Camera Mouse is a free downloadable software that allows the user tocontrol the mouse pointer using the camera on their computer bymoving their head.
I had never heard of this software, it's amazing! It's great to see that technology is being innovated to be accessible to everyone.
Was the information provided easy to understand? Wascomplex language scaffolded? Were directions or instructionsprovided in a clear, concise, and simple manner? Was the tool welldesigned? Were you able to navigate the tool with ease? Could youquickly figure out how to use the tool? Were you able to locate whereyou were within a tool and navigate to other features or pages withease?
These are great questions before incorporating certain digital tools into a lesson. There have been times when we have been introduced to apps as teachers, and it's not always easy to navigate at first. Therefore, it's important as teachers to try out the app, and it it's not easy to understand, then find one more suitable for our students.
Disabled students may need to use assistive technology, such asscreen readers, voice control, head pointers, specialized keyboards, ormouth sticks, to use and navigate a tool. Unfortunately, some tools arenot designed to be accessible by everyone, including individuals whouse assistive technology
I worked for several years at Lone Star College as a scribe for the Disabilities Center. I would go to the student's classes and write notes for them to have after class. There were some cases, where I would have to type the notes, and they were able to turn it into an audio, to aid students who were visually impaired. I loved to see the various resources students with disabilities had.
However, I know that is not always the case, and some schools may have limiting resources.
For example, sidewalks with curb cuts (i.e., a small ramp or gradedslope down to the street) make it easier for everyone to access thestreet, including individuals who use wheelchairs and those who areon bikes
I saw a short video a few days ago, where a man was clearing the snow off of some stairs and right next to it there was a ramp. There was a woman on a wheelchair and asked if he could also clear the ramp, where the man said "I'll do it after I clear the stairs if I have time". The woman replies: "If you clear the ramp, then everyone will be able to use it, where as the stairs, it limits who can use it."
As educators, we must strive to create fully accessible learningenvironments for our students. This requires designing inclusivelearning environments and evaluating the accessibility of digital toolsand apps before using them in the classroom to ensure all learnershave the same opportunities to access and engage with coursecontent
When the pandemic started, it was scary to think that everything would go virtual, especially for teachers that were not used to depending on using technology. My mom teaches 3rd grade and it was quite the struggle for her to adapt to teaching fully online. Thankfully, I was able to help her along the way. However, I can imagine how frustrating it was for some students as well. We always assume that all young people are amazing at technology, but that is not always the case. They might be great at navigating their phone and its apps, but using the computer and its components might be difficult. I have several cousins who always call me to help them with computer issues. I was grateful that many school districts allowed students to borrow chromebooks or tablets to be able to get their work done. It was accessible to all students, as well as teachers. I also remember that certain companies such as AT&T gave free Internet for students if they met certain criteria. Of course, there were still some cases where students struggled to get these resources, but for the most part they were accessible to most.
However, when you start thevideo in class, most students cannot hear it because the audio is toolow and the volume of the computer speakers cannot be increased.
This has happened to me several times in the past. It is quite frustrating, especially if the video is an amazing support to the students learning.
Is the tool developmentally appropriate for your students?(see Few preschool apps are developmentally appropriate,report finds)
Agree, this is a very important point. I have found amazing websites whose only problem is that the students would have difficulty navigating through it. At the beginning of kindergarten, most students cannot read, so I look for websites that have a lot of visuals, and or one-two word tabs that makes it easier for students to navigate.
virtual tours
In the past, I was teaching the topic of space and planets, and noticed that the students were really interested to learn more. So, I decided to find a website that gave a virtual tour of NASA, and also showed real time footage of the Earth from space. It was so fun to see their reactions, and they couldn't believe that we could watch the Earth from space!
Forexample, a simple substitution can be useful in the classroom as longas there is value in making the switch, such as asking students todesign 3D artifacts (e.g., molecules, historical items, solar system)with a digital 3D modeling tool, like Tinkercad, rather than with artsand crafts. In this case, the substitution of a hands-on project for adigital tool offers students a new way to create and gives them 3Dmodeling skills that will be valuable in many future careers. The keyconsideration here is not to expend time and money on a new tool thatdoes not provide an added value over the technique it replaces.
This is very interesting. I think this would be a good method for older students, and they will find it more interesting to do as a digital tool, since they have a lot of knowledge on technology. However, for younger students I think it is still best to keep the hand-on projects, but they can still transfer the skills in the future to complete the digital tools. There should be a transition time, where they can smoothly move from hands-on to digital assignments. I think sometimes we as teachers assume our students don't need an explanation on how to do the project, but there are many students who really don't know how to navigate through apps that go beyond their regular used apps. Therefore, it's important for the teacher to model how to do it first, and then give the assignment, so there won't be students who get a low grade, not because of content, but because of having difficulty with navigating the application.
Keeping the SIFT model in mind when you conduct Internet searcheswill help you identify blogs, articles, websites, and videos that you cantrust to provide accurate and reliable information that can guide yourtool selection process
There is a tool that allows your browser to show you which websites are trust-worthy, and which aren't by showing you colors. If it's green, then it's considered 'safe', if it's yellow, then it says to take 'caution', and if it's red, it shows as 'unsafe'. However, there have been times when this isn't accurate, so I always check for a website's validity carefully, especially when sharing resources for my students. If an unsafe website is shared, it could be harmful to the computer, and may even lead to having a virus.
If you want to see newer pages, activate the “Tools” featurein the Google search and limit your search by time frame(e.g., setting this tool to “Past Month” for a search on“Yellowstone National Park” will limit results to the most recentposts about the park.) (see Figure 1)
I remember when I was younger, probably high school, we were asked to write an essay and find scholarly resources online and include them as sources. I found a really great article, but did not notice that it was outdates (I think outdated more than two decades) until my teacher pointed it out. That's when I discovered this 'tool', where you can narrow your search by putting specific dates. This has also helped me in college, when I have done research essays and have to find relevant information.
The same goes as a teacher, I have to find relevant information, because the education system has changed, and resources and methods are always being updates. It's good to keep up with the times.
However, combing through all of the results from a single search canbe overwhelming. There is also the risk of finding yourself deep downthe rabbit hole of interesting results and forgetting what you initiallyset out to find. To reduce this risk and narrow your Internet searches,here are some tips
This has happened to me many times! There are an overwhelming amount of resources, especially for kindergarten students. So, I have to really think which ones are the best for my students. I always add "for kindergarten" at the end of each search to narrow the list, and also include the subject area to help me.
Students use Google Forms tocollect data about an authentic problem or issue in theircommunity. They analyze the data to determine how designsolutions.
I used Google forms as well as Survey Monkey in college to make surveys and collect data for my projects. It was really helpful to have the data organized and in one place.
Ultimately, learning and development are social processes thathappen all the time, including during formal classroom instructionand informal play time during recess or an after school club.
Yes! This is why I think it is important for students to have opportunities to interact with their peers, not only in an academic setting, but during times like recess. It will be a more relaxed setting, where they can learn great concepts such as sharing, how to deal with losing a game, etc.
According to Vygotsky (1978), learning happens on two planes: (1)between people and (2) in one’s own mind. That is, we learn byobserving others’ actions and by interacting with others who offermore knowledge or diverse perspectives and ideas. Then, weinternalize these social experiences to reflect upon, develop, ormodify our own knowledge.In classroom settings, students learn behaviors by watching otherstudents and adults. They discover new information by reading booksand watching videos created by others. They acquire knowledge andskills by communicating with peers, engaging in group activities, andsharing their thoughts and getting feedback. They learn by listeningto the teacher, other adults and experts, and their peers. They buildtheir understanding by trying out ideas or behaviors and modifyingthem based on the responses from their peers.
Students can learn a lot from each other, and I try to use this to their advantage. I like to place quiet students with more talkative students, so they can learn from each other. I also like to put students who are shy with students who like to help without being asked. It works in my classroom, because I see them working together well, and even teaching each other at times! For example, last week I saw one of my higher students helping a lower student with the letter sounds during small group time.
Students also learn a lot by observing their teachers and adults. I once heard a scenario that fits this discussion. If a teacher is encouraging students to read, but never reads, the students will not be as motivated. The teacher has to show the example first. The teacher has to show enthusiasm for reading! Therefore, I try to set a good example for my students, especially since at their age they are quite impressionable. I am very cautious in how I deal with certain situations, since I know they are observing and will copy what I do.
n educational settings, constructivist learning activities andenvironments allow students to build their own knowledge,understandings, and interpretations of information. Constructivistlearning experiences are well-suited for advanced knowledge building,such as analyzing and interpreting ideas, rather than foundationalknowledge acquisition
I really like this approach because it gives the students opportunity to "think for themselves." Even though my students are young, I like to hear their perspectives on different topics. I like to provide opportunities for class discussion, and time for them to share with their partner. For example, during read alouds last week, we were learning about fables, and that a fable has a lesson. I asked what they learned from the story. Sometimes the story has an intended lesson, but it's interesting when a student learned a completely different lesson that what was intended. I encourage my students to think outside the box, by asking "Why?" It's easy for them to say the answers, but I like to know their thought-process as well.
In educational settings, behaviorism is most closely connected topositive and negative reinforcement, like when a student getsimmediate feedback (“you are correct! Great job!”) on their behavior(solving a math equation). Digital games, flashcards, and interactivequiz tools are well-suited for behaviorist learning experiences sincethey support stimulus-response learning through immediatefeedback
I try to give immediate feedback to my kindergarten students since they are young and will not be able to fully understand delayed feedback or gratification. I give out stickers or simply say a "Good job!", or give a high-five as a way to let them know that they are doing a great job. I also try to let them know what they need to change in the moment, so they can understand the situation. For example, if a child was mean to a classmate, I try to talk to both of them as soon as possible, so the situation can be fresh. Over time, the students might forget the details and it might not make much of an impact.
And even if a privacy policysays that it doesn’t share private information beyond company walls,the data collected can still be used for purposes you might feeluncomfortable with, like training internal algorithms and machinelearning models.
I have seen several videos on YouTube where people test the algorithm of their phones. They say 'key words' loudly near their phone over and over again. For example, they could choose the category of babies. They would then say key terms such as "diapers, babies, stroller, toys, baby toys, etc." very loudly near their phone. They will then go on apps that have ads such as Facebook and Instagram and to their surprise their ads would then show ads for baby products! This really makes me feel uneasy, because I wonder if our phones are always "on" and can be listened to at all times?
Similarly, end-user license agreements (EULA) and terms of service(TOS) agreements feature opaque language that may cause you togive away your right to privacy without truly understanding what youare doing when you click “I agree.
Yes! Sometimes I think websites and companies purposefully make the EULA and TOS extremely long and use difficult terms to confuse the user. Most times people just scroll to the bottom and accept without fully reading the whole page(s).
Apps and digital tools targeted to teachers as “free” often come withunderlying costs. Many tools used in the classroom, such as Canva, agraphic illustrator tool, or Wakelet, a digital curation app, require youto register for an account to use the tool. When you register for anaccount, you are usually asked to share personally identifiableinformation, like your name, email address, age, and/or gender. Youwill also be asked to review and accept the end-user licenseagreement or terms of service, which may involve giving away evenmore data, such as your IP address, device information, browserinformation, geolocation, and Internet browsing data.
There have been many times that I have found a nice app that I want to use in the classroom, but then it asks me to link my school account and asks for many permissions. This always makes me look for another app. Some of the permissions are things like: seeing my contacts, being able to edit certain things, etc. (things I am not too comfortable sharing permissions).
If you willbe assigning a digital tool to be used at home or if you allow studentsto use their phones during class time, make sure the tool iscompatible with mobile devices.
There have been several times that I have used a website on my laptop, but when I try to use it on my phone, it is completely different and/or the buttons are hard to access. There have been websites that offer the "desktop" view, but no all of them. It is vital that we as teachers make sure to review this prior to assigning school work. If the website looks different on a mobile device, the teacher can go over it during class before assigning the work.
For many years, the Google Apps for Education Suite (e.g., GoogleDocs, Slides, Sheets) has offered an innovative learning experiencewhere users can collaborate and work together in real time even ifthey are not in the same location. Some tools are starting to followsuit, such as Padlet, while others allow for multiple users to work onthe same project asynchronously
I am very happy that we are able to have innovative platforms like these, because it makes collaborating extremely easy! I have used Google Docs, Google Slides, Padlet, and similar platforms to complete group assignments. This has allowed us to work at our own pace, but still see the progress of the whole project. It also makes it easier to assign parts to each group member.
Does the tool provide multimodal instructions (e.g., images,text, and video)?
Whenever I incorporate digital tools into a lesson, I always make sure it has a lot of visuals for my students. This is vital because most are not able to read fluently, and rely on the pictures and videos shown. I also like for there to be audio in the videos I show. For example: When we were learning about the different types of weather, I didn't just show them a picture of what a rainy weather looks like. I also showed them a video of an actual rainy day, and let them hear the sound. This supported their learning and they were able to make connections.
Step-by-step tutoring: Step-by-step tutoring is easy to follow1.and students can practice the operations simultaneously, whichallows for a hands-on, trial-and-error learning experience in asafe space (e.g., students can make mistakes and learn fromtheir mistakes in a virtual sandbox rather than on their ownprojects)
I think that it's important for a platform to offer step-by-step instructions. My students use ST Math program to support their math learning. However, many struggle to understand the instructions of the game, and therefore lose points and are taken back to the beginning of the current game. If there was at least one example shown as to what they have to do, I think the students would benefit from knowing the expectations, and not lose time figuring out what they are supposed to be doing. (some problems they have is that they are unsure what button they are suppose to press, or what the screen is even asking them to do).
When students feel a tool is easy to learn to use and navigate, they aremore likely to engage with it, enjoy the learning experience, and focustheir learning on developing knowledge and skills
This resonates with me because as teachers we are introduced to many platforms, and at times with no explanation. There have been several platforms that took some time to fully understand how to use, such as the new online testing platform: Performance Matters. It took some time to see where the test results were, how to compare my class with the district percentage, etc. I think the website has too many options, and some seem very similar.
This made me think: If some platforms make navigating hard for me, I can only imagine how some platforms are difficult for my five and six year-old students! Since the beginning of the school year, our students have used Schoology, Performance Matters, ST Math, as some of their online platforms. It still takes us a long time to be able to log all of them in to take a test in Performance Matters, as it is a long process for a young student. I do wish it was easier to navigate, and as the sentence states: for it to focus their learning on developing knowledge and skills, rather than getting frustrated before the test even begins.
As your social medianetwork grows, and you become more comfortable contributing yourown ideas to the network, you will find the social connections canbecome strong enough to develop into in-person connections, such asmeeting at conferences
I have a friend and co-worker who uses Twitter, and has encouraged me to also create an account. She uses it to post her creative ideas with other teachers, as well as get ideas to incorporate in her classroom. I am still thinking whether I should create an account.
When you attend a workshop or conference or visit a social mediaspace, which of the following actions do you typically do?Read posts or listen to others
When I attend a workshop or conference, I usually just read the posts and listen to what is being said. This year I am trying to ask more questions, and be more confident in finding out more about the information being given. I ask for advice, resources, and ideas from my co-workers, but will definitely try to take more advantage of the trainings/conferences offered by my district as well.
Consider who is currently part of your PLN. Who do you go to foradvice about teaching, learning, and/or technology? A classmate? Acolleague?
This section made me think about who is part of my PLN. I usually ask some of my co-workers who I know are knowledgeable on technology for help. For example, the whiteboard on the Promethean board from my classroom has not been working, and I have tried to fix it. However, I overheard one of my co-workers saying that another teacher had fixed it for her. So, I asked for his help. He tried to fix it, but was unable to, so I will have to call the tech team from my district to see if it can get fixed. But, I am glad that I have amazing co-workers who are willing to help with technology.
I also like to talk to my mom and sister about new technology platforms or innovations that I encounter. My mom is also a teacher so she is always excited to hear about new platforms. Last year, she taught hybrid and the Science instructional specialist at her school recommended they used a website: https://whiteboard.fi/ so the virtual students could send their work through there, and the teacher could use that work when grading (during those times it was difficult to have students to consistently turn in work in other ways).