The "think before it speaks" is extremely interesting. We talk about wait time for students and how helpful it can be for them to think before being asked to participate, and it's the same thing for the AI chatbots. It seems like Sal really thinks about all different angles of these chatbots.

While this point is funny: "A teacher's guide on steroids" [11:05], it is also extremely true. While the curriculum guides that come from my district are extremely helpful in lesson planning, this is extremely helpful to make it more engaging and differentiated

I think that the point at [6:17] is what interests me the most about using chatbots. How cool is it that students can "talk" to historical figures, authors, or characters! This is something I never could have imagined being at the tips of our fingertips.

At [2:46] when he is talking about "Khanmigo", I think it is so interesting that he notes how the conversation is recorded and viewable by the teacher. That would be an amazing assessment and documentation of student questions!

The point about the chatbot understanding student common misconceptions is so interesting. I might not in the moment see exactly where my student is misunderstanding, but the computer has access to previous common misconceptions of every student who has used the program.

"Where we can make it accessible to everyone" [7:45]. This is exactly why I decided to put the AI Chatbots under the 'leadership" standard. These AI Chatbots make specific, tailored, and in depth conversation that students would otherwise never have access to.

Yes!! As Sal is talking about at [1:30], I think we should stop being scared of AI. Instead, we need to use it as a tool as a "teaching assistant". The idea of every student having a personal tutor is so enticing!

The "think before it speaks" is extremely interesting. We talk about wait time for students and how helpful it can be for them to think before being asked to participate, and it's the same thing for the AI chatbots. It seems like Sal really thinks about all different angles of these chatbots.

While this point is funny: "A teacher's guide on steroids" [11:05], it is also extremely true. While the curriculum guides that come from my district are extremely helpful in lesson planning, this is extremely helpful to make it more engaging and differentiated

"Where we can make it accessible to everyone" [7:45]. This is exactly why I decided to put the AI Chatbots under the 'leadership" standard. These AI Chatbots make specific, tailored, and in depth conversation that students would otherwise never have access to.

I think that the point at [6:17] is what interests me the most about using chatbots. How cool is it that students can "talk" to historical figures, authors, or characters! This is something I never could have imagined being at the tips of our fingertips.

The point about the chatbot understanding student common misconceptions is so interesting. I might not in the moment see exactly where my student is misunderstanding, but the computer has access to previous common misconceptions of every student who has used the program.

At [2:46] when he is talking about "Khanmigo", I think it is so interesting that he notes how the conversation is recorded and viewable by the teacher. That would be an amazing assessment and documentation of student questions!

Yes!! As Sal is talking about at [1:30], I think we should stop being scared of AI. Instead, we need to use it as a tool as a "teaching assistant". The idea of every student having a personal tutor is so enticing!

I've hard a lot about the "common sense" resource and that being used to promote digital citizenship in elementary learning. Definitely something I am looking forward to checking out!

The point about creating usership agreements WITH the class is something we learning a lot about in our anti-bias class. When students have the agency of creating these rules themselves as they are talking about at [25:36], they are more likely to want to follow those rules.

I feel like I usually think about teaching our students more abstract elements about digital citizenship like how they shouldn't give out information and stand up to cyberbullying, but showing them how to actively do this is important as well. As they talk about at [22:12], it is also important to show students how to report and block things they see online as well.

This is the second time in doing my research about the ISTE standards that I've heard praise for gamification in the classroom. As Jeff says at {17:01], it can be extremely beneficial to really lean into these students' world and teach them a bit more about how to play these video games responsibly.

Being in a third grade classroom, I have definitely heard my students reference social media apps like TikTok and Snapchat. Although we might not think our students are on these apps, it is important to have these conversations with students even at a young age. [13:25].

[10:20] I have been wondering how we can get around this. As Jeff says, in Australia they have been having issues of their technology curriculum not being taught as explicitly as necessary. How are schools holding teachers accountable to make sure students are learning how to use technology correctly?

I've also been thinking about how to incorporate digital citizenship more into my classroom [6:55]. Teaching reading, writing, math, and social studies, it can be difficult to find the time to fit all of the important material in. It is extremely helpful, however, to begin thinking about this in the form of teaching digital citizenship THROUGH these subjects.

I agree completely with the point that Jeff makes at [5:15], when he is talking about how digital citizenship has become synonymous with cybersafety. He talks about how we teach all of the things you do not want to do online, while you should be talking about all of the positive things you can do online.

[4:30]... CONNECTIONS TO ISTE! This podcast, in line with the ISTE Standards, are focusing on ensuring that our students are given all of the tools they need to become well-rounded users of the internet.

At [3:46], they are talking about a "digital citizenship curriculum". I hadn't thought about an entire curriculum dedicated to this, and I am definitely going to ask my school's media/tech specialist what our school has in relation to this.

When listing places for students to get information about digital literacy, I love hearing BrainPop in the mix and I'm excited to see what they have about digital literacy. My cooperating teacher and I love using BrainPop in the classroom as they cover almost any subject you need, so that's a great addition for digital literacy.

When she is talking about finding age-appropriate website as students are looking through the web, there is another resource that I've found to be extremely helpful in my classroom. Over the summer in my inquiry class, I found a search engine that is targeted towards kids called "Kiddle.co". This website filters searches to find articles and website that are student friendly.

I never thought about using a read-aloud to introduce students to digital citizenship. I feel like I am more focused on using technology to introduce students to this topic, but a read aloud would definitely help students see this information in a different way, as Naomi mentions at minute [10:45]. For example, she talks about "If You Give a Mouse an IPad". What a great addition.

At minute [7:15], this is another great activity that I am definitely going to use with my students. Naomi talks about "digital citizens" and how students in Elementary school can create a citizen character and talk about all of the things someone can do to be a digital citizen. I think my students would love this, and I also think that a fun twist would be turning them into digital citizenship superheroes!

When Naomi is sharing resources for how to bring up digital citizenship with students using websites like PearDeck at [2:45], I appreciate how she is focusing on inquiry-based and interactive strategies. I am definitely going to incorporate this interactive way of learning more abour digital citizen ship for my learning activity!

At [1:55], Naomi gives a great hook for a learning activity about digital citizenship. When a students wants to know the why behind what they are learning, it is a great point that digital citizenship is something that is never going to go away and that we all need to practice.

Question: Connecting to my last annotation about a balance between having a template for a rubric versus it being specific enough, how can you both use templates and also have them customized enough? Obviously, a rubric that does not fit the needs of the students and that specific activity is not helpful, so how can you have a template that fits the needs of many different activities?

Challenge: I have thought that rubrics should be extremely specific to the activity at hand, so that feedback can be as specific as it can be. I am wondering what a good balance between a template and being specific enough is and how useful a strict template would be.

Confirm: When I've been given a rubric prior to beginning an assignment or assessment, I feel like I've been more confident in going through the activity. If you do not have a rubric while doing an assignment, it can be hard to know exactly what is needed and what is not, but you can feel more comfortable in seeing the expectations infront of you.

Change: I've never heard of this term "Parallel Language" before, but I have definitely noticed how the terms within a rubric are used throughout the categories. It makes sense that the same wording should be used, but in the context of the understandings being on different levels. So, while the contexts of expectations within a category will change, the key wording should stay the same.

Connect: Using academic language within a rubric is important, and also making explicit reference to that language in lessons. This reminds me of the UBD lesson plan and materials, in which all activities and materials must be tied and connected to standards as well as academic language within the discipline.

Confirm: I don't think I've ever seen a single-point rubric, but it makes a lot of sense for teachers to use when they don't have the time to write out an entire analytic rubric. Although I've never seen it or used it before, I can see myself implementing it on smaller assignments whereas I still feel like with larger assignments it might be more beneficial to have a full analytic rubric.

Challenge: I can definitely see how some students would not take the time to read an entire rubric. However, I think there are ways to get past this issue. You could go through the rubric with the class and highlight all of the important features, or even condense the rubric into a sort of checklist which might be less overwhelming, that students could use to check their work when it is done.

Connect: This reminds me of the "How the Brain Learns Best" textbook chapter from earlier in the semester, when McTighe and Willis had talked about specific feedback leading to more goal achievement. With more targeted rubrics that are broken down, students will get this more specific feedback and hopefulling become closer to goal achievement.

Question: Knowing this, when is the appropriate time that these holistic rubrics will be helpful in an elementary school classroom? I am thinking maybe when a project or assignment is more based on creativity and expression of students, it might be helpful for them to have less rigid criteria.

Change: This simple example really helps me understand why a hollistic rubric can at times be too general. I never really thought about the formal differentiations between rubrics, but this example with a large lack of specific details in the grading shows me how important it is to know the difference between rubrics and when I need to use which one.