Online reading comprehension (ORC) has elements of “communication” identified as the last of the five skills students need. In order to fill the void I would see concerning the creativity, composition, and design skills students need…we have been developing online content construction (OCC)
It is important for teachers to understand this concept and to help students understand this so that they can use it in the classroom.
Overload comes from bogging the lesson down with too many inputs or modalities at once. Teachers will keep modalities both focused and organized. They will also switch activities and lessons every 15 to 20 minutes, as this is the point at which students begin to tune out and lose focus.
This is important to take into account when using multimodality in the classroom. It is good to change it up a bit when using this approach.
Multimodal teaching is successful because it appeals to all learning styles. Students are ensured to receive their lesson by one or more modality, through which they learn best.
This is important to incorporate into the classroom as a teacher because each student learns differently from each other. And as a teacher, it is important to understand this and to teach in a way that is beneficial to every student in the classroom.
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.
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.
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.
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.
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.
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.
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.
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.
The students should be able to use what they learned in what subject area and apply it to another.
An important point in the UbD framework is to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends. Acquisition of content is a means, in the service of meaning making and transfer.
The students should be able to use what they learned in the classroom across many different areas, such as in the real world or at home, not just in the classroom.
This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.
I believe that this is definitely something that should be avoided, using the textbook to plan curriculum.
Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.
It is so beneficial to ask students what they thought about the assignments given in class so that if they liked it you can model later activities after this one. Or if they didn't like it, you know not to use it in future classrooms or they can give feedback on how to better improve the assignment; ways that the students would like to do the activity because then it is ideal about what the children enjoy.
Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.
It is important to not teach by the textbook because there are so many other creative and engaging ways to learn information that is in the textbook. Students will just read the textbook, memorize what they need to, and then forget all the information later. Students need the engaging activities in the classroom to help them remember what they are learning so that they can apply it later on in their education.
Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.
Students need to be able to be challenged in an appropriate way in order to be able to understand what they are learning and to develop that knowledge.
A primary goal of education should be the development and deepening of student understanding.
This is a very important aspect to include in the classroom as they will be using this same knowledge they learn in a elementary class in high school.
Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.
It is important for students to be aware of their surroundings and to not judge other people's ideas and posts on the internet because they wouldn't want the same thing to happen to them
We should not be throwing students into the public domain to discuss sensitive topics without having conversations with them on what they might face and which of these risks they are willing to take, how they would handle it, and how they might support each other. Then we should give them a private option if they so choose.
This is an important idea to teach in the classroom and to allow students to understand the risks of posting sensitive items on the internet. And it is important to also allow them to know that they can put their posts on private
I allow them the choice of which platform to use for the support they need, but I make sure they ask questions.
Allowing students to have their own ideas and to be creative allows them to be independent and not forced to do an activity one way but can do it in many different ways.
Teaching digital literacy does not mean teaching digital skills in a vacuum, but doing so in an authentic context that makes sense to students. It means teaching progressively rather than sequentially, which helps learners understand better and more clearly over time.
Being able to teach new ideas and concepts to students in an authentic way helps them to better grasp the new concept and to understand it in a more complex way.
eight elements of digital literacies, I have just mentioned the civic, critical, creative, and communicative. The other four are cultural, cognitive, constructive, and confidence.
These eight qualities are important to have and to teach in the classroom, but I had no idea that it related to using technology. It is interesting to see that.
It was a way of both encouraging one another to remain critical and supporting one another through adversity in creative ways.
I think that is very important to teach in the classroom, students need to be able to encourage each other and the work they are doing.
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.
This helps me better understand how to teach my future students how to use technology appropriately.
Developing and presenting effective messages, and contributing to groups through appropriate interactions and active listening.
It is important to be able to communicate to the people around you because that is always going to be present in a classroom setting or in a real-world setting.
Generating, connecting, synthesizing, transforming, and refining ideas.
Being creative while doing any type of assignments is important for students.
Being audience and culturally aware, resolving conflict appropriately, using technology tools effectively, and taking responsibility for personal and group productivity.
This is very important for students to learn at a young age. They need to know how to work collaboratively in a group setting because it is something that will occur often throughout their education and into their future careers.
college and career readiness, and workforce development.
I think this is important for students to start preparing for at a young age because it will help them in the long run when they do start applying to colleges and jobs.
Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings.
I think that this is very important to incorporate into the classroom because students, especially at young ages, need to have their privacy on the internet.
Writing on the web enables one to build and create content to make meaning.
I want my students to be able to create things on the web, but I don't know what is developmentally appropriate for a kindergartner.
Comparing and evaluating information from a number of sources online to test credibility and relevance.
This is very important to do and to teach in the classroom because not all sites are valuable and credible.
Understanding the basic structure of the web
How are young students in a kindergarten classroom supposed to understand the basic structure of the internet?
Using questions and keywords to find the information you need.
This is very important for students to grasp because if they are typing whole sentences into the search box they aren't going to get the exact information they are looking for
Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information. They then know how to judge the credibility of these sources.
This is important for my students to know, but how exactly do I teach this in the classroom?
Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.
I feel as a future educator that I need to understand how to appropriately and effectively use technology in order to be able to teach my students how to use technology appropriately and effectively. I need to be a model for my students in many ways and how to use technology is now one of those ways.
They can evaluate web content, and identify what is useful and trustworthy.
How is a young student in kindergarten supposed to be able to know what is trustworthy on the internet?
critical thinking, collaboration, problem solving, creativity, communication), these digital-age skills help us live and work in today’s world.
I want my students to have all of these skills and qualities in my classroom and if I can provide that through the use of technology then I will try to incorporate it as much as I can.
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
This still baffles me as a student, but as a future educator I understand that technology is a growing and developing idea and will always be around. therefore, I need to find beneficial ways to incorporate it into my classroom curriculum.
For young children, active mediation can influence their comprehension of media, learning, and language exposure. When parents ask questions and scaffold interactions during media use, children as young as 3 can learn from videos and transfer learning to other settings.14 Between ages 1 and 2, toddlers can interact over video chat more effectively with parent support and learn content from media more readily when a parent co-views and teaches them the presented material.
This is beneficial for the child. If parents can have conversations with their children about what they are doing on their devices, then this sparks a conversation in general. Children need to be scaffolded and talked to because their interaction with their parents are important
In addition, low-income parents with toddlers with social-emotional delays were more likely to give their child mobile devices to calm them down or keep them quiet.
This shouldn't be how parents "fix" what is wrong with their child. Handing a device to a child and having them entertain themselves because the parent needs them to is not beneficial for the child at all. They need the one on one interaction with their parents.
Make sleep a priority: Talk with families about the importance of sleep and healthy sleep expectations.Encourage a bedtime routine that includes calming activities and avoids electronic media use.Encourage families to remove all electronic media from their children or teenagers’ bedrooms, including televisions, video games, computers, tablets, and cell phones.Talk with families about the negative consequences of bright light in the evening on sleep.If the child or adolescent in your care is exhibiting mood or behavioral problems, consider insufficient sleep as a contributing factor.
As a future educator, I want to be able to promote these ideas to parents because if I notice a child falling behind in class or sleeping in class I want to make sure that its not because they are at home sitting in front of an electronic device for hours before they go to bed. Children need to go outside and play. I understand that some kids are doing something educational on their devices, but 9 out of 10 times they aren't. And that is not beneficial to their learning
For example, media use in adults is associated with sleep onset latency but not with tiredness because adults who spend substantial time engaging with media may have the opportunity to compensate by sleeping longer.21 Such a compensatory mechanism is largely impossible for children and adolescents because their wake times are primarily determined by parents, school hours, and/or extracurricular activities.
I find this interesting that screentime does not have as much as an affect on adults as it does in children, but I disagree with that idea. Yes it heavily affects children's sleeping schedule and then their school schedule and children also have to be up for school at a certain time and have different extracurricular activities to be present for. However, adults have work they have to be at and then they have to drive their children to school and take them and pick them up from extracurricular activities. Therefore, adults are affected just as much.
Data from US population-based studies show that ∼30% of preschool-aged children and between 50% and 90% of school-aged children and adolescents do not get as much sleep as they may need.1,2 The pervasive use of screen-based media is a likely contributor to widespread sleep insufficiency. Screen-based media devices are present in the bedrooms of 75% of children,3 and ∼60% of adolescents report viewing or interacting with screens in the hour before bedtime.4 In a recent systematic review of 67 studies of screen time and media use in school-aged youth and teenagers (1999–2014), 90% found that screen time was adversely associated with sleep health, primarily via delayed bedtimes and reduced sleep duration.5 Potential mechanisms underlying these observed associations include the following6: (1) time displacement (ie, time spent on screens replaces time spent doing other things, including sleeping)7; (2) psychological stimulation based on media content8; and (3) the effects of light emitted from devices on circadian timing, sleep physiology, and alertness.9 Healthy sleep patterns in childhood and adolescence are associated with lower obesity risk,10,11 better psychological well-being,12 improved cognitive functioning,13 and lower risk-taking behaviors.14 We propose that sleep among children and adolescents should be a priority in family, school, and clinical contexts, as well as in future basic, observational, and translational research.
This is surprising to see how many parents allow their children to have electronic devices in their bedrooms. I had maybe just one hour of television before bed when I was younger and then I would play for a little bit and then go to bed. Now that technology is placed in front of children so often it has become a major part in their lives. And now that children are looking at screens right before the go to sleep, it is affecting their sleeping schedule. Sleep is crucial for young children and if they do not get enough of it then they are going to fall a little behind.
I do think that providing faculty a space to build out a course site, web page, portfolio is valuable, but there are many tools you can do that with: the LMS, wordpress.com, wikipedia, blogger, Wix, Squarespace, etc.
There are so many different tools to use for making a website
Students have little agency when it comes to education technology — much like they have little agency in education itself.
Students don't have a lot of independency when it comes to technology because they do not understand how to use it.