Creative Commons: Search portal for all content with a Creative Commons license Canva: Free online tool that enables photo editing and graph creation, and houses a wide variety of document templates Clipchamp: Free online tool that enables video editing
Those resources are beneficial for students to do their projects. I have used Canva before and I find that source useful for enabling photo editing. I have used some of their templates before for projects.
Copyright Law and Digital Property Copyright law applies to any digital work that is fixed in a tangible medium (i.e. on a hard drive, in the cloud, on a USB drive), original, and creative. The law specifies that creativity can be very minimal and elementary (e.g. a stick-figure cartoon or game). For your work to qualify for copyright, it must be entirely your own. If you plagiarize a blog post and post it on your own site, you are responsible for copyright violation. The second you create an original work under your name, whether online or off, it’s subject to copyright law, meaning other people can’t use it without your permission.
This part goes back to the ISTE citizen standard for educators because in the standard, it says for educators to mentor students in teaching about the protection of intellectual rights and properties. Students should be aware of plagiarizing and illegally downloading other sources already published. It is crucial for teachers to show and teach students to use their work for qualifying for copyright. Copyright involves students learning about what constitutes infringement and plagiarism.
Set up a classroom social media account and give each student the chance to “take over,” meaning they get to post pictures and videos of their favorite educational activities. Make sure the rules are well established.
I find that tip interesting to think about when promoting digital citizenships in schools. I think it is a great idea to set up a classroom account. Students can have a chance of posting something of their favorite age appropriate picture, video or their favorite educational activity. This activity will foster a safe and happy environment because all of the students are working together to post something they like on their classroom account (e.g. Instagram or Google Sites).
Modeling digital citizenship is about giving attention to good behavior and “walking the talk” that students hear from authorities on this subject. In other words, if you see a student practicing digital citizenship, commend them for it, and do your best to be a digital citizen they look up to.
A way that I can teach digital citizenship in my own classroom for any grade level is by modeling it. Modeling digital citizenship for students is important because teaching it can help students develop healthy practices on the Internet and it would make the classroom a safe and happy environment for everyone. As a teacher, I do want to create that and modeling digital citizenship by role playing and having the students create the rules is something I would consider utilizing in my classroom.
The implications of a student’s digital footprint are as follows: If your student posts inappropriate pictures or comments on social media or elsewhere, the content will remain online indefinitely unless removed. Predators and hackers can access location data through social media pictures and — via the dark web — can purchase data on browsing history and other sensitive data in an effort to target users. Colleges and potential employers can look at a student’s digital footprint — including their social media footprint — to determine whether they want to admit or hire the student.
I find the concept of a digital footprint interesting to think about because people have to be careful about what they say and post online. I find it more significant to be aware of digital footprints when you are applying for jobs. Plus also, people can search for other people on a simple search engine or Google. There may be content that a person posted or may not even remember. I learned that if you post something and you don't want people to see it, keep your accounts private or delete it.
Remember there’s a human on the other side of your digital interaction, whether that interaction takes place on social media, email, or forum. Apply your normal standards of behavior to your behavior online. Be aware of context, and tailor your communications accordingly. Different forums, websites, blogs, and social media platforms have varying community standards, which are often stated onsite. Shea says to “respect other people’s time and bandwidth.” This means users shouldn’t post content that doesn’t belong on a particular website or forum, nor should they post spam or needlessly long content. Don’t post something that will embarrass you and make you look bad. Posting tone-deaf, inappropriate, profane, or unlawful content is one of the major social media mishaps you should avoid. Prioritize and share content from verifiable, expert sources. Avoid sharing content that is questionable in its veracity (fake news). Avoid excessive trolling and “flaming” — flaming is intense, heated, and argumentative discussion, while trolling is abusive and subversive comments. Respect human privacy; don’t use digital technology to spy on other people. If you’re in a position of power, don’t abuse it. Moderators and administrators must not shut down certain users arbitrarily. Be graceful and forgive people their mistakes.
All of the netiquette rules are great for the students to remember when they are online. A rule that I caught my eye was being aware of context and tailor communications accordingly. That rule can be applied anytime when students are researching or when they are on social media platforms.
“Critical thinking and ethical choices about the content and impact on oneself, others, and one’s community of what one sees, says, and produces with media, devices, and technology.”
That is a good point to remember because when students are on the Internet, they have to be critical thinkers. An example may be how students research sources online. Students have to critically think if the resources they find are useful for any research project. Students also have to make choices about what they say or do online.
School districts should both applaud and embrace these opportunities, taking advantage of what technology offers challenged students, from those learning a second language to those with physical or behavioral disabilities.
All students have been offered technology including English Language Learners and those students which physical/behavioral disabilities. I have a brother who is autistic and he uses technology to communicate with others because he is nonverbal. He uses an iPad to tell us what he wants and he also likes to play games on his iPad for entertainment.
Digital literacy can also help us determine what is true versus what may not be accurate. While of course this is important when it comes to learning about and understanding world events, the ability to distinguish fallacy from fact is equally important in daily life.
Questions that students can ask themselves while they are researching could be "Who is the author of the content?" and "Is the content trying to make you believe a particular point of view? Are there ideas or opinions that are missing?" Students will be encouraged to read content online and read the "all about us" pages while researching.
In its broadest terms, literacy is the ability to read and write. But in digital communication, literacy takes on other forms. It’s important that students understand the nuances of each iteration.
In schools, students sometimes use technology for literacy such as working and collaborating with group members in projects on apps like Google Docs. I also learned about searching for information using web browsers and search engines. Plus, I also learned how to evaluate sources while researching to see if it is a good source to use in projects like research papers. For digital citizenship, teachers should teach students how to search and to evaluate which sources are good to use.
Securing data is equally important. Social media, software and apps all have settings that can keep data protected. Of course, every digital citizenship program should begin with a secure network. Network management systems can directly support the program by granting rights to certain apps and sites. Web filters and firewalls provide another layer of protection and can be integrated into the network management system. IT leaders also should use secure browser settings, spam filters and anti-virus software.
I agree with the tip of securing data because students need to be aware of their data and their accounts. Some of the school's computers have an anti virus software, browser settings and spam filters as well. On my computer, I have a web filters and an anti virus software so my computer can be safe and secure from anyone who is trying to steal my information.
Digital citizenship is not about replacing who we are in the real world but about expanding the possibilities of who we might become when we know and understand how to harness the power of our digital tools.
This reminds me of one of my artifacts from my structured choice journal. I created a lesson plan about teaching students digital citizenship. The lesson was for the students to create a poster that displays a rule about digital citizenship such as asking for permission and going to age appropriate websites and which digital tools are safe to use.
our goal should be to help our students become their best selves online. Digital citizenship is the answer.
Digital citizenship is definitely the answer when it comes to students learning proper etiquette and safety online. Some ways that students can be themselves online is by going to age appropriate websites, asking permission from parent/guardians if any website or source looks okay. Plus if students are playing games, they should play with someone they know with no strangers.
Finally, using student data to create a holistic picture of the current state of your learning environment and a complete picture of your learners—including mental and physical health
This quote reminded me of the time that I learned about how to create a Google Form in one of the technology workshops that I took. One time for one of my projects, I created a survey for kindergarteners using Google Forms to check in with students on how they are doing. My google form consisted of helping the teacher to be aware of how each student is feeling by using technology.
Providing access to this type of PD not only helps teachers learn new things, but also emphasizes the effectiveness of personalized learning for educators who experience it. Effective and powerful use of technology in the classroom should involve helping teachers feel both comfortable with unfamiliar tech, and enthusiastic about new opportunities to create innovative learning experiences that meets learners where they are.
I think providing professional development about learning different ways to implement technology in the classroom is important. Professional development of learning about technology can be useful for helping teachers to be more comfortable with tools that they have never used before and to see where students are in their learning. It can also be good for teachers to collaborate with others to improve teaching practices.
To bridge gaps in internet access between school and home, districts are getting creative to make WiFi available to students as often as possible. Morris School District in suburban New Jersey partners with EveryoneOn to offer all district households low-cost internet access.
Every district should have a plan for students to access the Internet and Wifi. Students should continue learning through the Internet and Wifi. For example, some school districts distribute district Chromebooks to students learning from home during the COVID19 pandemic. I think it's significant for schools to have a plan for all students who don't have Internet that need access to the learning material.
Consider this: you’ve just been handed the keys to a car, and you’re told you can drive it anywhere you want. There are so many possible destinations open to you, and you hop in ready for your road trip. But you look through the windshield to realize there’s no road in front of you. Suddenly, your trip is looking a little more difficult (and a little less enjoyable). Your car is still useful; you can still go anywhere you want. But getting there would have been a lot easier if a road had been built.
This is a good analogy to think about because as teachers we want to promote equity in the classrooms especially through technology. When you are driving, we want the road to be wide open and it is the same for the Internet. Teachers need to provide students with resources so they can have opportunities to look up a variety of resources. Students can have the opportunity to experiment with new resources and to be keep an open mind through continuous learning. It is important for every student to have an equal opportunity to access the Internet and schools are finding ways to provide students with access.
3. Educators and district leaders can use data to make informed decisions Outside of keeping track of test scores, educators can use technology to get helpful insights and more effectively make data-informed decisions. Connecting secure datasets such as absenteeism and homework completion with formative mathematics assessments, for example, allows educators to consider why issues may be happening, decide on a course of supportive action, and then use data to determine effectiveness.
Technology can be a powerful practice for determining student data and formative understanding whether it be after students have taken an exam or if they did a online project. They can experiment with a variety of resources to determine if students understand a certain concept. For example in a classroom that I have observed, a resource that can be used for formative assessment was an app called GoFormative. I read that GoFormative can be used to give feedback to students right away and to create assessments so students can have easy access to the assignments and exams.
2. Students and educators have more tools to create a learning environment that fosters personalized learning Edtech—especially edtech with a narrow, specific focus—can help create a personalized learning experience, ensuring that, through a differentiated approach, all students can access information at their own pace and in a way that’s best suited to their learning needs. Supporting learner variability ideally means that more students become deeply engaged in their learning and fewer students are left behind.
Implementing technology can be beneficial for differentiating instruction and for increasing student choice. Teachers can keep in mind when differentiating student readiness and student interests and can close the gap of student understanding. Personalized learning is crucial because when teachers and students use technology, students have a choice on how they want to present and express what they have learned in every subject. I find that to be useful because teachers should keep in mind how each student learns.
Teachers and administrators can use these findings as a guide for improving the learning experience and outcomes for English language learners. A deeper understanding of student backgrounds and their lives outside the classroom will greatly improve their success in academics and learning the English language. It’s important to note teaching methodology should always be evolving to keep pace with the technology that is designed to elevate student instruction and comprehension, and parents should be in the loop with these advancements so they can provide support at home. We encourage further research on how to use technology in equitable ways and leverage its potential for educating diverse youth.
As a future teacher, I will use the aspects in the article that I have read for improving learning experiences for all learners including English Language Learners. I think of the car analogy from the article How Access to Technology Can Create Equity in Schools by Kelsie Anderson from Digital Promise. The analogy I connected to this article because students want the opportunity to experiment with new resources and to maintain an open mind through continuous learning. It is important for all students for equal access to the Internet and schools are finding ways to provide students with access.
Another noted that the school’s many different cultures coming together usually valued collaboration, which supports student-centered instruction. Technology also helped personalize students’ and engage in education as they liked the freedom Chromebooks and iPads gave them to search the internet for resources and information, look up spelling and definitions, and translate words and texts from one language to another.
Collaborating together to personalize student instruction is important because teachers and students want to experiment new tools to evaluate resources in case teachers/students want to use it next time on their schoolwork. Student centered instruction is important because they learn to collaborate with other students through technology and the teachers are becoming more of support coaches through student's collaboration with technology.
Technology should serve as a tool, not a blockade.
Technology should never be a barrier for all students to achieve their learning goals and completing their coursework. Some students fail on their schoolwork because they do not have Internet access like others. I also found in this section of the article interesting of how English learners had limited technology experiences. There does need to be alternatives and a way to explain all forms of technological tools.
In describing the equity barriers for working students, one teacher noted how many young people have difficult commutes from their homes to their jobs – as much as two hours on public transportation. “I’ve gotten emails from kids at one in the morning…saying they haven’t got their homework done.”Furthermore, many students do not have the luxury of choosing between an after-school job and spending more time on their studies. While opening up about responsibilities outside of school, one student explained, “the money I get from the restaurant I use to pay all my bills. My phone, the rent, to send money to my mom, money to my country.”
I find that extremely crucial to think about because students may not have the same access to the Internet as others. Some students and their families can't afford Wifi. Teachers and school districts need to find ways for students to access the Wifi that they need for their coursework.
In the study entitled “Teaching and Learning with Technology in Linguistically Diverse Classrooms,” researchers used ethnographic and quantitative classroom observations to explain variation in English learner students’ academic achievement and language development, also taking into account the immense variability among immigrant students and their classrooms.
I found this study interesting because it is important for teachers to keep in mind about what English Language Learners need accommodations for their coursework. Accessing technology will help those students develop competency for striving towards their learning goals in their coursework.
The Nellie Mae Education Foundation, the largest philanthropic organization in New England dedicated exclusively to education, recently released a study exploring how features of technology-enhanced classrooms affected students with linguistically and culturally diverse backgrounds in an urban secondary school.
I have never heard of the Nellie Mae Education Foundation until I read this article. The Nellie Mae Education Foundation is a foundation of setting up equal opportunities for students in education that prepares them for success and to thrive in the community. The foundation's goal is to set a good student centered education for all of the students. As a future teacher, I want to keep that in mind when it comes to providing students with technology and to be aware of maintaining student centered instruction and collaboration.
Technology access policies should aim for one-to-one computer access; Technology access policies should ensure that speedy internet connections are available; States, districts, and schools should favor technology designed to promote high levels of interactivity and engagement and make data available in multiple forms; Curriculum and instruction plans should enable students to use technology to create content as well as learn material; and Policymakers and educators should plan for “blended” learning environments, characterized by significant levels of teacher support and opportunities for interactions among students, as companions to technology use.
A recommendation that I have found crucial to think about is the curriculum and instruction plans for students and teachers to facilitate by using technology to create material. When I was in high school, our classes did a variety of projects that involve technology. Sources of technology include Google Docs when group members and I collaborate together, Prezi for our group members or myself to give presentations. We even got our own Chromebooks to do our own work if any student did not have a laptop. The curriculum and instruction plans should keep all students in mind for computer access to create any projects using technology.
“drill and kill” approach in which computers take over for teachers and students are presented with information they are expected to memorize and are then tested on with multiple-choice questions.
Technology should not be used for having students "memorize" any content. Technology should definitely not be used for taking over the teacher. Students should be allowed to have a voice and choice of how they want to create their projects or other tasks that they are working on. When I was in school, my class used technology and we were allowed to create projects using whatever form of technology we thought was best. I did Google Slides for my presentation. The teacher did not let technology take over teaching the content. It also gave us the opportunity to be more in a interactive learning environment and to stimulate high level thinking for our projects by researching and finding useful resources.
First, low-income teens and students of color are noticeably less likely to own computers and use the internet than their peers. Because of their students’ lack of access, teachers in high-poverty schools were more than twice likely (56 percent versus 21 percent) to say that their students’ lack of access to technology was a challenge in their classrooms. More dramatically, only 3 percent of teachers in high-poverty schools said that their students have the digital tools necessary to complete homework assignments, compared to 52 percent of teachers in more affluent schools.
The quote reminds me of an article on digitalpromise.org that I have read prior to reading this one. The digitalpromise.org article explained that schools should have a plan for students that can't afford computers or can't get access to the Internet. All students need access to learning material. If teachers can accommodate all students with technology, it will help students improve their learning. It keeps students supported and engaged if teachers can give students their own access and solutions to technology.
Specifically, it identifies three important components to successfully using technology with at-risk students: interactive learning, use of technology to explore and create rather than to “drill and kill,” and the right blend of teachers and technology
Teachers that facilitate technology should use it for the purpose of allowing students to find a voice and to create their own projects. Technology should not be used for "drill and kill" by having students memorize the content without learning any new material. For sure, technology should definitely not replace the teacher teaching the content. For myself, I do want to implement technology into my teaching; however, I don't want to replace my teaching methods with technology.
finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk.
Technology can assist in closing achievement gaps and improve learning especially those students who are at risk of dropping out of school. I find this important for teachers to think about because some students tend to drop out of school. A reason may be because students are academically struggling or that they are bored and unengaged of what content they are learning about. If teachers implement technology in their content, it may make the students more engaged and interested to learn. Technology tools may improve their learning without students dropping out of school. Some examples of technological tools that can be used to facilitate learning are Kahoot for reviewing content or Prezi/Google Slides for students to give presentations.
The multitude of different education technology tools available means that learners can present their work however they choose. By being allowed to express themselves freely in their work, whether through images and animation, video, text or audio, learners are encouraged to think outside the box and get creative with their studies.
Providing a variety of tools for students to use allows students to be creative. Students can choose a form of technology that is best for their learning style. For myself, I preferred Google Slides and images because I was a visual learner. Teachers that provide tools will foster a culture where students take ownership of their learning goals and outcomes.
Learners are able to give each other feedback by commenting on and editing each other’s work. This can encourage learners to share ideas or even just proof-read each other’s work, whether they are working separately or as a team.
Technology provides opportunities for students to collaborate and give feedback to each other. It saves time because some forms of technology give instant feedback immediately after students hand in their work. For instance in EDUC 506 Differentiated Instruction, we use a technology app called GoReact. I was in a group and we were responsible to give feedback to each other on our lessons. Each of us view the video and at different time stamps, we comment either warm or cool feedback. In other words, what we did well and what we can improve on. I also use GoReact for virtual observations so my supervisor comment at specific time stamps.
By providing resources that are easily accessible online, teachers give learners the option to study at their own pace. Recording lectures and posting them online, providing online quizzes that have different difficulty ratings and providing information in a variety of multimedia options allows learners to choose the learning style and pace that best suits them.
As a future teacher, I need to be aware of pacing and what pace students learn at. When I was in school, I had a learning style and pace that best suited me. My learning style was that I learned visually. I learned best by actually watching a demonstration of how I was supposed to do the particular task. Plus, I use visual aids to help me grasp the learning content. Technology can help students learn at their own pace because every student has a different learning style whether it be visual (watching a demonstration), auditory (books online) or kinesthetic (interactive learning games)
Getting useful feedback can often be a difficult and time-consuming task for teachers. Using an online polling tool means teachers can get fast, efficient feedback. Collecting feedback in this way can help a teacher to be more considerate of their students, adjusting the trajectory of the course where necessary without taking time away from learning.
The quicker teachers give feedback to students, the sooner students would know what they have to do to improve on their coursework. Teachers can facilitate feedback by using technology. For example, teachers can submit feedback through electronic publishing because if students are working on another project, they can refer back to previous feedback that students commented. Live polling is also an option for feedback because it gives teachers insight on how students are grasping the content of the lesson.
With collaborative tools such as those found in the Google Apps, teachers can invite learners to share, edit and present findings in real-time. A collaborative effort is needed when deciding on information, design and presentation, while still allowing learners the freedom to work separately in the physical sense.
Students collaborating with one another is significant and in my education experience, I have collaborated with other students in my group using Google Apps. Some examples of Google Apps that we have used are Google Docs, Google Slides and Google Forms to present our findings to the rest of the class. Collaborating with others allows for more freedom with the teacher acting as the coach and the technology creating a student-centered approach.
The use of education technology can allow learners to take a more active approach to learning, creating a learner-focused classroom. The learners are given responsibility for their learning, through the use of technology, that creates a more engaged classroom.
The strategy of shifting the focus in the classroom reminded me of when I took Methods I (EDUC 522) last summer. In this course I took, it reminded me of the time we learned about inquiry-based instruction. Inquiry based instruction means that it's a student centered approach on how to teach the content. An example that my group did during the course was doing a mini-inquiry project. We gave a presentation on Martin Luther King and implemented technology using online images for the students to study as well as watching a short video clip of MLK's I have a dream speech. If teachers implement technology that is student centered, then the students will likely become more aware and engaged of their learning.