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#LeadUpChat

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Description and Reflection:
This Twitter chat was discussing concerns related to relationships in classrooms.  One of the statistics posed in a question was that less than 50 percent of students in a given survey felt that their teacher actually was invested and cared about how they were doing as an individual.  Some of the traits that most participants felt should be demonstrated are making connections to students, listening, trust, vulnerability, and honesty.  It was neat to hear the stories that did not support the concerns being posed.  For example, several teachers shared their inspiration for pursuing the field of education was actually a teacher that took the time to invest in a relationship with them.  There was a great emphasis on meeting with students in smaller groups or even one-on-one.  I had contributed that I always felt better connected to classes with fewer students so keeping class sizes down could significantly increase the time and ease of developing these relationships.

In terms of my experience, I had some technical difficulties.  Finding a chat was a challenge for me, as I experienced the same issue as Macawley.  Several times when I tried to join a chat it seemed inactive or the times that I originally found did not match the actual times.  After finding a chat to join and typing my posts, I realized they were not sending from my account because it has been suspended (I made an account about a year ago but have not used it in the past several months).  By the time I was able to make a new account and make the post on my laptop rather than the app on my phone, I am pretty sure my posts were not in the one hour window.  I will have to try again with hopefully a more successful outcome. It seems like a great resource for having conversations with people around the world!

Attached is a link to my Twitter handle:

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Something went wrong, but don’t fret — let’s give it another shot.

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The following is the script for the attached Digital Story:
Bread is such a powerful food when you consider the history, culinary technique, and uses of this versatile food.  It cannot be denied that food is central to many aspects of culture and bread is a staple in many traditional cuisines and countries. The image I have chosen for this digital story represents the power of bread to influence community and bring people together.
In considering the beginning of bread making, some experts suggest we have to look back 30,000 years ago (Lohman, 2012) for the most ancient techniques.  Although the image represented here demonstrates more modern equipment, space, and even the people, there are hints at the history of bread making origins, especially the many hands involved.  Bread making has often been a community event.  Even the process of harvesting the grain or reed that would be ground to make the flour, was done as a community event (Discover Education, 2001).  The dough might be prepared in individual homes, but many times there was a communal bread oven for baking.
Although this image does not directly demonstrate the faith connection to bread, further research into bread making practices and the role of bread in many cultures can be connected to religion.  In Christianity, bread and food are two terms that are used interchangeably in the Bible.  It cannot be denied that food is one of the most basic needs in life, and using bread in place of this noun demonstrates the significance of this food group.  Additionally, the concept of “breaking bread together” and offering bread as a peace offering cannot be overlooked.
In considering the tools that are visible in this image we can reflect on how far we have come as a society.  Looking back at history, many times stones or ancient mortar and pestles were used for grinding flour, but after the industrial revolution and the ease of distributing prepared flour, you do not see these tools present.  The rolling pins, sifters and even the glass bowls demonstrate more effective tools with a modern design that has been slowly transformed into what it is today.  The tools for bread making can be reflective of the ways we have changed to be a more civil society too.
It has been a long process of change and transformation, but just as we are constantly creating new bread products and pastries, as a society we are constantly seeking change towards peace and progress. Holding onto these traditions helps up understand bread as a powerful symbol for our communities.  Rather than merely a food for consumption, bread should be considered a powerful tool for bringing communities together, a symbol of peach and friendship, and even a staple for survival!  So next time you are getting out two slides of bread for a sandwich, take a second to remember this image and find someone to share with.

References:

Image used from Discovery Education with permission.  Retrieved from https://app.discoveryeducation.com/learn/player/ebe19c67-59a3-47f1-aeac-04061baa79f5

Community Brick Oven. (2016). History of community ovens. Retrieved from https://communitybrickoven.com/history-community-ovens/

Discovery Education. (2001). Ancient Egyptian baked goods. Retrieved from http://streaming.discoveryeducation.com/braingames/iknowthat/Stickerbook/sbr/Ancient%20Egypt/food/DiscoverMore/Bread.htm

Heaster, D. (n.d.) The breaking of bread as a peace offering. Retrieved from http://www.aletheiacollege.net/cross/7-2breaking_of_bread_peace_offering.htm

Lohman, S. (2012). A brief history of bread. Retrieved from https://www.history.com/news/a-brief-history-of-bread

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Description: Digital storytelling is a creative way for students to summarize or demonstrate their understanding of a topic after research.  This can be done in several ways, but we were to choose a single image and then create a voiceover story about the topic. In the following post is a link to my first digital story and the script.

Reflections:
1. Digital storytelling helps to increase engagement and higher order thinking as students are at the "creating" level of Bloom's Digital Taxonomy.
2. There are many resources available for creating digital stories (see attached).
3. This is extremely applicable to nearly every subject in any class! The possibilities are endless.

Attached is a link to Adobe Spark, an excellent and free resource for creating graphics and videos!

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RSS Feed
https://anchor.fm/s/f14260c/podcast/rss

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Description and Reflection:
This was a great experience creating my first podcast! I was surprised at how straightforward the process was with the application on my phone.  After have the script written out, it was very straight forward to create a recording of my review and then add some musical features at the beginning and the end.  With a bit more patience and time, I could definitely see how this could be used to create much longer segments that are edited throughout, add more musical components, and share this with a wide spread audience.  The greatest challenge I had was timing it to be closer to two minutes, but it truly requires one to focus on the main points and stick to the prompt.

I think this would be a great activity to include in the classroom.  Not only did I gain an excellent idea for using Web 2.0 tools for creating comic strips as assessments in my classroom, but having students create similar podcasts would be an option as well!  The short time limit of this activity would be great to use as a summarizer for a day’s lesson or for vocabulary review.  However, a longer segment could also be required for a summative assessment on a research project, end of the unit review, or (in my FCS classroom) a recipe review! I am very excited for the new resources I can add to my repertoire after this module. I anticipate that students would be eager to create one of these and they are easily shared so students could view others’ work too.

Attached is a transcript for my first podcast:

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Some of the verbs from Bloom’s Digital Taxonomy that go hand in hand with creating infographics include comparing, outlining, and organizing.  The emphasis on interpreting data as well as considering the connections and interrelatedness truly require the cognitive skills of the analyzing level. After reading the article “Student Designed Infographics: Process & Products” by Catlin Tucker (2013), I really like the idea of using Google Forms for a proposal.  After students put their effort into making infographics, I like to have them share their product, but I often have students choose different subjects to analyze.  This proposal would require them to be more intentional in their topic selection and the message they want to share.  This could be used effectively as both an introductory activity to a unit or a way for students to organize or analyze data for formative assessment throughout a unit.  Additionally, this can be a great format for students to summarize or demonstrate their understanding of a complete set of data or content as a summative activity.  Throughout several of my courses I have been taking through Wilkes, I have been personally motivated to include more nonlinguistic representations of content as this can be a powerful tool for students.  Not only could I use these to teach my content with an emphasis on images, but students can use this as an option to display content in a nonlinguistic manner.

Reference:
Tucker, C. (2013). Student designed infographics: Process & products. Retrieved from https://catlintucker.com/2013/11/student-designed-infographics-process-products/

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Description: To demonstrate the "applying" level of Bloom's Digital Taxonomy we created a floor plan of our classroom.  After completing this activity, we created rubrics to assess the activity.

Reflections:
1. Technology (software/applications) can enhance classroom activities.
2. To increase the functional changes in the classroom (consider the higher levels of SAMR), consider ways to use technology that would not be possible without the digital components.
3. Use positive wording in rubrics to focus on improvements rather than the errors.

Attached are two images of my designed floor plan and a rubric that could be used to implement this as an assignment in my FCS classroom:

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Description and Reflection:
Prior to this assignment, I had not known about Feedly but I am glad it was shared as a resource.  This website serves as an excellent example of how the “understanding” stage in Bloom’s Digital Taxonomy might be reflected in the classroom.  The first step of search requires students to interpret the meaning or topic of a blog and then classify or categorize each into student-determined categories.  Personally, I chose to create a general category of “Technology Tools” that include a wide range of resources of Web 2.0 tools, various ways of incorporating social media into education, tech and classroom management suggestions, and so much more.  The other category, “Tech for FCS” were specific sites related to my content area or sources that I felt included a great deal of information that relates well to the content and types of classes I teach.
In anticipating how students might be able to use this in class, I was overwhelmed by the number of subjects included.  In any course that I teach students could compile feeds on foster care, chef blogs, topics related to interior design such as various styles, DIY projects, and sample color schemes, or even current event topics.  This could be a place for students to house resources from each of our units, or in researching topics, this could help them to demonstrate their “understanding” of the subject they research by properly identifying blogs that relate and classifying them accordingly.  Having these compiled resources will hopefully successfully set students up to use the information in the next stage of “applying” or even higher order thinking if the resources are used for a project, reflection, other assignment.

Attached is an image of my Feedly feed to see examples of some resources that can be "followed":

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Description and Reflection:
I was very excited about this assignment as I have always wanted to try sketchnoting but have never known where to start as well as resources to use.  As someone who has tendencies towards perfectionism, this project did have some challenges for me.  I followed the instructions, with the exception of the last time limit.  Using a device with a mouse rather than a device with a touch screen or stylus, it was difficult to add all of the shading or personal sketches that I envisioned and even most of the images I drew I felt were not legible. This is why there are two versions, as I added some images to better represent the points.  As a teacher I understand that this activity should serve as a student’s notes and as long as they are able to recall their personal images and symbols, the objective is met.  But after considering my personal experience and preference, I might also add the option for students to complete this on paper if they would like as it may be easier and even help with their memory if they are a hands-on learner.  Although I think the digital tools are fantastic, this would be an instance where they are not a necessity but rather an enhancement or another option.  I think this activity highly stresses the value of non-linguistic representations and could be very useful for showing TED Talks, other clips, or even mini lessons conducted throughout a unit.

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Description and Reflection:
Bloom’s Taxonomy is one of the most well known and applied educational models.  Changing the wording from nouns to verbs in the revised version by Anderson and Krathwohl was a productive step for understanding and applying the model, but I believe the digital revisions by Churches truly allow teachers to use this model effectively in 21st century classrooms.  This introductory document helps support the use of Bloom’s Digital Taxonomy to improve teaching, learning, and thinking skills.

In support of teaching, these revisions account for the use of ICT in today’s classrooms.  The elements added, especially the verbs, personally help me to visualize activities and tools that could be applied to the level of thinking I want my students to achieve. The original and revised version related to most activities and objectives I plan for as a teacher, but the digital components of this model truly relate to the skills we emphasize in the classroom. I think it is important that they acknowledged the choice of a teacher in determining if all levels must be touched on in addition to the choice if the creating level must be reached for all activities.  As a model, this does not mandate how we teach, but rather acts as a guide and framework for ensuring our lessons are engaging our students adequately.

As a new teacher having just graduated, I remember keeping my pamphlet on Bloom’s Taxonomy on my desk to guide the learning and thinking my students would be doing. A great misconception is viewing Bloom’s taxonomy as a hierarchy, but this introduction reiterated that this is not a sequence of objectives, but rather a range of thinking skills that impact student learning in various orders and at multiple levels. In other words, more value is not placed on higher order thinking skills as they cannot be accomplished without first achieving the lower order thinking skills.  Now as a teacher with cyber and blended courses, I often find that Bloom’s original terminology is not as comprehensive as I desire.  The components of this digital version account for a wider range of 21st century skills incorporated in these diverse and non-traditional classes. The most significant change to me, is the emphasis on collaboration, which is even included as a separate but related component.  Understanding that collaboration is facilitated by digital tools is critical to maximizing this 21st century skill.

Attached is a resources discussing this new version:

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Reflection: This document considers new resources for the 6 emerging technologies considered in the previous assignment. Resources and websites that might be helpful are summarized in the attached Update of Technologies document.

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A Reflection on Real-Time Communication Skills
Classified as consumer technologies, real-time communication tools are one of the most significant and important resources available for students and teachers in K-12.  Although most of these tools are initially “created for recreational and professional purposes” rather than educational use, they are easily adapted for classrooms of today (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017, p. 38). This easy transition from school to home life makes real-time communication tools some of the best programs for several reasons.

Many of these tools started as instant messenger, email, and even text messaging, but this category has transformed into much more versatile tools, which are great for group collaboration. Most programs are now compatible with multiple functions such as calendars, video chatting, and document sharing. One of the struggles I see in many of my students is their ability to organize their varying schedules and evenly divide the work when they are expected to collaborate. “Shared online calendars offer a solution by helping student teams stay organized and overcome the challenges of trying to find times when everyone in a group is available to work on the team assignments” (Watkins, 2019, para. 4).         Chat rooms such as MSN or TalkCity also allow students to communicate in real time for free and offer benefits such as providing a transcript of the conversation for record purposes (Watkins, 2019, para. 9).

Additionally, real-time communication allows for real-time feedback from teachers or peers and easy communication with parents or colleagues.  YahooGroups is a great example of a specific program that demonstrates the wide range of tools available through most learning management systems, but at no cost to the user or district. These programs allow teachers to track progress, add comments, and grade the document directly in the program.  The ability to share with people and add outside communicators allows resources, deadlines, grades, and more to be easily shared with parents or other teachers, which is invaluable.

References:

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). MNC/CoSN Horizon Report: 2017 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/

Johnson, L. (2017). Cultivating communication in the classroom: Future ready skills for secondary students. Retrieved from https://resources.corwin.com/cultivatingcomm

Newman, D. (2019).  Top 5 digital transformation trends in education for 2020. Retrieved from https://www.forbes.com/sites/danielnewman/2019/08/01/top-5-digital-transformation-trends-in-education-for-2020/#4816a6685739

Watkins, R. (2019). High tech tools and learning groups. Retrieved from https://www.nuroretention.com/high-tech-tools-and-learning-groups/

Attached is the Horizon Report (2017), which is a great resource for seeing current technologies emerging in classrooms today. It will eventually be replaced by the Driving K-12 Innovation series, so keep an eye out for this!

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The showcase series spotlights the most urgent issues in higher education. For each topic, we've gathered the tools and resources you need into one place, to help you guide your campus forward.

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Description/Reflection:

As I was analyzing the four frameworks provided, a common theme seemed to be the emphasis for improvement and current practice.  Although some of them are more student-centered or focused on achieving higher levels of thinking, they all aim to improve classroom instruction for both teachers and students. However, one of the frameworks stood out as the most adaptable and flexible to any classroom.  The one that would be most useful to my Family and Consumer Sciences classroom is Jonathan Green’s Balanced EdTech Integration Model.  The two axes, domains for technology enhancement and the three categories of technology tools, provide a very helpful grid for teachers to differentiate for students and confirm that my plans meet the goals of my classroom.  One of my main goals is family and community involvement in student learning and I feel this value was present in the framework.  The overall emphasis on comprehensive technology integration and the broad focus on teachers, students, parents, and beyond is why I believe this to be the most useful.

The SAMR Model has great advice for helping to achieve higher levels of thinking as well as incorporating technology in a wide variety of capacities, but I do not believe there is enough emphasis on teaching from multiple categories at once or jumping around rather than achieving them sequentially.  The TECH Model was difficult to find additional information on.  Since the TECH model is so strongly based on the SAMR Model, I feel that the SAMR Model itself offers more suggestions and resources for a teacher hoping to implement the principles.  Finally, the TPACK Model offers great suggestions for teachers to consider as they integrate technology, but I believe it to be lacking in student-focus.  As the TECH model suggests, students are often capable and even more qualified to offer technology resources for class purposes.  The TPACK Model did not offer this suggestion for student initiative.

In considering how I would personally apply one or more of these frameworks, I recognize that my “digital anxiety”, a concept discussed in the first chapter of our textbook, is the greatest obstacle.  Giving students the initiative to choose the technology used or the option to design their own activities or assignments (TECH Model) requires risk, but I realize the potential benefits.  I also fall into the category of teachers who lean towards viewing SAMR as a progression, which is not the intended design, and this issue in my thought process is something I need to work to overcome.  However, the EdTech Model allows me the most flexibility and broadest considerations for implementing technology into my classroom and beyond our walls.

Attached is my Matrix of Pedagogies:

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Description: We considered various familiar teaching frameworks in EdTech and compared activities to the levels of these frameworks.

Questions to reflection on:
1. Are there other traditional teaching frameworks that we could upgrade with digital terminology, and tech integration?
2. How can these frameworks guide us to use technology and digital tools for higher order thinking?
3. When we shift to 1:1 learning, what changes need to be made?

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There are a few EdTech Frameworks that are common parlance in the Educational Technology world. They are used to help guide discussions about the sophistication and depth of how technology is integrated into the classroom. Below are some of the common frameworks plus some of our own thinking here at MCOE. If you feel like there is something missing, fill out our missing content form at the end of this page.

The SAMR Model

The TPACK Model

The Balanced EdTech Model (Original Framework from MCOE)

The SAMR Model

The SAMR model is probably the most often referenced framework in EdTech. It seeks to guide how sophisticated and integrated technology is used in the classroom. It divides that level of integration into four levels: Substitution, Augmentation, Modification, and Redefinition. The model is further divided into two halves, enhancement and transformation. The general idea is that it is more desirable to be in the transformation half.
Theory developed by Dr. Ruben Puentedura.
The TPACK Model

The TPACK model is used to help demonstrate the necessary skillset that teachers need to effectively create a lesson with technology woven into it. It centers around the idea that effective technology integration requires the teacher be proficient in three different areas: Technological Knowledge, Pedagogical Knowledge, and Content Knowledge. This model can be used to target professional development needs for a teacher who may be weaker in one area versus another.

The Balanced EdTech Integration Model

This model was developed by Jonathan Green, former Educational Technology Coordinator, here at MCOE to help answer the question, "What does Common Core Technology Integration look like?" This framework takes the position that Common Core technology integration is no different from any other technology integration. Technology should be used as a tool to enhance the student learning objective, whether it is Common Core or not. According to the framework, there are four different domains of technology enhancement:

Unfortunately, educators often get lost in the flashy apps and activities found in the Ephemeral and Access categories. Full technology integration needs to allow technology to enhance in all four domains. As a result, educators must focus on how they use the tools as well:

In the end, the goal is to achieve a balance between these categories by carefully mapping out the tools educators use:

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There are a few EdTech Frameworks that are common parlance in the Educational Technology world. They are used to help guide discussions about the sophistication and depth of how technology is integrated into the classroom. Below are some of the common frameworks plus some of our own thinking here at MCOE.

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Description: The book Power Up: Making the Shift to 1:1 Teaching and Learning by Dianan Neebe and Jen Roberts (2015) discusses ways that technology is transforming classrooms today and suggests tips for teachers incorporating these resources and tools in their classroom.

Reflections:
1. Enrich the classroom setting with technology by focusing on communication, workflow, engagement, and collaboration.
2. Extend the use of technology in the classroom by considering the audience, using it effectively for differentiation, and focusing on feedback and assessment.
3. Transform the classroom with technology to increase creativity and innovation, rethink class time, and become a more connected teacher.

Preview the book at the attached link! I have the eBook version.

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Wherever you are on the path to 1:1 teaching and learning, you need a guide that can help you make the best use of the powerful technology available in today's classrooms. In this inspiring and practical book, Diana Neebe and Jen Roberts draw on research and their extensive experience working with teachers across subject areas and grade levels to share the keys to success when teaching with a computer or tablet for every student.

This is the book secondary teachers need to understand the changes in pedagogy, planning, classroom organization, time management, and collaboration that will help them be successful in a 1:1 environment. Whether providing immediate and detailed feedback to student writers, giving voice to quiet learners, or creating more time for actual work in a jam-packed school day, Neebe and Roberts show teachers how communication, differentiation, and other effective practices can be powered up with personalized technology.

Throughout the book, Neebe and Roberts coach teachers through their initial concerns about technology integration, offer advice about avoiding common problems, and encourage innovation. Using detailed classroom examples, questions, and suggestions, they provide a framework for shaping the transformation of a traditional classroom into a student-centered, technology-rich learning environment. Readers will come away with a clear sense of how a fully implemented 1:1 classroom operates.

Staff developers can use this book as a long-term program for teachers who are adapting to 1:1 classrooms. They also can draw on the companion study guide for additional discussion questions and prompts.

Power Up makes the transition to 1:1 a manageable and exciting journey. It's a key part of supporting teachers and ensuring the success of your 1:1 program.

"Power Up goes beyond implementation of technology; it offers a practical guide to help teachers truly transform how they use technology in the classroom, with the ultimate goal of engaging all students...[It] is a timely must have that motivates and empowers teachers to capitalize on the world our students live in while making learning more relevant and meaningful to the students we serve." --Laurie Barron, Ed.D., Superintendent, Evergreen School District (MT)

"Diana Neebe and Jennifer Roberts are both outstanding educators who intentionally integrate technology to make a real difference in students lives. Their book provides a window into their classrooms and the classrooms of similarly expert teachers, offering practical advice and insightful examples to guide readers as we all work to enrich, extend, and transform teaching and learning in our classrooms." --Heather Lattimer, author of Thinking Through Genre

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power up: making the shift to 1:1 teaching and learning

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‎Power Up: Making the Shift to 1:1 Teaching and Learning

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‎Wherever you are on the path to 1:1 teaching and learning, you need a guide that can help you make the best use of the powerful technology available in today's classrooms. In this inspiring and practical book, Diana Neebe and Jen Roberts draw on research and their extensive experience working with t...