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I wonder what are the best practices to encourage virtual learners to ask for help when they need it?

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I wonder if implementing Flip as a weekly routine will increase my students' speaking skills and confidence? Will I see an increase in learning comprehension with longer videos (since they will have more to elaborate on)?

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I learned that when it comes to asking for help, teachers need to have a system in place that can be used as a safety blanket for students that need help or may be confused.

I have noticed that many of my struggling students, many who may not have the best home life or may have an IEP and therefore may not participate or partake in the class as much, require a system that will keep them on track -regardless if students are working online or in a brick and mortar.

Learning management systems come to be as the answer. Regardless if it is Canvas or Google Classroom, students have the opportunity to approach their teacher in person or virtually (email). However, to encourage my students to help each other but most importantly understand that there is a system in place that they can easily access in person or online that explains what they can do to ask for help. Therefore, a system that is accessible, approachable, and flexible, seems to work best in my classroom with my students.

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Just like cell phone use, an implementation of Flip would require routines and expectations. In the past my students have created really short Flip videos where they either explain a concept, fact, or their thoughts but many of them struggle to fully share their complete thoughts verbally (as opposed to writing where many of them do a better job). I have learned that as a teacher I have to create a safe space where students feel like they can share their thoughts or even feel okay with making mistakes if they do not understand a concept. I can create a more inclusive, caring community by ensuring that students know that we all make mistakes and that no one likes to be attacked for their mistakes but instead we can politely correct one another without personal attacks. This has required community agreements, some times timer requirements, and a lot of patience. The overall goal, will continue to be to increase their content knowledge while giving them the confidence and skills to verbally discuss social topics with their peers.

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I wonder how artificial intelligence software will impact student learning? As educators, how can we best embrace AI?

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I learned that artificial intelligence is another tool that can be used for learning or possible shortcuts for students. Through my focus on mobile devices this semester, I have learned that many of the technological tools that teachers oftentimes are hesitant to use in the classroom are the same tools that are easily accessible to our students. AI is constantly being used outside my classroom when I catch my students creating art or speeches that they think are fun or creative. Here, there are endless opportunities for students to express their creativity and play with new ideas.
The biggest challenge to AI will be understanding how easy it will be for students to plagiarize. Nonetheless, like any other project, teachers can put certain steps or checkpoints to check students' understanding, their thought processes, and the ways they went about completing the work. AI, along with many of the software I have been learning just reminds me once again of the importance of teachers and a student's reflection; reflections are one quick way to grasp where a student is and what they have to say about their finished product.

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I wonder if students are facing exhaustion from overuse of technology and if so how can we best remediate it? How can teachers reduce tech fatigue in the classroom (by balancing assignments)?

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I wonder if implementing a warm-up that embraces the use of cell phones will improve student learning or limit them with to become a distraction?

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I learned that all tools can become exhausting if not well managed or balanced. As teachers, we become in charge of not just the content but also the pacing and structure of our classroom.

Self-regulation is an example of how students need to be able to monitor their mobile device use. I learned that as much as I want to motivate and encourage my students all the time, it is okay to have variety with the historical activities that I do in the classroom. I can use technology in different ways that will give them enough differentiation and variance like recording skits, creating memes that show their learning, or having them recreate art by hand. Students need to have the ability to regulate themselves; students can learn to stay focused on their academics on their personal devices.

Teachers can tackle the challenge of tech fatigue by ensuring that not of the assignments are completely digital and by emphasizing the importance of face-to-face interactions. Although I am learning new skills and pedagogies around the best practices of technology in the classroom, it has become very apparent to me that it is the teacher, specifically human connection that students are moved by and motivated by.

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Mobile devices can play an instrumental role in the classroom learning, engagement, and collaboration. When implemented by a teacher that has expectations and routines of using mobile devices for academic tasks, mobile devices can be transformed from possible distractions to another learning tool; I had to quickly learn that if I did not reinforce our community rules or expectations, many of my students would revert to seeing their mobile device for social media use only. I noticed that students were okay with using their mobile devices for academic purposes as long as knew that I was okay with them discussing their answers or helping each other. Here I learned the importance of social interactions -students are motivated and enjoy working with others when they have a common goal. The role of the teacher is, in this case mine, became crucial in order to have a classroom that is able to embrace the positives of cell phone use. I learned through this case study that for warm-ups, cell phones were a great tool to quickly get my students engaged. With easy access to the warm-ups and encouragement to discuss the warm-up, many of my students were engaged and willing to share their thoughts.