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It is important as an educator to understand the professional roles in protecting and caring for our students. We are legally obligated to report situations where students are unsafe. Many times, this can be difficult to recognize. To help students to the best of our ability, it is a necessity to build trust and relationships with our students. According to the text Culturally Responsive Teaching and the Brain, "Research says that 70% of communication is nonverbal. So listening doesn't just mean hearing the words but listening to the emotional quality of the conversation." Students many be unable to fully express their concerns or explain their circumstances, especially younger children. Building relationships, active listening, and knowing your students helps teachers recognize when to show concern for students. Being a mandated reporter also means I am responsible for the digital safety of my students. The ISTE Standards for Educators clearly states in section 3c, "Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property" (ISTE, n.d.). Mentoring students in safe practices when using technology is part of the Citizen component of the ISTE's Standards for Teachers; mentorship includes teaching safe practices and modeling safe uses of technology.

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.

ISTE. (n.d.). ISTE Standards for Educators. https://www.iste.org/standards/for-educators

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Teaching students to use technology with a student centered approach allows students the opportunity to think creatively, think critically, and learn different ways to engage with material. According to Dr. Ruben Puentedura, creator of the SAMR model, “Technology allows us to think differently and perform new tasks” (Richard Colosi Media, 2014). Since technology plays such a critical role in today's world, it is necessary to support students in strengthening their technology skills. My digital learning statement addresses my knowledge of the educational technology standards, and how to implement them using effective teaching strategies. An important component of using technology in the classroom is helping students become Creative Communicators, which aligns with the ISTE's Standards for Students. When students are creative communicators, “​Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals​”​ ​(“ISTE Standards for Students,” n.d.). In my Digital Learning Statement I discuss how I integrate this and other ISTE standards into my daily teaching practice, to equip my students with the skills to succeed academically and eventually in their work field.

ISTE Standards for Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students.

Richard Colosi Media. (2014, June 20). The SAMR Model Explained By Students. Retrieved December 05, 2020, from https://www.youtube.com/watch?v=OBce25r8vto

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EDU 180 Digital Learning Statement Benevides

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My resident teacher and I maintain ongoing communication with the families of our students using the website Seesaw. Every Sunday night we send a weekly newsletter outlining the in class and after school activities students will do during the week. This is also where we tell families of any upcoming events, such as the book fair. The article Improving Your Outreach Strategies, by Jeff Knutson, discusses how Seesaw is a unique platform that displays student work in a portfolio platform. Knutson explains, "Like a social feed of students’ work, Seesaw offers a more personalized—and often more meaningful—way for teachers and parents to connect. What’s more, parents can engage directly with all the great things their kids are doing in school" (Knutson, 2017). Seesaw also allows parents to easily view all assignments students are working on, as well as the feedback from the teacher. In addition to Seesaw, the parents of my students also receive text messages, emails, and phone calls with information from the school and district. According to the article What Parents Want in School Communication, a survey found that parents' preferred communication with teachers is through the internet (Obrien, 2011). The top five answers were, "E-mail from the district/school, online parent portal, district/school e-newsletters, district/school website, and telephone/voice messaging system" (Obrien, 2011). The district I teach in sends frequent emails to families, has a consistently updated website, and sends phone calls. The principal of my school also sends emails and calls families as well. My resident teacher and I send emails, and utilize an online parent portal. We also provide families the option to call us using a Google Voice phone number.

Knutson, J. (2017, August 23).Improving Your Outreach Strategies. https://www.edutopia.org/article/improving-your-parent-outreach-strategy

Obrien, A. (2011, August 31). What Parents Want in School Communication. Edutopia.  https://www.edutopia.org/blog/parent-involvement-survey-anne-obrien.

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In this video you can hear the positive teacher-student interactions, encouraging students' multiple perspectives, and engaging students in the lesson. According to the text Classroom Management Matters, "A critical way to improve the outcomes of students, particularly our vulnerable youth, is to develop positive teacher-student relationships" (Cassetta & Sawyer, 2019, p.5) One way I build positive relationships with students is validating their responses, even if the response is off topic or is not the answer I am looking for. Creating this safe space allows for students to trust me with anything they say, and they know I will not interrupt them, judge them, or belittle them. Additionally, not confining students to a set response encourages academic autonomy. I provided students with sentence starters, as seen in the clip, but students were reminded several times that they did not have to use the sentence starters I provided. When the student in the clip exclaimed that they had a different one they wanted to use, I eagerly supported it because the student was developing independence in their writing. According to the text Culturally Relevant Teaching and the Brain, "One of the primary ways students develop a sense of agency and independence is through language and talk" (Hammond, 2015, p.148). The student shown in the video is learning to use language to respectfully explain that he preferred a different sentence starter to write with, demonstrating the sense of agency he is beginning to develop. Creating a space where students feel comfortable voicing their opinions and think creatively is how I promote productive student learning and acknowledge multiple perspectives in the classroom.

Cassetta, G. & Sawyer, B. (2019). Classroom Management Matters: the social-emotional learning approach children deserve. Langara College.

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.

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This lesson plan was designed to help students practice their double digit addition skills using the digital whiteboard website, Whiteboard.fi. During distance learning, this website has been an effective tool for engagement as well as providing students access to tools they may not have at home. Implementing digital lessons is a necessity during distance learning; however, these digital lessons are also important for all students' academic success. According to the article The Common Core and Digital Skills Development, "Teachers can help students develop digital skills and incorporate technology while addressing the needs of their students. If we truly want students to be college and career ready, the thoughtful integration of technology into daily instruction is a non-negotiable" (Burns, 2015). This lesson teaches students to navigate different tabs, use different digital drawing tools, as well as providing students the opportunity to use their creativity. This lesson also aligns with the Creative Communicator section of the ISTE Standards for Students, which states, "Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals" (ISTE, n.d.). Whiteboard.fi provides students with the opportunity to use different tools and styles to best express their math answers.

Burns, M. (2015, July 1). The Common Core and Digital Skills Development. Edutopia. https://www.edutopia.org/blog/common-core-digital-skills-development-monica-burns.

ISTE Standards for Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students.

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The school that I am student teaching in thrives on collaboration. Within my grade level team, we have a shared Google Drive that has access to all our digital resources. Due to the recent shift to distance learning, it has become more necessary than ever to collaborate on creating digital resources. According to the ISTE Essential Conditions for Educators, one key component for effectively using digital learning is Engaged communities: "Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources" (ISTE, n.d.)

https://www.iste.org/standards/essential-conditions

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EDU 180 Individual Site Technology Review Resubmit

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My digital citizenship and digital equity statement clearly defines what digital citizenship and digital equity are, and how I plan to address these in the classroom. Digital citizenship is defined as, “the responsible use of technology to learn, create, and participate” (James, Weinstein, & Mendoza, 2019, p.5). I develop appropriate digital citizenship in the classroom by modeling how to use technology in academics and in social settings. My students are also taught digital safety; learning how to stay safe using technology allows students to comfortably explore and create digitally. I create an equitable digital learning environment by advocating for my students, allowing for student voice, and being flexible with assignments that have technology components. My equity statement stems from the article  “4 Ways to Improve Digital Equity in Your Classroom,” where author discusses ways to enhance digital equity, including, “Seek first to understand, try it out, create a tech equity vision statement with your students, and reconsider your homework policies” (Hwang, 2019).

Hwang, K. (2019, October 10). 4 ways to improve Digital equity in your classroom. Retrieved

from https://www.commonsense.org/education/articles/4-ways-to-improve-digital-equity-in-your-classroom

James, C., Weinstein, E., & Mendoza, K. (2019). Teaching digital citizens in today's world: Research and insights behind the Common Sense K–12 Digital Citizenship Curriculum. San Francisco, CA: Common Sense Media.

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Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.

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Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology‐rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

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Access resources for planning and instruction, including the expertise of community and school colleagues through in‐ person or virtual collaboration, co‐teaching, coaching, and/or networking.

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Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.

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Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship..

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Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

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Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.

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Hi, I'm Shelby Benevides, a multiple subject teaching credential candidate from the UC Davis School of Education credential/M.A. program. I earned my bachelor's degree in Liberal Studies with a concentration in mathematics from California State University, Long Beach. I currently student teach in a 2nd grade classroom. To the right you will find my technobiography, which provides insight of my knowledge and experience with technology.