classroom.

    1. This means that we need to extend the range of literacy pedagogy so that it does not unduly privilege alphabetical representations, but brings into the classroom multimodal representations, and particularly those typical of the new, digital media. This makes literacy pedagogy all the more engaging for its manifest connections with today’s communications milieu. It also provides a powerful foundation for a pedagogy of synaesthesia, or mode switching.

      This concept can be very powerful as the pedagogy can really make learning authentic and relevant in the growing world of technology therefore motivating kids to be learners and creators as they construct knowledge.

  5. Oct 2018
    1. This could impede a child’s registration of information in memory and impact the integration of the information needed to form concepts. 

      amazing idea and great website

    1. Attracting over 11 million views monthly, Do2Learn is an unparalleled special needs resource website started in 1996 through a NIH Small Business Innovation Research grant. Learning disabled youth access thousands of free elementary-level worksheets for literacy, math, visual discrimination, behavior management, and more. There are also printable picture cards available to promote functional communication in children with Autism.

      this is a website I'd be interested in especially because my focus is on kids with ASD.

    2. Educational websites assist children with learning disabilities master basic skills in reading and math or advanced concepts like calculus

      Its a way to keep them engaged in learning while the teacher can walk around and assist.

    3. Parents and special education teachers often have difficulty finding new tactics to provoke a love for learning in children with learning disabilities

      It is difficult to keep them engaged and excited about learning.

    1. Consider, for example, just a few of these new technologies: Twitter, Facebook, Google+, Siri, Foursquare, Drop-box, Skype, Chrome, iMovie, Contribute, or any of many, many mobile “apps” and ebooks. Each requires additional reading and/or writing skills to take full advantage of its affordances

      Each new technology requires a different skill to fully be able to grasp it.

    2. We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

      We have to be able to adjust to the new technologies that are appearing every day.

    3. Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading. Those who struggle with reading and writing become literate in a new literacy before others and can teach this new literacy to others who are not literate with this new form.

      I love this idea, though it is very true that it is very rarely done this way.

    4. 4.New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5.Critical literacies are central to new literacies.6.New forms of strategic knowledge are required with new litera-cies

      Some of the more important aspects of New Literacy findings.

    5. However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online

      This is where critical thinking skills and reading comprehension skills would come in handy. We were never taught how to look at online literacy spaces like we look at print literacy spaces, so we assume that the strategies we use for one cannot be replicated with the other but this is untrue.

    6. Many students do not read search engine results; they simply click and look their way down each list of search results, reviewing each web page, often skipping right past a use-ful resource (Leu, Forzani, & Kennedy, 2013).

      I have found myself doing this sometimes, and then I have to remind myself to slow down and actually read things.

    7. We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

      Our job as teachers to assess this and make sure our students know how to work technology.

    8. Typically, Wikipedia is simply used for information. Reverse this and use Wikipedia to make critical evaluation skills the primary focus. Select an entry for any topic being studied in the classroom. For homework, have students find one claim made at the site that is contested by others online and bring the disputed information as well as the sources to class. Have students share their disputed facts and sources and discuss critical evalua-tion strategies that could be used to help resolve the conflict. This conver-sation will teach many new online research and comprehension strategies to your students

      This is a cool idea. I think it would be really useful in teaching students about the use of wikipedia.

    9. Starfall (www.starfall.com) is an exceptional resource for children that supports the development of early offline reading skills within an online context. Starfall is free, a gift from the CEO of Blue Mountain Greeting Cards, who is dyslexic, to honor all the teachers of reading who helped him on his journey. It includes delightful activities that teach CCSS foun-dational skills in reading: letter-name knowledge, phonemic awareness, phonics, and sight word recognition. It also develops both early compre-hension and advanced comprehension skills.

      I've never heard of this! I will have to check it out!

    10. Many students do not read search engine results; they simply click and look their way down each list of search results, reviewing each web page, often skipping right past a use-ful resource (Leu, Forzani, & Kennedy, 2013).

      I agree with this. I find google scholar very useful to for educational purposes.

    11. 348PERSPECTIVES ON SPECIAL ISSUESThe UnitedStatesIn the United States, the Common Core State Standards (CCSS) Initia-tive (2012) establishes more uniform standards across states to prepare students for college and careers in the 21st century. One of the key design principles in the CCSS, research and media skills, focuses on the integra-tion of online research and comprehension skills within the classroom such as locating, evaluating, synthesizing, and communicating:To be ready for college, workforce training, and life in a technologi-cal society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. (CCSS, n.d., p.4)Three changes are especially noticeable in the English language arts standards of CCSS:1.There is a greater focus on reading informational texts.2.Higher-level thinking is emphasized.3.Digital literacies are integrated throughout the English language arts standards.

      I remember the schools I went to focusing on this a lot. I think that it has helped me tremendously in higher education.

    12. 1.The Internet is this generation’s defining technology for literacy and learning within our global community.2.The Internet and related technologies require new literacies to fully access their potential.3.New literacies are deictic; they rapidly change.4.New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5.Critical literacies are central to new literacies.6.New forms of strategic knowledge are required with new litera-cies.7.New social practices are a central element of new literacies.8.Teachers become more important, though their role changes, within new literacy classrooms. (p.

      Findings of New literacies theory

    13. However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information

      YES. I 110% agree with this. Our generation & younger generations seem to lack the critical evaluation skills needed to read the internet. I don't understand why some people lack this skill, however? Are we just too comfortable with trusting the internet?

    14. Finally, each online tool regularly is updated; each time this happens new affordances appear, requiring addi-tional skills and strategies.

      This reminds me of my grandma. Every time her iPhone updates, she gets freaked out because what she knew, was all changed and in different places. I feel that children and teens, have the skills to problem solve and figure out the update, where many older people do not.

    15. We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

      I completely agree. At some times, its hard to keep up. I think that kids today are constantly exposed to new forms of technology and have to develop new skills to effectively read and write on the internet all the time.

    1. With Google Classroom, teachers can incorporate interactive reading lessons for students to work on comprehension and fluency skills while creating a fun, supportive, and engaging learning environment.

      The key here is interactive and that students will be working/getting feedback from each other.

    1. teacher and student modeling of online research and comprehension strategies (questioning, locating, critically evaluating, synthesizing, and communicating).

      Useful information on the comprehension strategies within the IRT model, all of which build upon another (the ability of communicating the information to your peers being the hopeful end result)

    1. nternet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests.

      This is important for the students to research what they choose, because they will gather knowledge without realizing it, and it helps them learn how to navigate the internet.

    2. considering the credibility (truthfulness) and validity (usefulness) of the information obtained.

      This is something that is SO important. Many people do not know the difference between real news and fake news. This is a great place to start in educating people on the differences.

    3. identify an area of interest

      I like that students come up with something that is interesting to them

    4. Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry.

      Creating a driving question is what I find most difficult to do, but once you have the perfect driving question it will lead you or your students in right direction. Driving questions are supposed to be open ended though, so everyone will have different answers or thought processes.

    5. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained.

      This is a critical phase (as are the others) that really sets the basis for online navigation that will continue throughout the child's life. It is important to be smart and efficient on the internet and be able to critically analyze what is important, valid, and credible for every search done and even things that come up on social media.

    6. Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity

      This is so important in being able to engage students in their learning and therefore creating more motivated learners who want to gather knowledge about the world around them.

    7. These learning activities and assessments are supercharged through the use of digital texts and tools, while building the web literacies of you and your students. As you become more familiar with Internet Inquiry Projects, you’ll find that you regularly use the web for teaching and learning every day.

      I want to incorporate technology in moderation as a tool for more interesting and interactive learning activities in my future classroom.

    8. The design, focus, and length of the Internet Inquiry Project should be determined by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives.

      You should incorporate your own ideas and teaching strategies as well.

    9. This process involves the following five phases: Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

      The five phases involved in the process.

    10. The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies. Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. I

      Internet inquiry projects can keep students active and engaged in their learning activities.

    1. How can innovative teachers use Instagram?

      I follow many educators on Instagram. I find it really cool to be able to see real teachers at work from all over the world. All of these teachers have amazing content and ideas to contribute and it is really awesome to see them collaborate, offer advice, and open up genuine dialogue about education on their pages.

    2. That reluctance is understandable, but it is important for effective 21st century teachers to be adaptable, especially in our ever-evolving educational landscape.

      I agree with this. Teacher's must keep up with the times. I believe this because new technologies have the power to help us become better educators and our students better learners.

    3. IG combines the categorize-by-hashtag system used by Twitter with the image-driven nature of Pinterest to create a place where educators can come to network, share and discover new ideas, and interact with each other on a more personal level.

      I think this is why many teachers are drawn to instagram.

    4. You can find many teachers with these qualities on social media platforms like Twitter and Pinterest, which are popular online communities that innovative educators use to build a personal learning network, share ideas, discover new technologies, and find inspiration.

      The high school that i want to was very pro-social media and pro-twitter. The principal followed us all on twitter. He stayed connected with us and was easily accessible if we had any issues.

    1. how teaching comprehension skills for traditional print text might be beneficial for reading online, and if online reading might require additional or different instructional practices.

      It is important to teach this to students so that they know how to approach online text and how to understand it because it is different from reading a regular book.

    1. Teach a mini-lessons on the differences between .com, .gov, .org, and .edu domains

      This is important to include when teaching young children about how to research online. They should be able to recognize what websites are more appropriate for what they want to learn about.

    2. Additionally, because online reading occurs within rapidly changing technology that may or may not be familiar to teachers, and students are frequently engaged with outside of school, lessons that build on students’ prior knowledge of these technologies can and should be employed.

      Children are going to constantly be using technology and its important for them to learn to use it correctly and educationally.

    1. We uploaded a pre-publication draft of the column to allow for review, remix, and commentary.

      This article is great. Randall Johnson reminds me of many educators who are using social media, blogs, and YouTube to share openly online. Many teachers have instagrams that they use to share their ideas, thoughts, content, experiences with education.

    2. Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

      Open learning definition

    1. trauma-like symptoms from media exposure are common in children and adolescents.

      I can see how this correlates due to the fact that a lot of the showings on television these days are violent or gory. Movies are made to be life real life and television too. As a child that would scare me to think that what i am seeing on tv could happen to me in real life.

    1. time spent using social media and increased self-esteem, increased social capital

      I don't know that i believe that there is an association between time spent using social media and increased self-esteem. There is so much bullying going on these days through social media that it is hard to believe that there is an association between the two.

    1. Hess is the first to admit that this strategy could easily be done with paper and pencil.

      See strategy explained above. This shows again that strategies designed for digital spaces can also be used in non-digital spaces and students will still get the same depth of knowledge from it.

    2. “Number two is to engage them in an active way with the text, and number three you want to encourage oral discourse. And number four you want them to do some reflection.”

      More ways to read deeply in any format but especially in digital spaces.

    3. It means teaching kids ways to break down a complex text, find key ideas, organize them and defend them.

      Ways to read deeply in any format but especially in a digital space.

    4. It takes more self-control to stay focused when reading digitally, a challenge for many students used to quickly navigating around the Web.

      I can attest to this. I know that I am a skim reader when reading print, but I am a very bad skim reader when reading digitally. I may only catch 1/4 of the content when reading digitally compared to 3/4 when reading print. We are so used to quick reading and just getting the gist when reading digitally.

    5. Technology won’t repair those gaps.

      Need to remember that just because you can throw technology into a lesson, does not mean you should because it is not always the best answer in that situation.

    6. Discourse is at the center of the strategies he teaches, which is why he’s not a fan of one-to-one programs that isolate kids on individual computers practicing rote skills through software.

      I like how he stresses talking to someone else and how that impacts your understanding (for the better). Programs within schools to emphasize individual work and doing things silently for the best work, usually is not the best way for students to learn. This goes especially for reading comprehension. Why not incorporate technology into reading in a way that allows for productive collaboration and discussion, while still keeping an organized classroom?

    7. “I don’t believe technology should ever be taught separately,” Hess said. Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking.

      Reading strategies for digital spaces and for paper text can be interchanged and used in each type of reading. This is important to remember so one is not stressed to incorporate technology into everything in order to get those strategies in.

    8. “I don’t believe technology should ever be taught separately,”

      I strongly agree, in this growing world of technology we are going to be increasingly surrounded by it and technology is already incorporated into most aspects of our life. It can also engage students since it is authentic.

    9. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to engage deeply with digital text in the same way they do when reading materials printed on paper.

      I have noticed that I tend to want quick info and text instead of being able to read and engage in long text as I am so used to quick and instant information on social media. I am also distracted by other things on technology when I should be doing things like homework.

    1. To be honest, I had some trouble setting up my first project, and as a result my students got impatient, regardless, I wasn’t ready to throw in the towel; rather, I was even more committed to improving on our next project.

      As a teacher I know not every lesson plan is going to go exactly how I plan and its important for me to remain positive and not react in a negative way if it doesnt go the way I planned. These kids need positive reinforcement and positive reactions from me and I know each kid works at their own pace so I will constantly remind myself to remain positive even if an activity doesn't go exactly how I want it go. These online activities will help in the long run by bringing different sped kids from around the world together to help each other improve and learn everyday.

    2. For collaborative projects, teachers can pair higher- and lower-functioning students, who will then work together to accomplish a common goal that is often bigger or better than what they could have done on their own.

      This is important because in a sped classroom you are going to have lower functioning and higher function kids, who are on different levels of learning, and to bring them together and have them work together to reach one goal would help with the low morals and negative approaches to assignments that sped kids can often struggle with.

    1. “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.

      Connected learning allows learning to be more personalized to the individual student. It connects their academics to their interests, learners to peers & mentors who are interested in the same thing (digital world) and education goals to higher goals and skills.

    1. The key is to structure the activities collaboratively so that learners are mutually dependent on each other yet are held individually accountable.

      Group work can be construed as "divide and concur" by your students instead of them knowing they have to work together equally as a group. One must prepare collaborative learning scenarios so that students rely on each other but are still accountable for their own work. In the end, only one grade would be given.

    1. First, students need to feel safe, but also challenged. Second, groups need to be small enough that everyone can contribute. Third, the task students work together on must be clearly defined.
      1. Safe but challenged
      2. Small enough for contribution
      3. Rules and work clearly defined
    1. Some require a thorough preparation, such as a long-term project, while others require less preparation, such as posing a question during lecture and asking students to discuss their ideas with their neighbors (see concept tests).

      Collaborative learning does not need to be the sole way to learn in the classroom. It may just be five minutes of a lesson one day, but the whole lesson another.

    2. actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it.

      Collaborative learning allows students to process and synthesize information rather than just memorize it for a test. They can critically think through problems and ideas this way. They will also better remember the information this way because they were active agents in their learning rather than passive ones.

    3. "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."

      Collaborative learning is based in the idea that learning is a naturally social act - so the act of talking through the problem or idea is how the students will learn the best and the deepest.

    1. Educators talk about incorporating technology into lessons on a regular basis, but are you doing it in a meaningful way?

      I appreciate that this portion of the article put the implementation of the SAMR model into context. Sure, I can now tell you the 4 steps of the SAMR ladder and what the purpose of the model is, but I believe the model can be summarized in this one question the author poses: "Educators talk about incorporating technology into the classroom on a regular basis, but are you doing it in a meaningful way?" The author shines the light on the fact that yes, especially in the past decade, there has been a huge push for educators to incorporate technology into their classrooms. However, are they doing it because they are being pushed to? Or is there meaning, purpose, and intent behind the technology driven learning?

    2. Many educators use the SAMR model and Bloom’s Taxonomy in tandem to make their technology integration more purposeful

      Although the SAMR model and Bloom's Taxonomy are similar in the sense that they present a gradually increasing order of higher level thinking, I would have never thought to use both of the models in tandem. Used together, I agree that it will allow teachers to make their technology integration more purposeful in the classroom.

    1. CASE STUDY 6

      This is literally one of the coolest ideas ever. I really want to tie HP into my future classroom just because I feel it is such a fun example of collected learning. I really like how they took the story and used it to form really great campaigns and fundraisers and these functions had actual results.

    1. 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.

      I 100% agree with this. When there is a connection between teacher and student there adds a reason for being in that class, for completing that assignment, for studying a little harder for that particular class.

    2. The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      Connected learning really is a huge part of successful understanding. When something that is a part of a student's life is tied into education that student then takes a personal interest in what is being presented to them. It is no long about the grade or doing it because they have to. They are actively participating in it and actually cognitively understanding what is being taught to them because they want to.

    3. an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

      I think this is really one of the greatest achievements of technology. The amount of interaction between people from all over the world is astonishing. Back in the day it took weeks, sometimes longer to send someone a letter in the mail. Now, you can communicate with someone who is in a completely different country in a matter of seconds.

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

      It is so important for someone to feel welcome where they feel uncomfortable. I love that the groups that foster connected learning make sure that all are welcome and they encourage sharing of ideas.

    5. Feeling emotionally and physically safe and a sense of belonging Becoming more involved in the chosen interests they brought to YOUmedia Improving in at least one digital media skill Improving academic skills: better communication with adults and improved writing ability Understanding more about opportunities available to them after high school

      This is very important when it comes to children who come from a background of low income. They usually don't have opportunities like this and thanks to YOUmedia, they can explore what they usually would never get the chance to.

    6. A survey of 30,000 college graduates found that a strong connection to a faculty member doubled the positive life outcomes of graduates.

      It's hard to succeed when you do not have a support system at home. You need someone to be that push for you and that encouragement when you feel like you can't.

    7. For example, when reading about games they enjoy playing, teenage boys read at a much higher level than their reading level in school.

      And to add to this, I am sure that people researching something they are interested in will go in to depth and learn more about that certain topic. The topic will keep them hooked in result, wanting to learn more.

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

      Which is why we submit our module work to a group of our peers for feedback before submitting it for a final grade!

    1. In math class, students are given challenging class problems that encourage them to seek ideas and advice from their group members.

      This is nice because if a student is struggling on how to complete a problem, someone else from the class can help them if they understand it.

    2. the teacher also gives out a group-collaboration grade for each unit, which is worth 10 percent of a student’s grade.

      As a teacher, you need to make sure that you give out a rubric for the students to complete to grade their teammates on their participation and effort. While group work can be beneficial for everyone, you need to make sure that everyone is participating to give the end grade fairly.

    3. Students quickly realize that they are able to solve problems as a group that they would not be able to solve as individuals.

      Personally I love working on projects and assignments with other people. Not everyone thinks the same so it is interesting when everyone can come together and share ideas that they have. It makes you look at things in different perspectives.

    4. To make this approach work, teachers must be willing to “cede the floor” to the students.

      Teachers need to sit back and let the student take it from there. Let them learn and make mistakes on their own but still give them guidance if they are struggling.

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

      There are plenty of tools out there that we can use to help us to be successful when technology online. First, we need to see what the technology has to offer and if we are using what is appropriate