# data[].attributes.body
As you saw in our slides, we each created a Bitmoji Virtual Classroom filled with social justice-related resources for students. We can post our resource-filled Bitmoji classroom in our online classrooms or use in presentations we make for students.
In my classroom, I added some books that should be at my students' reading level, and would be more relatable, as well as representing more diverse people. I also found some resources that my students often ask for in our face-to-face classes.

# data[].attributes.body
Diversity can easily be celebrated in the Fine Arts classroom online. This Bitmoji classroom will be posted as a resource in the classwork section of Google Classroom. Links in the slide connect students with each of the books. Social Justice is not addressed in all of the books but can be used as a precursor to conversation.

# data[].attributes.body
Due to the lack of resources for students, I had to post resources for teachers in order to help provide the information to students. I plan to write a book on how I used math to raise my daughters.

# data[].attributes.body
As a kindergarten teacher, I found it pretty easy to find books on diversity, social justice, and biases. Some of the books are already used during our social and emotional learning lessons. Some of the books I did not think about there connections to social justice and diversity until after doing some research. I plan on sharing these books with my coworkers.

# data[].attributes.body
Created a Pinterest board to save and share ideas and resources on social justice, anti-racism. and diversity for teachers, students, and parents.

# data[].attributes.body
While trying to find resources for my Bitmoji Virtual Classroom, I found that there are a limited amount of resources that teach students the value of math to ensure social justice. It is not about finding someone to look like students. It is about teaching the necessary math to help them be financially sound.  (Stephanie)

# data[].attributes.body
I thought it would be very difficult to collect resources that I could use with my Newcomer level ESOL students to both teach them about social justice in the US, and that would let them see themselves represented and give them a voice. Thankfully, there are many great book lists that had just what I was looking for, as well as my school social worker's and Loyola's social justice resource pages. What I could fit in my Bitmoji classroom is just a sampling of what I found, so throughout next year I will need to rotate the resources here and find other opportunities to incorporate them.  These materials really helped me reflect and take a closer look at the materials I use currently. (Sarah)

# data[].attributes.body
I wasn't sure what I would be able to find concerning social justice and fine arts. There are many resources for the different genres of music but I had to dig deeper to find materials that included inequalities. I have found more resources than I can fit in my Bitmoji classroom but plan on saving them to use at a later date. (Joanna)

# data[].attributes.body
I did not think I would find age appropriate books for early elementary school. I was highly shocked to learn other wise. I found a lot of books that I already have, with explanations on there relations to social justice and diversity. Some of the books are already used during our social and emotional learning lessons. Now I can be more intentional when doing read alouds with my students.
(DeAnna).

# data[].attributes.body
Many of the lower school teachers use Class Dojo to communicate with parents. They share pictures and videos of class projects and field trips. There are however several issues that have been discussed recently about the points system concerning surveillance, teacher bias when giving points, qualitative data into quantitative, complex student-teacher relationships into tech-controlled data points. Even though the teachers at my school have stopped using the behavior management aspect of Class Dojo, there are other issues with using the social media side as a family connection platform: parents with unequal access, behavior expectations from school invading the home, conformity, student privacy, parents become part of teachers’ classroom management. Unfortunately, I feel like the negatives outweigh the positives in using this technological tool. (Joanna)

# data[].attributes.headline
Tweet on representation issues in PixtonEDU

# data[].attributes.subject
Tweet on representation issues in PixtonEDU

# data[].attributes.body
I also posted this on Instagram

# data[].attributes.headline
Got a response from PixtonEDU! They made the changes I was hoping for!

# data[].attributes.subject
Got a response from PixtonEDU! They made the changes I was hoping for!

# data[].attributes.body
Wooooooooooooo!!! I know it's really small in the grand scheme of injustice in EdTech, but I was so impressed that I could simply point out a representation issue to a company, and they would turn right around and fix it! If we had been in school, I would have preferred to encourage my students to communicate with the company on their own behalf. Now they will never know that their own features were once hidden at the end of the scroll bar, but I think that's a good thing?! (Sarah)

# data[].attributes.headline
Tweet on "Cameras on" risks and injustice issues with Google Meet classes

# data[].attributes.subject
Tweet on "Cameras on" risks and injustice issues with Google Meet classes

# data[].attributes.body
I also posted this on Instagram

# data[].attributes.body
I totally stole DeAnna's retweet about Google Meet new features! Very happy to see they are adding features that will help resolve some of the privacy and technoethical issues!

# data[].attributes.headline
Tweet on more ethical options for transgender students using Google Meet or other virtual learning. 

# data[].attributes.subject
Tweet on more ethical options for transgender students using Google Meet or other virtual learning. 

# data[].attributes.body
I had a really hard time finding any conversation on social media, or blog posts, etc. about the LGBTQ+ community when learning online! This was the only one!

# data[].attributes.headline
Tweet on data collected while using Google Meet.

# data[].attributes.subject
Tweet on data collected while using Google Meet.

# data[].attributes.body
This tweet was the hardest for me to post. I felt an obligation to ensure that I was using a credible source.  It was important that in my quest to inform, I was not giving out misinformation. I paid attention to who provided the information, if they had citations and from what source.  (Stephanie)

# data[].attributes.headline
Tweet on access issues for students with special needs into Google Meet. 

# data[].attributes.subject
Tweet on access issues for students with special needs into Google Meet. 

# data[].attributes.body
This tweet was the most frustrating. I was raised by parents that were totally involved in my education. I was one of five and had a stay at home mom. I wanted so bad to visit all of my students and tell them to join the Google Meet so that I could support them. Most of the time they were putting in random answers. First, I cried because this was not teaching to me. Then I gave up because there was nothing I could do. I continued to make phone calls and modified lessons. I just could not motivate my students. I knew the lack of parental support was a real thing. This took it to another level. Lies and excuses were made. I worked hard to build self-confidence in my students and it was all lost in a blink of an eye. They were free of me and all the class management skills were useless. I gave up not because I didn't care. I gave up to save myself and so I could continue teaching.  (Stephanie)

# data[].attributes.body
We discovered a lot of unjust technoethical issues. One of the issues we noticed had to do with our younger students and students with disabilities. So I decided to make a visual to help those students. I shared my visual to help any other teachers that may encounter this problem.

# data[].attributes.body
Here is an article that I shared on how to talk about racism and violence with children.

# data[].attributes.body
I thought that it was very important to share this post because our kids can see and hear what is going on around us. The article shares ways to inform children about they see and hear. (De'Anna)

# data[].attributes.headline
Tweet on being the host and recording on Google Meet. 

# data[].attributes.subject
Tweet on being the host and recording on Google Meet. 

# data[].attributes.body
This tweet was about something that I wish I would have known weeks ago when I begin to use Google Meet. I decided to pass the information on for others that may not have known.

# data[].attributes.body
This article shares how we can protect our selves from data collection.

# data[].attributes.body
My purpose for sharing these tweets were because these were things that I wish I knew back in April when I started distance learning. I figured if I could help some one else out, I would. (De'Anna)

# data[].attributes.headline
Reflection on Google Meet and Inequality Tweet

# data[].attributes.subject
Reflection on Google Meet and Inequality Tweet

# data[].attributes.body
This tweet is especially important to me because our school is dealing with the inequality of access to high speed Internet. Fios has not been installed in the neighborhood our school is located in due to the low socio-economics of the residents. Because of this we are limited with how we can teach our students during the COVID 19 phase of remote learning. As a white teacher who lives in a more affluent county, I have access to FIOS in my home and I feel like I am part of the white privilege because of this. I am working with other teachers in my school and a teacher of color is taking the lead in reaching out to the town's political leaders. (Joanna)

# data[].attributes.headline
Reflection on Google Meet Recordings Tweet

# data[].attributes.subject
Reflection on Google Meet Recordings Tweet

# data[].attributes.body
I felt it was very important to post this tweet. When you read it, it emphasizes that you are stating that everyone being recorded has given consent. There is an "ask for consent" pop-up that only you can see. A parent at anytime can state that they did not give consent. The article also states that teachers can record if they are using Google Meet as a classroom. As a teacher that believes in providing support and following the rules. This is very confusing. It was a source of debate at my school. The final result was no recording of students. I provided the completed PowerPoint slides used during the Google Meet. (Stephanie)

# data[].attributes.body
Aside from the instant gratification success of my Pixton tweet, the social media action was harder and more hopeless than I thought it would be. No one is already talking about the issues we identified with Google Meet that I could find, aside from a few students posting about not liking their cameras on. Most of these issues are really big and have far-reaching implications, but most educators are such loyal fans of Google tools they only ever have positive things to say about it. To their credit, Google does seem to be realizing some of the issues themselves and making changes here and there. However, the biggest issue remains access to reliable internet and a device, and Google can't solve that by themselves (I assume), and nor can teachers. Everyone involved in Education needs to continue working to solve that huge equality gap. The good thing is at least that issue has a lot more awareness. (Sarah)