Please try to share a tool we have not yet discussed in class. Explain why you might use the tool. Outline the tool’s capacity and explain how you use the tool. Please also share (based upon your experiences NOT the product’s website) the strengths and weaknesses of the tool. How long did it take to get up to speed on how to use the tool proficiently? What worked well for you and what didn’t when using the tool with your students or for your own project? Were you using the right tool for the right job? How do you know? Something that I have used in my classroom is Plicker. It worked really well when I didn't have 1:1 chromebooks in my classroom. It is a multiple choice assessment tool that utilizes a qr code that can be scanned from your cell phone. First the teacher prints out the plicker cards for free from the website they offer different sizes based on your needs. You can opt to buy them pre-laminated or you can laminate them yourself (that's what I did). You are going to want to laminate the cards because inevitably a student will bend or crinkle the card and it won't scan as well. Students can choose A, B, C, or D depending on how they are holding the card. Cards can either stay with the students or not depending on your preference. Plicker is best for when I want to give a quick check for understanding whether it's reading comprehension, a few math problems, or voting on a project with more anonymity. The teacher creates a few questions on the website, unfortunately you can't use other people's questions like on kahoot or quizziz. Once the questions are created you can project them on a big screen for the students to see or you can read the questions/options to them if you don't have a screen. The teacher has to scan each student's code through the phone app. If a student's card isn't held completely flat it can be hard for the phone to scan. Students need practice with this part. The larger card size is easier for younger students to hold and then for the teacher to scan. Data is collected and the teacher can see how students performed question by question. The teacher can see who responded to each question and what answer they gave. The teacher can also see what percent of students got each question correct or who didn't respond. It takes about 20 minutes to create a set of 10 questions. The most time consuming part of setting up Plickers is laminating a class set of cards. Plickers are great for when you don't feel like having everyone get out a chromebook and waiting for everyone to login. They just whip out a card and you can begin. Some drawbacks are the students can guess A, B, C, or D which is the same drawback as kahoot and quizziz. You also have to be patient if someone isn't holding their card exactly right. On kahoot or quizziz students can simply click on their answer and no one can see what they're selecting. With plicker students can glance around the room to see how other students are holding their cards, so you do have to watch out for cheating. When it comes down to it plicker is another assessment tool just like kahoot or quizziz there isn't any fun music but you can add in your own pictures to suit your needs. Overall a nice tool especially if you don't have chromebooks or just need some quick feed back.
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We know technology/digital literacy has to be taught (we can’t rely on the theory of the digital native) yet, given your already full curriculum, how will you begin to teach digital literacy?
On 2/21 I taught part of the Common Sense Media "selfie" lesson with my 3rd graders. I started by showing them a fun picture of me holding a huge stack of our school's dragon dollars. They had the opportunity to draw their own selfies flashing all of their 3rd grade swagger. Then we had a discussion about identity, while using the CSM slides for the lesson. Students proudly shared with a partner what made them unique whether it was their culture, hobbies, or physical features. After writing about themselves students redid their selfies including new details. They came out really nice and it was a new way for us to learn about each other's backgrounds. Our school is a Positive Behavioral Interventions and Supports (PBIS) site. The framework basically emphasizes the importance of teaching how we want something done before it happens rather than correcting behaviors after they've happened. I think many of the CSM lessons on Digital Literacy would fit nicely into our PBIS block, which is roughly 30 minutes a day. Even trying out one lesson a week sounds doable. My students would benefit immensely. At 3rd grade my students are playing videos games online and unfortunately some of them are playing online with strangers. This is a big concern for me. There is a need to teach Digital Literacy so that students can be safe using tech AND use tech independently. Most Wednesdays I take the time to do CAASPP practice. 3rd grade is the first year that students take the state test online. Even though VCUSD has a district benchmark assessment that mimics the format of the CAASPP test the testing website we use doesn't have as many bells and whistles as the real deal. After diving deeper into the CCSS for Technology I know that my students need more exposure and practice with: copy/pasting pictures, typing math symbols, creating slides, finding information on spreadsheets, citations, and emailing people safely. My principal is requiring us to come up with a 7 week plan to ramp up for the CAASPP test and these are definitely on my list to work on with my students. What was your meta-cognitive process? The article is dense in content - so how did YOU make SENSE of it? What is she trying to teach? Facts? Processes? Concepts? Principles?If you had to teach this same reading content to a high schooler, what other media would you use to break it into mind-sized chunks or to make it easier to process according to how you think? Sensemaking, sounds straightforward. The name is misleading. I saw a person standing in front of a pit (a literal barrier), the person had built a bridge of knowledge over the pit, so that the person could get to their goal. This made a little bit more sense to me. From my very surface level understanding of the text I took away 3 big ideas (even though I know there are more).
https://docs.google.com/document/d/1gUv76QyBn0n1ZRLEFEBkpXGG5BwFtn9ZHf-PMOqjM6Q/edit?usp=sharing ACTION RESEARCH TIMELINE
Given your students’ grade level and the subject matter you teach, consider how you can teach digital citizenship and specifically digital citizenship as it relates to to digital communication. Please provide 3 specific examples on how you might make learning digital citizenship personal for your students.
Recently I explored 3 digital citizenship resources. I was drawn to Common Sense Media and Google's Internet Be Awesome. Stanford's History Education Group seemed to be better for older students or students who are conducting research. At first I thought Google's Be Internet Awesome would be a good fit for my students. There are games and corresponding lessons, plus we use chromebooks in the classroom so it would be easy to access. However after going through the Common Sense Media tutorial I think this is going to be our best fit. Common Sense Media has a feature called nearpod. It's a live lesson feature that I think would be really interesting. Currently, we have a program that enables me to share my screen with students. Unfortunately this program isn't interactive like nearpod. From my understanding it gives instant feedback much like Kahoot. My students are very much into instant feedback. Something else my students really enjoy is hearing about my family or the lives of other teachers. I would like to create my own case study like the teacher from Denver did for her class, for my students to analyze. Last I would like to encourage students to bring this conversation home to their families. The woman that did outreach in the Berryessa School District made a great case for getting parents involved in their students' digital lives. We monitor what our students eat and who they are friends with. It's also important to be involved in what our students are involved with online. |
Catie GoldsteinInnovative Learning Master's Student. Teacher. Napper. Dog Petter. Archives
June 2019
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