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Scroll down... there is a sticky and I don't know how to move it up.

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Scroll down... there is a sticky and I don't know how to move it up.

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Last weel before I left to go to paradise, Mexico =) I sent Maggie the link for this padlet, but I didn't realized I kept it private, so I really appologize you didn't have access to my paddle.
Could you add some comments?! ;D

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I could be recording a video, but I am so tired that I look like this, I tried uploading a picture, but I was shown this, and I took a screenshot: But paddlet had a traffic jam, and didn't let me upload the screen shot either. I found I can like my paddle, take a look on the right corner, there is a yellow heart=)

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Continuing from the previous CLC:9-14;23-24

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Continuing from the previous CLC:9-14;23-24

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In this reading they also talk about the students can also shar experiences with others through both in-person and online interactions regarding his interest; and promoted equity

not only through the research content on disparities in school funding, but also through his el- evation to the status of a researcher on par with any adult expert. I think when we provide the same resources to all instruction and technological materials to all the students the students that may belong to a less privilege group may feel empower because it will help them not feel that they will be judge because of the way they look or speak. This should not happen, but unfortunately does happen.

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*How Do We make digital literacy interest- driven for students?
*In what ways do student identities related to race, class, gender, and
*multilingualism, etc. impact writing instruction?

One of the information I keep hearing in this reading and in my workplace is that we need to get the idea of developing learning experiences based on the interests of young people in this educational context “the extra” that is linked perhaps into extracurricular time, but more likely relegated to students’ personal hours.
Some students don't have access to technology at home, and some students like in my case my students may bring their iPads at home, but a few of the students don't have access to the WIFI at home. In this article they mention that some students use their older siblings smart phones, but should we educators be expecting that all the students may have the same option?
My students are in 4th grade and the expectation is that they don't have much homework with the exception of reading 30 minutes 15 minutes in Spanish and the other 15 minutes in English, But I wonder how the expectation of the use of technology will affect them next year when they go to MS?!

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I am working hard reading the two different readings CLC:9-14;23-24 Once I read, play around creating my paddle, then I will be able to start thinking about what I want and need to pack so I can go to this place in the picture. =)