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https://yoteachapp.com/

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Embed Poll Everywhere in Google Slides
Google Docs
Canvas/LMS discussion boards
Mentimeter
Blog (Google's Blogger)
Twitter (create a # hashtag for your class / discussio

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Schoology

Polleverywhere

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I like this as an into activity for PBL or research projects- 

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I like this as an into activity for PBL or research projects- 

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This article can easily be a starter for an authentic research project. It can be used an example of how opinions often outweigh facts. I don't disagree with the article, but it doesn't cite enough resources.

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Data/Evidence for how cell phones impact the body

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Data/Evidence for how cell phones impact the body

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Foster independent thinking and 21st century literacy skills with KQED Media Literacy resources. The ability to think critically about the powerful images, words, sounds, and messages that saturate contemporary culture increases students' chance of success in and outside of the classroom.

Through tools, workshops, and in-class materials and programs, you can encourage your students to ask key questions about who creates media messages, why, and to what effect.

General Media Literacy Resources

The following are tools to support the teaching of media literacy within the subject-specific classroom:

Professional Development Workshops on Media Literacy

Invite KQED Education to guest lecture on media literacy in your education course! We offer collaborative workshops to introduce activities and strategies which enable educators to incorporate media analysis and production skills into the curriculum.

Sample Workshop: Integrating Media Literacy Concepts into the Curriculum
Learn the seven concepts of media literacy, and understand how students can become active media viewers and learn to think critically about image and sound.

Other Resources

Americans increasingly recognize that the U.S. education system can and should do more to prepare our young people to succeed in the rapidly evolving 21st century. Skills such as global literacy, problem solving, innovation, and creativity have become critical in today's increasingly interconnected workforce and society. The Partnership for 21st Century Skills supports this effort.

Learn more: education@kqed.org

Media Literacy

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Foster independent thinking and 21st century literacy skills with KQED Media Literacy resources. The ability to think critically about the powerful images, words, sounds, and messages that saturate contemporary culture increases students' chance of success in and outside of the classroom. Through

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What form of communication do we value more a as a society? Face to face or phone to phone

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Sgt. Marty Tucker thinks millennials have trouble talking to strangers. Tucker runs training for the Sheriff's Office in Spokane, Wash., and he says new recruits seem inhibited when making face-to-face contacts with members of the public.

"They're so stressed out about making contact that they don't think about anything else," he says. "So they get up there, and then they'll freeze up."

In a job that depends on good communication skills, Tucker says this is a huge problem. And Tucker isn't alone. For the past few years, police administrators and trainers have become increasingly vocal about what they see as a major shortcoming of young law enforcement recruits.

"I wouldn't say they're a different breed," says Thom Dworak, a retired police sergeant in suburban Chicago who now works as a police trainer. "But I had a field training class two weeks ago that was primarily older millennials, on the job five to eight years, and they're even whining about the new ones coming in."

The problem, say trainers like Dworak, is that millennials conduct so much of their social interactions digitally that they don't have as much experience reading people's body cues. Dworak says when he was growing up, "if you had problems with your friend, you discussed it in the alley." Millennials discuss things online; but those online skills don't help much when dealing with the public out on the street.

That's why the Spokane Sheriff's Office now puts new hires through a kind of remedial people-skills class. Anthony Anderman set up the training, which requires rookies to walk around a shopping mall and a bus station, trying to engage strangers in conversation.

As he watches the deputies chatting with people, Anderman explains that the purpose of the exercise is to work on things like body language and to practice "reading" people before making contact.

"So that way when they walk up to them and actually speak to them, they have some sort of an idea of whom they're running into," he says. "If they get their pre-planning incorrect, or close, they then learn how to adapt their communication and body language."

After each conversation, field training officers pull the deputies aside to review small things, such as the deputies' hand gestures, eye contact, even the sincerity of their smiles.

Roaming the mall in search of strangers to chat up, new Deputy Russell Aldrich says he's developing strategies for "pre-planning" his conversations.

"Usually I'm looking at what they're wearing, if they have a logo hat or something," he says. "Then you can go up and start talking about that sports team to relax them a little bit."

Or, he says, "you can talk about the weather."

Some might think these people skills don't need to be taught, but Aldrich and the other young deputies seem to take the lessons seriously.

"I see the millennial thing a little bit," Aldrich says. He's noticed how much time people of his generation spend conversing online.

"Even through the [police] academy, watching some of our classmates, how they interacted with other people, some of them were interacting through Snapchat, and that is how they communicate with each other."

But not everyone is ready to blame millennials and their social media.

"I don't know if I completely buy into that particular assessment," says Shawn Weil, a cognitive scientist with a company called Aptima.

It did research for the Pentagon on how to strengthen the conversational skills of soldiers and Marines. That research is the basis for the training being given to the deputies in Spokane, and Aptima is now developing video-based tools to help police improve their interaction skills. Weil says some people need to be taught those skills, but he wouldn't single out one particular generation.

"I've met plenty of folks who are millennial in their generation who have fine social interaction skills and certainly plenty of people who are [Generation] X or baby boomers who can't give me eye contact," he says.

What's important, Weil says, is to help police understand how small gestures and conversational styles are just as important in their daily work as in other social jobs, such as sales or journalism.

"You want to develop rapport and you want to develop effective engagement and have the right demeanor," Weil says. "The difference really comes in power."

That's because soldiers and cops carry guns - and wear uniforms. And in fact, in Spokane, the trainers have deputies approach people first in plain clothes, then in uniform, so they can see how it changes things. Cops also have to try to seem approachable while at the same time staying alert for possible threats - making body language that much more complicated.

Back at the mall, Tony Anderman watches his deputies, critiquing their performance.

"He still has his hands in his pockets, he's bringing it out, kind of talking," Anderman says. "He's relaxed, now the pedestrian is starting to talk with their hands."

It's a small thing - someone mirroring someone else's hand gestures. But to Anderman's trained eye, it's the sign of a respectful, informative interaction. And regardless of generation gaps, he thinks it's a small thing that all cops should understand.

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In Social Media Age, Young Cops Get Trained For Real-Life Conversation

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Sgt. Marty Tucker thinks millennials have trouble talking to strangers. Tucker runs training for the Sheriff's Office in Spokane, Wash., and he says new recruits seem inhibited when making face-to-face contacts with members of the public. "They're so stressed out about making contact that they don't think about anything else," he says.

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Common Sense Media: Age-Based Media Reviews for Families

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Common Sense Media is the leading source of entertainment and technology recommendations for families. Parents trust our expert reviews and objective advice.

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I could really agree with what Bob had to say about phones giving students anxiety. I did not let my students have their phones out at all for a whole week and then we wrote a reflection about it afterwards and a lot of them said they has anxiety since they couldn't see their phones and essentially that they would have FOMO (fear of missing out). This raising the question of how do we keep them engaged enough so that their mind can actually drift away from the phones and not being allowed to use them?

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I could really agree with what Bob had to say about phones giving students anxiety. I did not let my students have their phones out at all for a whole week and then we wrote a reflection about it afterwards and a lot of them said they has anxiety since they couldn't see their phones and essentially that they would have FOMO (fear of missing out). This raising the question of how do we keep them engaged enough so that their mind can actually drift away from the phones and not being allowed to use them?

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Are we and students really less thoughtful, or do we need more work around digital citizenship and use of tech in schools?

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Are we and students really less thoughtful, or do we need more work around digital citizenship and use of tech in schools?

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Dopamine, Smartphones & You: A battle for your time - Science in the News

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by Trevor Haynes figures by Rebecca Clements “I feel tremendous guilt,” admitted Chamath Palihapitiya, former Vice President of User Growth at Facebook, to an audience of Stanford students. He was responding to a question about his involvement in exploiting consumer behavior. “The short-term, dopami…

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We need to be the role model and example; we need to teach students the requisite skills when using technology to think more critically.  #ditchthatfear #leadwild

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If the idea is to responsibly integrate tech to foster deeper critical thinking...what opportunities are we creating inside the classroom (the space we can control) to do this?

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In what ways have you found (or have not found) this lack of patience, that the author claims to have seen in people in paragraphs 7 & 8, in our society today?

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In what ways have you found (or have not found) this lack of patience, that the author claims to have seen in people in paragraphs 7 & 8, in our society today?

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What are the advantages of "bits" of information?

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What are the advantages of "bits" of information?

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Predict the advantages and disadvantages of technology based off the way the author speaks of technology in paragraph 2.

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Predict the advantages and disadvantages of technology based off the way the author speaks of technology in paragraph 2.

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Should students have access to cell phones as part of tech/integration in the classroom?

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Should students have access to cell phones as part of tech/integration in the classroom?

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How do we "detach" from tech when it's all around us?

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Speculate what authentic methods and strategies can move students away from sound bites to more meaningful text?

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Speculate what authentic methods and strategies can move students away from sound bites to more meaningful text?

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Going 1 to 1 digital device can, in theory, have our students on their computers for the better portion of their day. Is this what is best for students? How do we find balance? In paragraph 13 the author says we need to detach....Yet we are having them on their devices.

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Going 1 to 1 digital device can, in theory, have our students on their computers for the better portion of their day. Is this what is best for students? How do we find balance? In paragraph 13 the author says we need to detach....Yet we are having them on their devices.

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How do we integrate technology that will create empathy and meaningful communication when it typically does the opposite by disconnecting us?

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What are the potential consequences of tech outlined in the article?

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What are the potential consequences of tech outlined in the article?

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How can we use sound bites as starting points for more meaningful discussion and inquiry in the classroom?

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How can we use sound bites as starting points for more meaningful discussion and inquiry in the classroom?

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How do we reverse the trend mentioned in this article?  How can we (and our students) become more thoughtful?

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How do we reverse the trend mentioned in this article?  How can we (and our students) become more thoughtful?

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If we strongly regulate social behaviors at school that are harmful/inappropriate, then why don't school sites have tougher policies on cellphone use/access?

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Explain why/how teachers and schools will ask students to refrain from "instant info" if teachers are just as reliant on that same "instant info"?

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Explain why/how teachers and schools will ask students to refrain from "instant info" if teachers are just as reliant on that same "instant info"?

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Can you think of some other sources and evidence that could be used to support the article?

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Can you think of some other sources and evidence that could be used to support the article?

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How do we decide or determine the proper balance of technological integration in our lives

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How do we decide or determine the proper balance of technological integration in our lives

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If we have "the strength to take charge in our lives...cellphone or not", then why don't we?

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Why do you think the author used minimal research and evidence?

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Why do you think the author used minimal research and evidence?

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Besides the National Endowment for the Arts study, what other studies are referenced that support many of the author's assertions?

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Besides the National Endowment for the Arts study, what other studies are referenced that support many of the author's assertions?

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How do we teach critical thinking using technology?

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How can we work with students to expand capacity for students reading and critical thinking skills when the systems around them are not helping to support or reinforce this?

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How can we work with students to expand capacity for students reading and critical thinking skills when the systems around them are not helping to support or reinforce this?