3,069 Matching Annotations
  1. Nov 2018
    1. 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

    2. 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. 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.

    1. 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.

    2. 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. 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.

  2. 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.

    2. We also offer an approach to learning, design and program building that can expand the opportunities afforded by a changing media environment while minimizing the risks.

      The idea of connected learning in this sense can be directly and smoothly tied to the Web Literacy Map and using the internet safely and effectively in the classroom. Since technology is in the interest of many students I think incorporating media is very beneficial to the goal of connected learning.

    3. ffective learning is lifelong and integrated into the real world of work, civic engagement, and social participation.

      Effective learning is lifelong and helps learners be able to function in society.

    4. She finds it to be a community of support-ive friends who have high writing standards and creativity.

      This community holds her to a high standard of writing.

    5. Digital and net-worked media offer new ways of expanding the reach and accessibility of connected learning so it is not just privileged youth who have these opportunities.

      It is important that other children, not just privileged youth to get the opportunity to experience connected learning. I want to learn about how to make this possible.

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

      I love how enthusiastic she gets about connecting with other people that share her interest.

    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!

    9. Elements of Connected Learning

      There are 3 elements of connected learning- combining a young person's interests, relationships, and opportunities, together they allow for connected learning.

    10. an age of abundant access to information and social connection that embraces the diverse backgrounds and interests

      As technology continues to advance, we have virtually unrestricted access to not only information but contact with one another. Technology is incredible in the sense that it connects people from all over the world, different religions, different socioeconomic backgrounds, etc.

    11. social connection that embraces the diverse backgrounds

      Connections with society through in person experiences/online ones are so important.

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

      I love this example. It is cool to see how connections online can make you successful/build your experiences snd opportunities.

    13. Learners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning

      It makes it hard for someone to learn at their full potential if they are not comfortable in the learning situation, or if they feel like they are not contributing or making a difference in what they are trying to learn about.

    14. . A growing body of research indicates that interest helps us pay attention, make connections, persist and engage in deeper learning.

      If you're interested in something your're going to put more effort into it. I find myself in school now trying so much harder and caring so much more about what I learn now that it has something to do with what I want to do for my career. I had interest in basketball, and practiced every single day and played for all my school teams from when I was 5 years old to I was 18. I wouldn't have put 100% effort and played that long if I wasn't interested in the game. My example of basketball relates to teaching school because I think if I could make my class interesting to where the kids were 100% involved and locked in like I was with basketball and with my classes now, then I think they would learn the material better and be more involved by participating, paying attention, and engaging in class activities.

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

      Sometimes as a student, or teacher, you will have struggles and not all information that you learn or teach will come easy. During this time, it is important to look to peers and mentors for support and help.

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

      This is so true. As a teacher I have to come up with ideas that will keep my students interested and make learning fun with whatever material it is.

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

      It is hard to do life on your own, you need people who you know are there for you and have your back through anything.

    18. Click [here] to learn more about connected learning in teaching practice.

      Here is where they talk about how teaching practices you can use for connected learning.

    19. earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning.

      learners need to feel a sense of belonging and feel like they are able to make meaningful contributions to the community.

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

      I like the part of "make things, have fun, learn, and make a difference together". Some children may not be able to achieve connected learning without the guidance of an adult. It is important for teachers, parents and mentors to help students learn about communities they can become engaged in based on their interests.

    21. Youth who participated at YOUmedia saw clear results. 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 so important. I think that often children in low income areas like inner-city Chicago don't feel that they have a place to be free and express themselves. Creating things like YOUmedia is important to at-risk kids.

    22. The Digital Youth Network provided in- and out-of-school connected learning experiences to low-income students in Chicago.

      I want to read more about this study.

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

      I think it is really important to connect with professors and teachers in order for you to succeed in the class.

    24. 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.

      It is so interesting that when students are given the opportunity to chose what they want to read or learn about, that they preform at a higher level. One of my favorite projects in high school was for my problem and stats class. It had to do with frequency and statistics. We got to conduct research on something that we had interest in. I love golf, so I chose to do my project on the correlation of birdies made at the Masters to finishing position. I had so much fun doing it, even though I hated math.

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

      I really like the idea of connected learning. Linking children's interests to what they are learning is a great tool. I feel like if you give children freedom to explore what they want but somehow prompt them into achieving what you, as the teacher want, the learning process will be great and exciting.

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

      This section mentions that through shared practices students can make a difference. I think this is an extremely motivating factor in learning. If students just complete work and turn it in for a grade, the meaning becomes the value of a grade. If they see a difference being made they know they can actually contribute and will be more motivated in the future as well.

    27. 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 so powerful as a future teacher learning the importance and how to incorporate students' interests into the classroom. When interest is sparked this motivation is created and as this model states it can create somewhat of a chain reaction that can open the doors to so many relationships and opportunities in the future. I think I can incorporate interest into my PBL unit plan and hopefully motivate the students to engage in the learning and collaborate with peers.

    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.

    5. In math classes, students are grouped intentionally to provide a mix of skill levels, which helps them to be more sensitive to group members’ needs.

      I love this idea and firmly believe in it! While grouping students by skill level is beneficial in some cases like group assessment in reading, it can also be a dark cloud over some students heads. By grouping mix skills levels together, everyone can have a different role and can contribute differently. In these situations some students may learn more, while other students may teach or lead, but they will all come out with a deeper understanding of the material than they had before going in.

    6. Letting Students Teach One Another

      I believe this type of learning/teaching is extremely important for all classrooms. Students can sometimes learn much better from their peers than they can from the teacher, especially when given the chance to have student lead teaching after the teacher has taught the material. This allows students who do understand the material to help those who do not in different ways that they might understand better.

    7. focus on the mathematical process

      Focusing on the process, not the product which would be a right answer. This brings critical, deeper thinking into the discussion which will allow the students to have a better grasp on the knowledge.

    8. Harkness table (a large wooden table capable of seating the entire class),

      A more cost effective way would be sitting the class in a circle so everyone can be seen by all students and the teacher.

    9. encourage classroom collaboration by assigning students to groups to review their homework, do daily class worksheets, participate in moderated discussions, and complete hands-on projects. Often, teachers give students group tests, which, like the class worksheets, are designed to be harder than the individual assignments.

      Ways to bring collaborative learning into the classroom with minor disruptions to traditional learning

    10. Other things to consider are the need to create an effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

      Important things to consider when creating a collaborative learning environment

    11. n math and English, teachers cede the floor to students so they can teach one another

      Honestly, I feel like peer to peer teaching is the best way to learn, only if the peer knows the information. Because, they are able to explain, and sometimes connect it to everyday life and its easier to understand.

    12. focus on the mathematical process and not just the “right answer.” In English, the discussions are open-ended, allowing for multiple right answers.

      I like focusing on the process of solving it rather than focusing on the right answer. It helps the students become motivated to learn math and reading, because they are able to express themselves.

    13. The collaborative-learning style incorporated into the fabric of the school helps students to be 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.

      it allows students to do their own work then compare with their peers and see if they are on the right track or need assistance to get on the right track. While doing this they also develop social skills and are interacting with fellow classmates all while using collaborative learning.

    14. Letting Students Teach One Another

      Just the title of this particular section intrigued me. Lots of ideas can be thought of when there are multiple minds in the mix. Students are typically more in tune with one another than students and teachers are so it is good to have students teach one another.

    15. The moderator can look at the discussion tracker’s notes and see which students he should invite to chime in.

      This gives the students a sense of responsibility and it gives the ones who aren't outspoken a chance to say what is on their mind.

    16. Because the group work is intentionally more difficult, this process keeps individual students accountable for full participation in group

      I think is a good strategy to help keep kids on track, especially the ones that tend to slack off during group based projects/ activities.

    17. Focusing on the Process, Not Right Answers In math, four times a year, each student is given a set of values or codes to substitute in the equations so that even though the students are working together, they have to focus on the mathematical process and not just the “right answer.” In English, the discussions are open-ended, allowing for multiple right answers.

      I think this is key to getting students motivated to learn. When right answers are emphasized memorization is seen as the key to success and a bad grade or wrong answer allows the individual to view themselves as a failure. It is a very frustrating and backwards mindset that a lot of education enforces. When kids know they are not necessarily looking for the right answer they can relax, which ultimately reduces stress and I think can allow them to be more motivated and creative.

    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

    2. SAMR 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.

      And that "something to strive for" is being able to take technology implementation in your classroom to that "next level"

    3. I am very happy about Apple’s consistent use of the SAMR model as a framework for technology implementation because the clear and consistent message serves as a reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology.

      I find it very interesting (yet not surprising) that Apple uses the SAMR framework. They are, after all, one of the world's leading innovators in technology implementation, especially in modern classrooms (with iPads especially!) I also found the author's definition of SAMR framework as "a reminder to teachers about the expectation for each of us to achieve what we cannot achieve without new technology" fascinating. As technology becomes more and more advanced and integrated in our classrooms, teachers play a vital role in knowing and learning how to incorporate the technology into lesson plans.

    4. Teachers 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.

      Technology is usually seen as a distraction and not a tool to help engage students in learning experiences.

    5. The SAMR model  is a useful tool for helping teachers think about their own tech use as they begin to make small shifts in the design and implementation of  technology driven learning experiences to achieve the next level.
    6. The key to successful technology integration is the efficient use of digital tools tools that are appropriate for the task.

      The only flip side to this is what if the school doesnt have funding for the digital tools?

    7. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

      I personally believe that extending learning outside of a classroom is very important

    8. engaging students in learning experiences that could not be accomplished without technology

      This is the new way of the world

    9. The SAMR model  is a useful tool for helping teachers think about their own tech use

      This is interesting! It requires personal reflection before teaching a subject

    10. Researchers have determined that technology integration typically moves through specific levels. The higher the level of an activity the greater the educational benefit.

      I like this idea. I think it is interesting that the higher levels are described as "greater educational benefits" as opposed to more challenging or harder.

    1. connected learning offers a way of connecting the often-fragmented spheres of home, school, and peer-based learning, leveraging the affordances of digital and networked media.

      Connected learning is a way to connect home, school, peer-based learning, and individual interests.

    2. connected learning posits that the most meaningful and resilient forms of learning happen when a learner has a personal interest or passion that they are pursuing in a context of cultural affinity, social support, and shared purpose.

      What is connected learning as a learning theory?

    1. Collaborative Reasoning, the teacher poses a question likely to incite different points of view, and students provide reasons to support their positions. Collaborative reasoning aims to "encourage students to use reasoned discourse as a means for choosing among alternative perspectives on an issue" while drawing on personal experiences, background knowledge, and text for interpretive support

      Another way to hold student lead discussions

    2. discussion-based teaching, including the Harkness Method, in which the role of the teacher in facilitating discussion is to serve "mostly as an observer," and act as little as possible.

      Way to hold student lead discussion

    3. discussion-based practices improve comprehension of the text and critical-thinking skills for students across ethnic backgrounds and socioeconomic contexts

      When students are allowed to talk out their thoughts to peers, they think more critically about the material. When they are forced to only think to themselves, then do an individual examination on their thoughts - it can become very narrow minded because they have no one else to bounce their ideas off of. We all do better when we can talk through something.

    4. More than 1200 studies comparing cooperative, competitive, and individualistic efforts have found that cooperative learning methods improve students' time on tasks and intrinsic motivation to learn, as well as students' interpersonal relationships and expectations for success

      Cooperative learning is better for students retention of information and their motivation to learn in the classroom.

    5. When compared to more traditional methods where students passively receive information from a teacher, cooperative, problem-based learning has been shown to improve student engagement and retention of classroom material

      Students are thinking and engaging with the material on a deeper level when they work together in a collaborative setting. They can talk out the problems, get feedback from each other, and build on each others ideas to get the answers.

    6. College Prep math teacher Betsy Thomas gives her students a group test prior to the individual test for each unit during the year.

      I love this idea. This shows that she isn't reaching for her students to fail or do bad if they did not understand the material the first time around. By giving the group test before the individual test, she is allowing her students a second chance to learn or review the material and help each other! It gives them a greater chance as success on the individual test.

    1. You need a culture that values every student's strengths and a school community that believes everyone can learn from each other.

      Taking away the stigma that only the "smart" kids can contribute in class.

    2. "We're really learning that you don't necessarily have to be right. You just have to believe in your conclusions and find ways to prove them."

      This brings in the idea of critical thinking. If students are thinking critically about what they are studying or working on then it is better if they find an answer or idea that may not be traditionally right but if they can justify it and make someone else understand it then they are still learning!

    3. In English classes, students are encouraged to share and to listen to each other's individual interpretations of the text, underscoring the notion that there can be multiple right answers.

      I love this idea of learning in English class. It is very important to allow students to feed off each others ideas and interpretations so they know now everyone has to think the same in order to be going in the same direction.

    4. In math, for instance, the teachers prompt the students to ask each other their questions before asking the teacher, so that students learn to rely on their own collective wisdom.

      While I know most students hate this type of rule in a classroom, it is extremely beneficial for those who will give it a chance.

    5. What you see and hear are the age-old power and impact of collaborative learning, where three boys, sharing strings and chalk, are bent over the blacktop surveying triangles, as the father of geometry, Euclid, might have directed them to do more than 2,000 years ago.

      It is interesting that instead of focusing on the money aspect of the school (and since they pay $34,000 a year in tuition I am sure they have a very nice campus and very nice amenities) they focus on how they are allowed to learn and be taught. Collaborative learning means a lot within schools and I hope one day more schools realize this because it is a very easy and cost efficient thing to bring into all school environments.

    6. Tuition is about $34,000 per student and roughly 25 percent of students receive financial aid or scholarships. None have special needs or require English-language-learner services; 100 percent are admitted to college, most to top-tier universities.

      While these college prep schools are wonderful for students, this seems to be a very noninclusive school environment. Just a thought.

    7. Today, her students will become land surveyors, using rope and chalk to draw geometric shapes on the courtyard's blacktop.

      It is amazing that she is taking her students outside to be active agents in their learning instead of teaching at them in a classroom where they sit and practice problems. Active engagement like this will allow her students to remember so much more and understand the material on a deeper level.

    1. 7) When mobile technology is readily available and performing correctly in the classroom, students are able to access the most up-to-date information quicker and easier than ever before.

      As teachers, we should want students to be inquisitive and independent when learning. Technology allows students to be able to find the information that they need independently.

    2. 8) The traditional passive learning model is broken. With technology in the classroom the teacher becomes the encourager, adviser, and coach.

      As future educators we need to learn how to adapt to this new model of a technology integrated classroom.

    3. 3) It gives students the opportunity to enhance the interaction with their classmates and instructors by encouraging collaboration.

      Not only does it give them that opportunity but it gives them the chance to interact with other people digitally on a global scale.

    4. 1) If used correctly, mobile devices and the applications they support, will help prepare students for their future careers.

      Nearly all employers need their employees to be technologically advance.

    1. three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology.
    2. a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
    3. The development of TPACK by teachers is critical to effective teaching with technology.

      TPACK or technology, pedagogy, and content knowledge

    4. Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer, 2005).

      This can be challenging when teachers become set in their ways and refuse to venture out of their set pedagogical beliefs on teaching. This can also be seen when looking at collaboration and student contributions in the classroom. Some teachers get stuck in their existing pedagogical belift that they are the one sole educator in the classroom, and the students bring very little to the table. Both of these instances are very negative for a modern classroom teacher.

    5. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning.

      This is very true, many teachers have classrooms full of students who know 10x the technological information that they themselves know. This can slow down the use of technology in the classroom. Though it can had a good verse situation of the educator/student dynamic in the classroom, where the students can help the teacher learn someone new or further their knowledge.

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

      One needs to think about what kind of technology they are using, especially in the classroom, and if it the appropriate type to use for the situation. If the wrong type of technology was used for a certain activity or project, it could possibly lead to unnecessary frustration and unneeded struggle on the student, as well as the teacher.

    7. Thus, effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains (Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987), including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

      Teaching requires flexible access to knowledge of all areas in the discipline because they may have to quickly redirect or change their plan based on student understanding or comprehension. Students may not respond well to how a lesson was planned or taught, therefore teachers need to change their plan so the students are best catered to.

    8. Pedagogical Knowledge

      Deep knowledge about a subject

    9. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication

      In a similar way texting does not allow people to convey tone, so there are often misinterpretations

    10. are not even considered to be technologies

      Students don't always realize what kind of technology they have because it is almost second nature

    11. specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) (Simon, 1969)

      Specificity, Stability, and Transparency of Function

    12. effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains

      Teachers must always be flexible and able to adapt to any situation that may arise in the classroom

    1. But now technology is advancing at such a rate that traditional ways of teaching and learning are not pushing students and teachers to their full potential.

      True

    2. For my classmates and me, computers were just tools to get things done

      Growing up it was the same for me!

    1. Organizing visual aesthetics and user experiences by using mockups, wireframes or pencil sketches/maps of digital content to be built.

      This statement reminds me of how important it is to pick a theme for our website, and making it organized. I think visuals are very important because they can keep the learner/reader interested.

    2. 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

      This is a challenging one for me being in special education and trying to focus on kids with asd (autism spectrum disorder). I know it is still important to integrate this into sped classrooms as well, but with the spectrum being so wide, there are certain areas that need to be focused on other then use of the web. Although I do think there could be great programs we could use via the web to integrate reading, writing skills into the way we teach autistic children

    3. 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.

      Having different skills and at least some knowledge of the web and technology is needed in most workplaces.

    4. Synthesize

      This paragraph helped me in writing my own synthesis on Understanding by Design Framework. Instead of simply summarizing the information I learned, I started to think about how I would apply UbD Framework in my own K-3 classroom- how it would engage my students, how my students could get the very most out of my lesson plans when I began planning with learning goals in mind. I also integrated multiple modes in the form of a related YouTube video and included a chart that I found extremely useful in an article I read.

    5. They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource.

      Its important to be aware that the web is a key source and tool for many opportunities and its crucial to have people be able to spread that knowledge.

    6. Having these skills on the web expands access and opportunity for more people to learn anytime, anywhere, at any pace.

      The internet becoming such a prominent part of our everyday lives opens many doors for a number of things but especially education.

    7. 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.

      Being informed on how to use the internet properly will be beneficial in the long run due to the web being so crucial in todays world.

    1. 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.

      When there is something that is interesting to that student, they would become more focused into the lesson. Simply because its something they hold interest in and they enjoy talking about it.

    2. social support to overcome

      Great to get feedback from people!

    3. 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.

      Love this! I can connect to this because a lot of my "art" friends have personal pages to sell and spread their artwork.

    4. 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.

      I think the concept of connected learning has a great understanding of getting kids motivated to learn and education should be linked to their interests and environment because that adds so much meaning to learning.

    5. 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 is a perfect definition of connected learning!

    1. Much of what educators and researchers know about effective literacy instruction comes from the special education field. When professionals understand why the learning process breaks down, they can better understand learning for everybody,

      You can learn so much from special education classrooms. You can see learning processes break down in different kids and try to figure out if theres a theme between them that could lead you to maybe adjusting how your teaching the lesson plan etc.

    2. With the right instruction, most special education students can increase their literacy. The question remains, though, whether schools have the resources and knowledge to provide those tools.

      so true. They need good instruction and good teachers ho are willing to go the full way to helping these kids achieve their goals.

    3. As school districts across Idaho try to reach the literacy goals they crafted earlier this year, one group is often left out of the conversation: special education students who likely won’t read at grade level by the end of spring semester, if ever.

      When planning curriculum or lesson plans, especially now with special ed kids sometimes being in the regular classrooms, you have to try to find a way to make goals for the sped kids as well. Its so important for you to include them and make them feel like they can be successful, they just want to hear positive

    1. 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 (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.

      This is so important to me because I want to be a coach in athletics too. You cant just assume that what you taught that day to the kids is learned immediately . You have to reiterate the information and make sure that they are actually taking in the information you are giving them. You can do this by finding out different ways to teach the information to them. practicing the information also is so important.

    2. 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.

      This is so important because I want my students to be able to take things they learn inside my classroom and use them outside the classrom. If they had to explain the information to someone outside of my classroom I would love for them to be able to do so with the information they obtained during the class

    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).

      So important to plan/think ahead and ask yourself questions or whether or not this will be useful and educational for the students.

    4. performance tasks and other evidence.

      I appreciate that the UbD Framework acknowledges that assessment does not just have to be performance based (quizzes, standardized tests, etc.) Understanding can be demonstrated in several other ways including: being able to explain concepts in their own words, interpreting data and text, applying what they have learned in different contexts, demonstrating perspective by being able to see other points of view, empathizing with others, and having self-knowledge by displaying metacognitive awareness.

    5. think purposefully

      The UbD Framework is centered around beginning with the "end in mind"- to start planning after considering questions such as "What do I want my students to achieve in this lesson?" By starting with learning goals in mind, lessons will be much more concise and developmentally appropriate.

    1. Unfortunately, many focus on skills rather than literacies. Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

      this would always happen. quickly learn something but not actually look into the different components of what we learned. then would move on to the next assignment.

  3. Sep 2018
    1. Although Wikipedia is not a scholarly source, it is usually a good enough first stop to learn about something. However, students need to know how it is updated.

      It seems as though some peoples's arguments and "facts" come from Wikipedia and they don't seem to understand how Wikipedia works. Everyone needs to be educated on how it can provide opinion based information and not the true facts.

    2. nd what posting a photo today might mean for their future employment opportunities?

      Especially high schoolers! I know at least for me, when I posted a picture or comments about something I did not take in to consideration how that could effect me getting a job in the future. Once something is put on the internet, it's there forever.

    3. 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?

      This needs to be brought up to any child who indulges in social media especially at a young age. Social media is becoming very popular and middle school aged children and younger are now using it more and more.

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

      So what I got from this is that digital literacy is taking it to the next level and educating whoever why you can do this and what the appropriate way is.

    5. 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?

      This is how so many students (and adults) get into sticky situations in the digital world. We are thrust into a technology based world, encouraged to put our information online to 'be with the times', and then never asked to think deeper about what it all really means.

    6. 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?

      This encourages students to go beyond the "how" of the situation and go into the "why". By asking in-depth questions, critical thinking skills are brought into a digital space.

    7. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.

      I do not remember this topic ever being covered in school. We were shown the digital skills but never given any further explanation that encompassed digital literacy. This is very important to teach because these are things students will need to know outside of school. It will also enhance their digital work so it can be used beyond a classroom setting.

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

      I did not know there was a difference between digital skills and digital literacy. I can see how it is important to differentiate between the two when teaching them.

    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.

      With technology becoming more popular in the classroom and every day life, there needs to be a course students can take to help them get understand the basics.

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

      With the web building so rapidly, when students do not have the opportunity at an early age to annotate or critically think about what they are reading or watching. Critical thinking is used when students are older but when the web is rapidly changing, it is hard to keep up.

    3. 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.

      This is very true. As stated in another article, students are often taught about digital skills but not digital literacy. And when they not being taught about it, they probably are not being allowed to participate in critical ways.

    1. three-stage design process (Desired Results, Evidence, and Learning Plan)

      Begin with the end in mind. Know the goals or expectations you want your students to accomplish.

    2. think purposefully about curricular plan-ning.

      Thinking about the purpose of your curriculum and the goals or objectives you want your students to accomplish is key.

    3. The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.

      This seems like a more authentic way of assessing students knowledge.

    4. 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

      Important critical thinking skills that can be transferred outside of the classroom

    5. Teaching for understanding

      Students need to be able to understand what they are learning and to be able to apply it. They cannot simple just be taught the information, ask no questions, and then move on. Students need to have a deep understanding about the topics taught in class so that they can build more learning off of previous knowledge. They can't do this if they are just simply being taught information that they have to regurgitate on a test.

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

      This is important for students to be able to do so that both the student and the teacher knows that the student understood what was being taught in the classroom.

    1. Determine what types of assessments and measures would clarify (or serve as evidence of) when and whether students can perform the desired outcome.

      It is always important to think about who you are teaching when it comes to lesson planning. It has to be age appropriate or the learning outcomes won't be achieved.

    2. The designer then identifies what types of evidence are sufficient proof of the desired end result. The designer works “backwards” from that end goal and intentionally plans and develops supporting instruction and learning experiences around the desired outcomes and evidence[1].

      With the end in mind it is easier to avoid using the textbook to teach or to use other people's ideas to teach. It is also beneficial to start with the end goal because then you won't lose sight of what the whole unit plan or lesson plan is supposed to be about. You also won't start without knowing what the whole idea behind the unit plan is.