Workshop Proposal: Giving Quiet Students a Voice with Social Tools

Rationale

Every classroom has them.  Students with great ideas who are just too shy to speak out, while a few dominate the conversation.  Give those students a voice in your classroom with technology tools that let them be heard.  In this workshop, on giving quiet students a voice with digital tools, you will learn about and how to use several different types of forums, polls and interactive assignment tools to increase participation and get those students into class discussions.  Use these tools as pre-cursors to classroom discussions to spark the flow of ideas and empower all students in your class!  This workshop also addresses tips for selecting, evaluating, and managing digital tools so you can feel confident that you are using the best tool for the task!  

This workshop seeks to address the following essential questions:

  1. How can I encourage quiet students to engage in class discussions and activities?
  2. How can I balance class discussions and activities so that more students are participating?
  3. How can I select, evaluate, and manage digital tools?

Workshop Structure

This workshop is best suited for a 90 minute session to allow time for collaboration and for individuals to experiment with the tools. It could easily be shortened, by only covering the presentation (or parts of the presentation), or lengthened, by giving more work time afterwards.  An approximate breakdown of the session is as follows:

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One point to highlight about this workshop is it’s collaborative learning element.  Creating a collaborative space is essential to experimenting with and troubleshooting digital tools.  As the workshop facilitator, I intend to keep the presentation short to allow time for participants to explore tools in teams and to provide opportunities for trial and error so they are more confident to use the digital tools on their own.  If possible, it would be beneficial to incorporate a flipped learning element where the participants could come prepared with a lesson or learning activity they would like to apply their new learning to.  To foster a collaborative environment, I have created activities on Padlet and Answer Garden which asks participants to reflect on their teaching and share digital tools and ideas relating to the topic.  Additionally, the presentation includes a think-pair-share activity to promote collaborative relationships during the workshop.

Presentation Materials

During the workshop I will share the giving quiet students a voice presentation, included below.  Participants will need computers, tablets, or phones with internet access so they can actively participate with the presentation.  I will need access to a projector, with either a laptop hookup or a designated computer attached that I can use to access the presentation.  If the technology does not come through, the workshop could easily be adapted to focus on discussing the essential questions and planning lessons or brainstorming ways to incorporate digital tools that promote engagement in discussion.

Content Knowledge Needs

The digital tools covered in this workshop can be used in just about any learning environment, regardless of age range or subject. That being the case, the specific student learning standards addressed may vary by task or subject.  However, this workshop topic most holistically addresses Common Core State Standards in English/language arts relating to speaking and listening. By twelfth grade, students are expected to prepare for, participate in, respond to, and evaluate discussions.  Taking advantage of digital tools that increase student engagement directly addresses this standard.

This workshop is also intended to address standards six and seven of the newly released 2016 ISTE Standards for Students.  Standard six requires that students communicate clearly and express themselves creativity through appropriate digital media.  Standard seven asks that students use digital tools to broaden their perspectives and enrich their learning through collaboration.  As already noted, the digital tools featured in this workshop encourage wide participation in discussions and learning opportunities.

Teacher Needs Addressed

This workshop addresses several accessibility needs, including:

  • Rather than having the presentation simply displayed on a screen at the front of the room, participants will also have access to the presentation from their personal devices by using Pear Deck.
  • Participants can access the presentation using a shortened link available on the introductory screen.  They may choose to access it this way if they would prefer it to Pear Deck.
  • Using Pear Deck I can share notes from the presentation with participants once it is finished.  This way, participants can access the information for later reference.
  • The introductory video includes closed captioning for participants with hearing disabilities.
  • The location of the workshop will be accessible to all, regardless of disabilities.  
  • The digital tools highlighted in the presentation were selected because they were all free, available on any device, and easy to use.  They are also all applicable to any subject or age range. They are all web based, so students would need internet access to access the tools at home.

Workshop Proposal

The main points of the workshop are addressed in this post.  The full workshop proposal is included below.

Selecting and Evaluating Digital Tools

Overview

When selecting digital tools to use in the classroom I often run into the same few issues:

  1. I get caught up exploring a tool I think is “cool” and lose sight of the objective, often trying to force use of a tool that isn’t the best for the task at hand.
  2. When I realize a tool isn’t appropriate for the task, often after exploring it for a long time, I have to start the process over, wasting valuable planning time.
  3. Looking for a tool in the first place can be daunting, there are so many great ones out there!

In order to help myself, and hopefully my colleagues, break this cycle, I have recently been exploring methods for making the process of tool selection more effective.  One great place to locate and review digital tools is Common Sense Media’s Education site (formerly Graphite).  This site offers both site and educator reviews of just about every digital tool relating to education that is out there.  The reviews can be categorized by subject, standard, or by top picks.  Since finding this site, my tool selection process has been greatly streamlined, yet my issues have not bene solved entirely.  To  aid in the tool selection process, I have put together the infographic below which briefly describes the four main points I consider when selecting and evaluating digital tools to use in a learning environment. While not all factors need to be met with every tool, keeping each in mind will help determine what tool is best for the task at hand!

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Review of a Digital Tool

Overview

Using the criteria outlined in the four points to consider, I chose to review the new Google Sites.  I choose this tool because it just became available in my district I think there would be a lot of use for it, both for educators and for students.  The new Google Sites allows users to create websites directly from their Google Drives and easily edit and embed content.  I am very excited about this tool and have started switching over my old class website to a new Google Site.  I intend on having students make their own sites for future projects too. Specifically, in the past I have had students create a theme poster project at the end of our short stories unit.  After sharing and turning them in, they ultimately make their way to the recycling bin.  If students share this information on Sites, they can easily share with others in, and out, of the classroom and archive their work when finished.  They can also include various media, collaborate more easily, and still maintain focus on aesthetics.  Using the new sites can totally redefine this project!

To get started, just go to your Google Drive, click “New” and then “Site” and prompted directions will walk you through the rest.  On the site ControlAltAchieve, contributor Eric Curtis includes a detailed article, titled “The Totally New Google Sites“, that walks users through the process of getting started!

Review

  • Appropriateness: Sites is easy to use! It allows users to seamlessly embed content, such as slideshows, videos, documents, images, and much more.  Sites is probably the easiest-to-use website creation platform I have come across–it is easy to navigate through the tools, simple to quickly edit and update, and made for collaboration! It would be appropriate for any grade or level of expertise. I see this tool working for a variety of tasks, enabling users to redefine how they share and present information.
  • Cost: Google Apps for Education is free but the business version has a fee per user. Like most Google tools, the new Google Sites is being rolled out in stages so it may not be available to you just yet.
  • Platform: As this tool allows users to create websites, they are viewable from any device that gets internet. Sites allows users to view their site from a computer screen, tablet, or phone, to make sure it looks great on any device!
  • Management Abilities: Users can choose who views their site (just their network or the entire web) and who collaborates with them on it.  Those viewing the site can subscribe, allowing them to recieve email updates when changes are made to the site.

Resources

Browse All Reviews and Ratings. (n.d.). Retrieved July 29, 2016, from https://www.commonsense.org/education/reviews/all

Curtis, E. (2016, June 13). Control Alt Achieve: The Totally New Google Sites. Retrieved July 29, 2016, from http://www.controlaltachieve.com/2016/06/new-google-sites.html

SAMR Model – Technology Is Learning. (n.d.). Retrieved July 29, 2016, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

ISTE Teaching Standard 4 Reflection


References:

K-12 Digital Citizenship Curriculum | Common Sense Media. (n.d.). Retrieved May 27, 2016, from https://www.commonsensemedia.org/educators/digital-citizenship

SAMR Model – Technology Is Learning. (n.d.). Retrieved May 25, 2016, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

Standards for Teachers. (n.d.). Retrieved May 25, 2016, from http://www.iste.org/standards/ISTE-standards/standards-for-teachers

Digital Citizenships: Lessons and Reflection

The digital citizenship curriculum is not only extremely important, but also incredibly relevant to the learning environment.  It is important because, with the rapid increase of social media and digital tools, we are constantly “connected” both in the classroom and at home.  The digital world allows for deeper opportunities for learning, communicating, collaborating, and creating, but the stakes are high if used inappropriately. It is vital that we address respectful, responsible, and safe online behavior so that we can fully take advantage of the increase in available technology.  The digital citizenship curriculum is also very relevant because teaching students about empathy, respect, safety/protection,  ethics and morals are important lessons for any environment. Ultimately, teaching about digital citizenship strengthens our online world, but also greatly benefits our physical spaces.

This year I’ve had the opportunity to use curriculum from Common Sense Media to teach my ninth grade students about digital citizenship and to ultimately become a digitally certified instructor.  Using this curriculum, and their affiliated sites like Digital Bytes and Graphite, I taught a variety of lessons and worked with staff to implement this instruction into the school.

To start the year, my entire school dedicated a day to digital citizenship instruction, where we taught the Scope & Sequence lessons to all students.  These lessons covered a variety of topics (shown in the image below).  What I particularly appreciated was that each lesson offered modifications for teachers depending on technology availability and included lesson extensions or additional resources to make it easy to continue the learning.  The lessons are also “scripted” enough so anyone can use them, but they are also open enough to be easy to personalize.

Digital Citizenship Topics 

Common_Sense

To continue this instruction, I recently introduced students to Common Sense Media’s Digital Bytes site.  This is a self-guided site which allows students to interact with others on the various topics and to explore essential questions relating to digital citizenship.  As the questions were very relevant to students’ lives, they were very engaged with this site and it was not at all difficult to keep them on task!  Included below is an assignment I had students complete as they navigated Digital Bytes, so I could record the responses which they also posted to the site.

Digital Bytes Assignment – Sample of Student Work

After exploring Digital Bytes, students worked to create symbols that represent aspects of digital citizenship (Thanks Ann Hayes Bell for the idea!!). This lesson was great for my English classroom as it built off of our prior learning about symbolism in literature.  Our plan is to use the symbols to create a bulletin or poster to display across the school at the start of next year.

Digital Citizenship Symbols Assignment

Moving forward, I definitely plan on continuing to embed digital citizenship instruction into my classroom.  As stated previously, the discussion topics and issues are so relevant to students’ lives and can easily apply to the core subject curriculum.   I’m eager to see how students use their learning about digital citizenship to shape their digital lives!

References:

Curious what Digital Bytes is all about? (n.d.). Retrieved March 15, 2016, from http://digitalbytes.commonsensemedia.org/

Hayes Bell, A. (n.d.). Communicate. Collaborate. Create. Retrieved March 15, 2016, from http://annhayesbell.org/

InCtrl. (n.d.). Retrieved March 15, 2016, from http://www.teachinctrl.org/

K-12 Digital Citizenship Curriculum | Common Sense Media. (n.d.). Retrieved March 15, 2016, from https://www.commonsensemedia.org/educators/digital-citizenship

Back to Basics: Organizing and managing our online world

As my SPU Digital Education Leadership master’s program has delved deeper into exploring the ISTE student standards, I have felt inspired to both rethink how I deliver the ninth grade English curriculum to my students and how I work with other educators to effectively implement digital tools in the classroom.  This being said, I have noticed that a lot of what I’m learning about makes me feel torn in two directions.  On one hand, I am eager to share the “newest and best” tool or teaching philosophy I hear about with my staff, or to try it out in my classroom.  On the other hand, I’m constantly reminded of how tiresome it can be to “stay on top” of what’s happening in digital education.

In considering this imbalance, I have started to realize that the availability of digital tools often surpasses the support systems in place for students and educators to feel confident using them.  This being the case, I wanted to take a minute to slow and form a more practical method for approaching digital education.

To approach this issue, I have asked myself what are the most basic technology skills necessary for one to feel confident maneuvering in an online world?  My district is invested in Google Apps and we are almost fully 1:1 with Chromebooks so, in answering this question I realized that my staff and students would benefit from resources on using the basic functions of Google tools and Chromebooks.  This lead me to develop two resources, which I plan on sharing with my school and which I have included below.

This first chart shares some tips for organizing the Google Drive.  I choose to create this resource because, in working with students and staff alike, I realized that this was something that had previously not been addressed.  Also, many were hesitant to switch to using their Google Drive from desktop files and I wanted to share some easy to follow steps for making the switch.

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This second resource shares tips for working offline with Chromebooks.  This had been an big concern in our district when we started going 1:1 as many realized that access to internet can greatly limit the way we use educational technology.

offline-with-chromebooks

Additionally, I recently attended the Northwest Council for Computer Education (NCCE) where I learned about a really cool tool called Graphite by Common Sense Media. In a session titled “Identifying Quality Apps, Websites, and Games for Learning”, Cindy Etherton, of Salem-Keizer Public Schools, explained the same dilemma I have outlined above: that many educators and students feel overwhelmed by the vast pool of digital tools available.  She then shared the benefits of Graphite, which include digital tool ratings and a resource that helps teachers select appropriate tools for specific tasks.

Moving forward, I hope to continue finding practical ways to help students and educators feel more confident using digital tools.  With a strong support system in place, I think we will see many more learning experiences being enhanced and redefined through technology.

If you want to learn more about more specific topics I have been learning about in my master’s program through SPU, check out my blog post titled ISTE: Critical Thinking and Research!

Creating Innovative Digital Learners

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What’s Going On?

Now that second quarter of the Digital Education Leadership Program at Seattle Pacific University has taken off, we have jumped into unlocking the ISTE student and teacher standards while analyzing and discussing various frameworks for integrating technology into the classroom. Specifically, we have looked at ISTE Standard 1, which focuses on creativity and innovation, and Standard 2, which lays out objectives for communicating and collaborating in a digital classroom.  While studying each standard, we have used the SAMR and TPACK models as pedagogical frameworks for educational technology immersion.

Through these explorations, I have developed two questions that have guided my research and learning, which were inspired by the two ISTE standards we’ve studied.

  1. How can an educator best offer a variety of technology based creative platforms (Piktochart, TouchCast, Google Slides/Draw, PowToons, etc.) in one assignment or project and still make sure that the end result meets the same standards and objectives?
  2. When assigning a collaborative project, how can I ensure that my students are indeed collaborating–equally participating in completing the task? What tools are available to ensure, enhance, and monitor student participation in collaborative projects?

The class readings, my research, and the resources shared by my classmates have provided a huge scope of information to address these questions.   Below, I elaborate on a few of the most notable points I have come across in my learning on how to create digitally enhanced instruction that is both innovative and meaningful.

The SAMR Model

The SAMR model for integrating technology into teaching (infographic below), developed by Dr. Ruben Puentedura, breaks down how educational technology is used into four categories: substitution, augmentation, modification, and redefinition.  This provides a scale for how technology is incorporated into a classroom, starting with substituting a digital tool to complete a traditional, non digital task, and ending with redefining learning through technology. This model does not suggest that the “enhancement” stage, including substitution and augmentation, is subpar.  In fact, sites like TurnItIn and Google Classroom along with digital tools, like free online graphing calculators, have greatly improved a student’s access to resources and a teacher’s ability to effectively manage the classroom.  However, the transformation stage, including modification and redefinition, calls for educators to incorporate digital tools that totally redefine learning, which is both incredibly exciting and a bit terrifying.  A few of these “transformational” tools that I have personally tried out are listed in the “redefining learning” section below.

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**A great resource for introducing educators to the SAMR model is available here through Common Sense Media.

Redefining Learning

In Teaching in a Digital Age, author A.W. Bates’ immediately makes the point that, “As more instructors have become involved in online learning, they have realized that much that has traditionally been done in class can be done equally well or better online” (n.d., p.1.7).  This directly relates to the SAMR model in that it draws attention to the less than obvious fact that technological tools are inherently redefining learning.  Bates’ explanation extends the SAMR model a bit however by elaborating on how digital tools have redefined both how a teacher informs instruction and how a student synthesizes their learning through using creative, collaborative, and innovative digital tools.

On the educators side, Bates explains two emerging frameworks for teaching, the flipped classroom and blended learning models.  In the flipped classroom, the educator records the lecture, which the students watch on their own time and then class is dedicated to discussing or further exploring the topics that arise.  Bended learning is a bit less clearly defined but involves a hybrid of digitized and traditional learning methods.  For example, in a blended classroom a teacher may use online sites to organize and share resources or manage the flow of student work, but the instruction may be provided in a more traditional format. While both of these frameworks appear to be in the “enhancement stage” according to the SAMR model, it is clear that, education at a core, is inherently changing.  It won’t be long, as Bates suggests, before the digital classroom looks very different from the traditional learning environment most of us are familiar with (n.d., p.1.7).

Along with the pedagogical changes to learning and education, technology is altering the tasks, tools, and experiences available to students in the classroom.  This is where ISTE Standards one and two come into play, as there are now so many tools that completely change how a student creates, innovates, and communicates both individually and collaboratively.  Below, I have included an infographic which categorizes some of the tools I have come across that transform and redefine student learning and relate to these two standards.  I choose tools that I have personally used and that are easily accessible to students in my district (we have 1:1 Chromebooks) but, as these tools are constantly being created or adapted, this is just a starting point.

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Future Explorations

  • When applying the SAMR model to technology instruction, is it best for an educator to begin with the first step, substitution, and work up to redefinition, or is it better to aim directly for redefinition from the start?
  • How can we continue to balance “tried and true” traditional teaching methods with new methods that seem to completely redefine learning with technology?

References

Bates, A. W. (n.d.). Fundamental change in education. In Teaching in a digital age (1). Retrieved from http://opentextbc.ca/teachinginadigitalage/part/
chapter-1-fundamental-change-in-education/

Puentedura, Ruben (2014). SAMR, Learning, and Assessment. Retrieved from http://www.hippasus.com/rrpweblog/archives/2014/11/28/SAMRLearningAssessment.pdf