AUP

I think it would be helpful to post the Children's Internet Protection Act so conversation can be had about CIPA and it can be referred to as needed.  Additionally, posting the AUP might be helpful so students can remember what they have agreed to within their signed AUP, especially, as students will have the opportunity to use their own devices in our school this year.  I think creating an environment of open communication and expectation about use of technology would be helpful.  With open communication hopefully we would not have to have for example all You Tube blocked as we know it contains helpful information and hurtful information too.  I heard at a recent training that we can move content to teacher tube for a safe place to access helpful information.  I really like the Courtesy Policy idea.  I have noticed in the hallway that very few students have headphones or earbuds in both ears, showing courtesy and willingness to interact with others.

Buy in and understanding from all involved will make the policy stronger.   Listening to the students and how they use the internet and technology will help make a policy that satisfies all parties.

Digital Citizenship

Digital Literacy is essential for educators and students in the twenty first century.  As educators we need to understand ways that technology is being used in life and to teach our students how to effectively and safely use technology within the classroom for application outside of school.

Kyle Jones gives a nice overview of digital literacy in this slide show. http://www.slideshare.net/thecorkboard/digital-literacy-in-a-20-world#

Best practices of digital literacy include funding for an Instructional Technologist.  We are so fortunate to have a Media Specialist within our district (not specifically within our building) that is truly digital literate and provides trainings and support.  She works with students and staff.  I feel she is spread thin.

This is a great list of tools to use to within developing digital literacy.  Interestingly, some tools listed as encouraged through our district, while other tools are not currently allowed within our district.  I know that using skype is currently blocked within our district network as there had been a problem with an outsider accessing our district network through skype.

http://www.slideshare.net/janehart/toptools2012

Digital Etiquette (Netiquette)

Interesting topic.  I understand that what people do digitally is trackable and representative of them for a long time.  I found that there are advice column like sites that share suggestions on how to deal with a wide variety of digital etiquette scenarios.

I really like this Brain Pop video about digital etiquette.  Middle school students really like Brain Pop and I feel the video hits several important topics.  http://www.brainpop.com/technology/computersandinternet/digitaletiquette/

I don’t think I will use this lesson on digital etiquette due to the spelling error here not hear.  Source doesn’t seem as credible with the spelling error. https://sites.google.com/a/go.rbe.sk.ca/digital-etiquette-lessons/

This seems like a good list, but when I noticed that the date was 2001 it made me a bit concerned about not being as up to date as it could be. http://www.bpl.org/kids/learn/netiquette-for-kids/

I don’t yet love this site, but am having a hard time with a good netiquette list appropriate for kids. http://www.networketiquette.net/

LMS

Course or Learning Management Systems

Thank you for being patient with my post.  I am so fortunate to have attended professional development within my district that has answered many of my LMS questions and has me excited to create my own for my students.  Our district has a Moodle account through the MAISD.  I have created my account and am ready to input information about my Innovative Solutions and Service-Learning classes.  Additionally, I am in the process of creating a new website through Google and am excited to create edcanvases and qr codes for my classes.

MI Online Learning Requriement

Our district has implemented a school sponsored Mobile 1:1 program for several grade levels for the past two years.  Students were given a district owned tablet or phone with 3G capabilities.  Core teachers within Mobile 1:1 program received training that I feel helps to meet the Michigan Online Learning Requirement for K-12 students.  This year the district is expanding the program to students as the B.Y.O.D. (Bring Your Own Device) will be implemented.  Students will have the opportunity to connect devices to the district wifi.  As I read the Essential Characteristics of Quality Online Learning Experiences

Collaborative experience between students	All students are required to be involved in developing working relationships with an educator and other students online. Look for online collaboration tools, such as a learning management system that must also include collaborative tools such as discussions/forums, Wikis, and Google Docs and Spreadsheets where students can work cooperatively asynchronously and synchronously.
Integrated	Every experience is not only aligned with METS but must also be aligned to Content Standards that support and enhance your curriculum content.
Sustainability	The experience(s) must provide an opportunity to practice using technology tools, explore the virtual learning environment and develop a comfort level operating in this space. This requires a period of time and is not accomplished in just one experience.
Life-long Learning Skills	As a result of the online learning experiences, students will develop proficiencies for online learning throughout their lives. They will become life-long learners and will develop and embrace online skills through accessing, analyzing and evaluating information resources; incorporating communication skills; and practicing problem-solving, interpersonal and self-directional skills.
Teacher Involvement	The teacher is involved in the online learning experience in any of these ways: guiding, facilitating, designing, monitoring, providing feedback, interacting, supporting, assessing and mentoring the online learning experience.

 http://www.michigan.gov/documents/mde/OE_Companion_Doc_12-06_184084_7.pdf 

I feel the characteristics listed are encouraged or expected within the district’s Mobile 1:1 plan.  I am attending the technology trainings throughout this summer so that I can better implement technology into my learning environment. 

Critical evaluation of a website

http://www.martinlutherking.org/

This site seems very bias and not super accurate in its content.  I don’t see an author or any contact information except for a discussion forum you can join.  The subheading Why the King Holiday Should be Repealed!  sounds like the underlying message is different than what a person looking for information about Martin Luther King might be looking for.  I am not noticing spelling and grammar errors, but am surprised that there would be explicit language on the page.  I don’t find a date on the page.   The information is easy to read and has headings to show organization.  It does source Newsweek magazine page numbers, but not links to the sources of information.

I would not recommend an educator using this site as it seems bias, the content may be twisted, and the explicit language. 

The site leads you to links within the site.  The pictures are appropriate for the site, but don’t necessarily add to the site.  I don’t feel the information is valid and authoritative and maybe is why it is listed first for us to view.

http://www.dhmo.org/

First thing I notice is I can donate to the cause (I don’t yet know what the cause is, but they want my money).  I appreciate that the site is looking for feedback, but “The success of this site depends on you, the citizen concerned about Dihydrogen Monoxide. We welcome your comments and suggestions. “ doesn’t sound very professional.  The spinning skull and crossbones also doesn’t appear to be very professional.  I see Tom Way is the author.  There are links to other sources of information.  The information is very organized.  There are not tabs along the top that you often see in a professional site.  The site was last updated today.    When I searched “Tom Way DHMO” http://www.csc.villanova.edu/~tway/bio/ I found that Prior to pursuing his graduate studies, Dr. Way worked in the television and film industry in Hollywood for 10 years. His professional endeavors now include a position on the board of directors for a software and Internet services company, freelance software engineering and web site consulting, and Director of Research of the successful science satire web site DHMO.org. He is an accomplished professional magician, writer, actor, filmmaker and marathon runner.

When I searched Dihydrogen Monoxide I learned they are just referring to water. Based on this information I would not recommend this site.  It is a hoax.

http://www.savetherennets.com/index.php

I am so excited about this cause that I just sent away for my very own rennet.  Just kidding.  This is site describes something that I didn’t believe after reading about it, but upon referencing it on Google, I found out more about rennets.  It appears that in the UK (if not other places) uses the stomach lining of some animals to make cheese.  There are tabs along the top of the webpage which makes it organized and easy to use.  There are some links to other information and a way to contact the makers of the webpage.  I think this website is ok.  I would recommend it to someone to use to learn about the treatment of and uses of this animal.  It is biased information.

I have learned that it is important to evaluate websites before selecting as the best source of information.  I learned several years ago from a coworker about the importance of having students gather research from good sources of information.  I have seen why this is important as my students do research on their topic of their selected service-learning topics.  Students are too often willing to use their first website for information or a wiki.  It would be good to have students evaluate sites for their effectiveness and accuracy.

I am somewhat surprised that feedback has such a high effect on learning.  I know quality feedback is important in student learning.  I need to research quality feedback to see what I can improve upon.  I know we learned about different levels of feedback in cognitive coaching.  Something interesting that I learned is how valuable feedback from the students to the teacher can be.  I do include the opportunity for students to give feedback to me after each project.  I have made many changes to class organization, instruction, and documents we use in class after listening to what my students have to say.  Sometimes it is the questions they ask that let me know that I needed to provide examples, models, or instruction to make improvements in my effectiveness.  I was surprised that I had a conversation with a parent the last day of school who felt that my class required too much deep thinking.  This parent was also surprised that I included student feedback as one part of the student evaluation in reflection.

Quality instruction certainly makes sense as score high in the zone of desired effects.  The instruction we have had in the Teacher Leadership Academy and Cognitive Coaching is exceptional and we, the students, notice and appreciate the craft of quality instruction.

I was surprised that computer assisted instruction scored low where there seems to be a push for more computer assisted instruction.  I do realize there was a note that the research was from several years ago.  I think some students probably do well with this type of instruction, however, I have watched students push buttons impulsively with little thought to their learning.

I can use this learning as a teacher leader by sharing quality practices with my colleagues and students.  If my students are accustomed to giving me feedback, maybe they will make it a practice in other classes.

The last few weeks of school can be a struggle for me to keep focused on the current school year.  I am most excited to begin refining processes and identify changes to make for the upcoming school year.  One day I sat in the middle of the classroom as students were working on very active hands on projects and I just observed what was going on within the classroom.  I wrote pages of ideas, changes I could make to improve the layout of my room in terms of functionality.  In reading about Hattie’s research and about Visible Learning, I feel that my day of just observing and note taking allowed me to reflect on my students’ interaction with the physical environment.  Additionally, I conferenced with students about my ideas looking for their feedback to make changes that would be most beneficial to them.

I generated a list of skills shared in the Doing What Works site under developing spacial skills in girls and helpful feedback techniques.

Digital Age Learning Culture

 

As an educational leader I model quality educational experiences for my students and for the staff in our district.  I volunteer to have district administration in to practice evaluations, teachers to view my classroom in a building lab classroom group, and by volunteering to meet with staff in the district to help them implement service-learning projects and project based learning.  I empower my students and help them to develop and implement problem solving strategies that can be used beyond my classroom.

After learning about Universal Design for Learning and understanding the importance of creating engaging learning environments with supports for all students, reflect on how you intend to change the way you teach using these new found ideas, or how you have already been using them.

I teach two elective classes that are very student focused.  I have already written the UDL plan for my service-learning class.  Students select a topic of interest as their service-learning project. Students research to develop understanding of their selected topic, brainstorm options and develop a plan, implement their plan, and reflect throughout and after their project are complete.  Our access to technology has varied each semester I have taught this class.  Ideally, all students have a device and access to the internet to research about their topic, research possible plans to impact the problem, make contacts with topic experts through email or phone calls.  Additionally, in an ideal world all students would have a fully key boarded device to type their understanding and plans then share them with me in Google docs so I can provide prompt feedback in this project.  Students would also have access to a device that would take photos and videos to document their project in action.  Students would also have various technological reflection options throughout their project and after their project. 

The second class I teach is Innovative Solutions.  It has been through a lot of changes since its creation.  It is a hands on problem solving class. 

Students participate in various challenges that allow them the opportunity to implement the four goals of the class: 

1.     develop perseverance to become increasingly innovative

2.     develop risk taking to become increasingly innovative

3.     develop use of process (engineering design process or problem solving process)

4.     develop self assessment and reflection to become increasingly innovative.

The challenges vary to provide experiences and capture a variety of interests.  Ideally, students would have access to a device to research inquiry questions the students develop, research designs that other people have tried to build onto, devices that could be used to create videos of their tests that could be used for evaluation, or to post the videos so other students could provide feedback on the designs and tests or shared with families to provide as communication of class work.  Currently, students self evaluate and provide evidence to support their self assessment.  I would like to explore an online survey that would collect students self assessment for each project, then could be used for the student to see their progress through time.

Both of my classes require deep thinking and creating.  Students have choice and voice in each project.  I set aside class time after each project to get feedback from my students to improve the format of the class and the projects.  Students self evaluate their work and I conference with students about their evaluation using cognitive coaching techniques.

My goals for this summer are to increase my understanding of and use of technology in the classroom  and to develop multiple representations to make the class goals make more sense and to feature more examples of innovation .  Lastly, I want to help students with transferring the knowledge they develop in my classes to other classes and life situations.