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The authors discussed the core principles that drive instruction (pgs 4-11).  What was you "ah ha" moment when you read these pages?

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Using tools to authentically enhance curriculum and use explicit instruction when using technology were two major themes of this chapter. How do the examples presented compare to the implementation in your classroom? Is there anything you would change/add as a result of reading this chapter?

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The authors delved in 4 different student self-reflections; daily, long term, process and turning them into reviews. What new learning did you gain from this section? What were some ideas presented that would improve the work that you do?

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So important to use pictorial anchor charts to help with technology instructions!

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Sorry, y'all! My font didn't come out big enough on my PicCollage. : / I was commenting about the affirmation of using the Workshop Model with technology since we already use it with other subjects already. I also love the validation of letting students play FIRST!

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One example from the book that I feel I strongly implement in my own classroom is building a community of learners. Building a classroom community where students help make the decisions, establish the rules together, feel safe and loved, and where mutual respect is given is something I work hard on all year, starting from day one. One thing I'd like to take away from this same aspect, is taking our community online. We post so much on See-Saw but I'd like to incorporate more tools where students can comment on each others work respectfully and give each other positive feedback. Modeling explicitly how to do so will be an important part of this, but having such a strong classroom community will help transfer it over to an online community. It would be such a great skill for Kindergartners to have early on to be able to communicate online with each other even if its as simple as leaving a video comment praising another students work!

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Great guiding questions!

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I struggled, last year, with "allowing" my kiddos to use technology. It seemed like a priveledge they needed to earn. This 1st chapter reminded me (Aha!) that technology, while a privilege to have access to, is a means of differentiation for today's learners.

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Once again, I am going to piggy-back off of Brittany as I agree with everything she typed. : ) I also think that the "looks like, sounds like" is a powerful tool that I use, but would be a great tool to also use with technology modeling plus anchor charts. What I would also like to add is the piece about setting the stage for digital interactions and that audience for student work - maybe tying in reading and writing buddies to blogging buddies! As I am reading, what I am most excited about is taking current great teaching practices and amping them up (per book title - haha!). I am feeling good about things I currently already do, but am excited about taking them up a notch digitally!

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Conferencing w students

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Archiving our teaching through technology

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My A-HA moment was when I was reading through and found this part about letting a student "play" or explore an app before getting to the mini lesson. I tried that this year and it worked out FABULOUS. In a Kindergarten classroom is was so effective because that small amount of time is a good time for them to just see what an app can do and to free explore. Then when they got used to the app it was so much easier to start the transition to the mini lesson and what the activity was going to be about.

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One example that I utilize in my classroom with technology is the part that talked about providing access and ownership for all students. This past year I learned how to teach them from the beginning so that after that they would be the ones thinking and creating their own work. throughout the year. I love the part that says "We must make sure our students are the ones who question, investigate, converse, and produce in order to build knowledge that matters to them." That is definitely true, starting from the beginning of the year for a Kindergarten student could be very overwhelming but setting some expectations and incorporating technology straight from the first week of school could set the base for the whole school year. Students need to be the ones  questioning their work and conversing about what they are doing. Then, something I would change for this coming year would be the positive language. I really liked how she talked about "modeling and encouraging positive language." I want to figure out a way that I can incorporate this more in my classroom and utilize more apps where the students are able to give positive feedback to each other (other than seesaw).

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My  A-HA was  that technology tools encourage the students  take charge of their own learning, and they are more motivated to engage when they are are able to choose which tool  to use.  Each year I have been using technology more and more, and I can see a huge difference in the students excitement and motivation to learn and complete projects when they are holding a device.

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This chapter had a lot of insight and knowledge that we can incorporate in the classroom. An idea that I will try to incorporate this upcoming year is the idea of trying to do digital exit tickets. I love the idea of not using paper and this is a great way to incorporate technology. I will talk to my team and see if we could figure out how to bring this down to a Kinder level. I think maybe trying to do a simple post on seesaw as an exit ticket or end of the lesson assignment to see if they understand the lesson or even taking a picture of something they did and having them upload it to Chatterpix then Seesaw would work great. I also love the ideas of making anchor charts for a lot of technology ideas because that way they can see them visually. Our team has gotten so much better in incorporating technology and we have been moving forward with even making some of our open house paperwork digital. Technology is so great and every year there are more and more things that keep coming out that we can incorporate in the classroom!

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Chapter 1: “ah ha” moment (Sarah Bedell) 

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Chapter 1: “ah ha” moment (Sarah Bedell) 

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I started reading this book last summer and this was the biggest area that I worked on this year. The analogy of eating pizza in Italy was perfect! So like Nike says... JUST DO IT!

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In my classroom this year we frequently used our devices to respond to our reading during or after our independent reading time. If they were responding to a book that I read aloud to the class, students would pass the iPads to their table mates after they made their response. The response could be in FlipGrid, on SeeSaw, or a picture of a written response with picture and the students recording their explanation or reading their response. This was a wonderful way to share what we were learning each day in class and sharing responses with parents at home via SeeSaw. We used SeeSaw in science to show our drawings/diagrams or app created food chains and T-Charts. Kiki really encouraged me to just add technology to what we were already doing and it made the process less overwhelming because I wasn’t trying to reinvent tasks...we were AMPLIFYING!😂. The piece I need to refine in my classroom is the online learning community.  I want my students to authentically respond to each other’s posts and ideas.  I also like that one of the “Minilessons Promoting Face-to-face and Digital Community” is to make an effort to connect with everyone and not just our friends.  My 1st graders did a wonderful job of this, but I know there was plenty of area for growth in the depth of their responses and the number of people they tried to respond to in a given day. We were limited in the number of devices and since students work at different paces it did limit our ability to have the online learning community that I desired. I want them to think about their learning and see how others are learning, and potentially open their eyes to a wider variety of ways to communicate their learning. Really... the ways I could refine and improve in my classroom are endless! I rely on my fellow teachers to help me grow through their experiences...If I think too much on it, I get overwhelmed because I always have so many ways to improve for my students. My 1st graders liked to respond with emojis... I am hoping to refine this too...with student input we can better define the parameters about student responses (i.e. limit responses to 2 emojis if a sentence is included 🤷🏽‍♀️).

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My aha moment was that making anchor charts is an easy way to get kids to follow the steps to learn an app or device. It also helps me out and keeps everyone on the same page. I am thinking I will make mini anchor charts and keep them in a binder that is accessible to students. This way, they have the opportunity to enjoy/understand the app at their own pace. This is a great way to support student's needs.

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Goal-setting, reflecting, and student ownership/independence with learning is so key. I love how these are some of the main themes of the book and this chapter. I really like the self-reflection of the Digital Discussion Survey. Students are reflecting in other subject areas daily, and this SHOULD include technology. We want them to make informed decisions about why, where, and how they are using technology, and this SHOULD include how things are going as well as goal-setting. A seemingly small but rather large A-Ha for me was recognizing that sometimes student on-line comments may at first mimic what their peers are writing. Then as they gain more confidence, comments will build on with additions of their own thinking. I am using SeeSaw and Google Classroom for digital artifacts of student learning but need to take it a step farther and (here's the word again) amplify it with students identifying patterns in their learning! In agreement with my friends above, LOVE the digital stickies and digital exit tickets!!

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Engaging in cross curricular content is fun for the kids and helps them problem solve effectively! Woohoo!

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Chapter 1 booksnap

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We used SeeSaw and vlogs this year to reflect and practice the skills learned in the minilessons (all subject areas). I'd like to incorporate MORE, and this book study is inspiring me! I especially liked the idea of the students drawing on the ipad to capture their thinking during a read aloud with time built in to turn and talk with a partner. I plan on using the idea of the students adding 3 annotations to explain their work. I feel good about what we're currently doing but more anchor charts are necessary. Also, explicitly teaching the students how to have an appropriate, helpful (ex. 2 stars and a wish), and articulate digital conversation. Creating a classroom contract for the digital community could be incorporated into our daily classroom meetings. I would imagine that we'd need to revisit those "norms" periodically to discuss/tweak.

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I feel most of what was discussed in this chapter are things I've already been doing, but it could be better by adding more variety of tech to the mix! After reading the chapter, I realized I am using visual media, differentiating instruction, building a community of learners, establishing classroom guidelines, etc., but I am not doing it in a way to its full potential. I have access to great technology tools right in front of me, but again, I've lacked incorporating it in an even better way. This is why when creating classroom guidelines they must be consistent--I can apply the same guidelines to the tech in the classroom. Also, I need to consider the teachable moments that can occur. When they discussed model and practice online reading, and when Katie had her students read/respond to a web article, the students didn't know to click the arrow at the bottom, so she did an impromptu mini lesson--that reminded me that teachable moments are important and I need to be prepared for them.  Something I would change is to provide even more access of technology to students.  When it said, “Technology gives kids access and amplifies opportunities for interaction”, that made me realize that this provides the opportunities kids need to develop understanding and to reflect on their learning, which would result in more meaningful outcomes of lessons.

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I feel that the examples presented align with many things I have tried or already do in my classroom. I provide students guidelines (using anchor charts, when needed), differentiate instruction, use fluid/flexible groups, along with other things. I think I would change the way I include students in class decisions and offer them more of a variety of ways for their voice to be heard and their creativity to be heard (seesaw, blog, Padlet, etc) instead of just one way. In order for this to be successful, I have to feel comfortable with the technology myself.
Like the chapter says, “when we empower kids to be creative and share their ideas with a real audience, their projects take on a life of their own.”

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My students heard me say like a million times how important it is for them to be problem solvers.

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I use technology frequently but I’d like to get to a place where I don’t have to give options of what technology kids use rather they determine the best avenue to use technology. For instance instead of me giving a choice board or telling them which apps to use they decide that on their own bc they’re already so familiar with the different options. It would mean a lot of conferneceing about their ultimate goal of the assignment or project. As adults we have to do the same when it comes to our own presentations to staff or students. They need to start making that determination.

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I relate to having a balanced digital text with printed text. Students used journals, sticky notes, and Seesaw to respond to a text or class discussion. I think I could have used a few more apps in order to mix it up... just like the chapter discusses. Writing was a challenge to one of my students and after reading this chapter I could have used other digital tools and scaffolding to support this student. I’m excited to incorporate some new technology in math with my fourth graders!

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I feel like after reading this chapter, I feel good about the community that I build each year in my class. I also feel good about the technology rich classroom I have. This chapter gave me so many ideas that I want to add to my classroom though. I really liked the idea of the kids drawing pics while I do read aloud then having the verbal response for each picture. I want to know more about SonicPics for this idea!
This past year we tried to do more reading assessments online to cut back on paper. What we should have done before that (and will do next year) is do more reading online before giving assessments. I need to teach the kids how to be online readers and give them more opportunities instead of just using to assess. I liked the "week layout" on p. 46-47 but would tweek to fit my class. I also liked the idea of providing PDFs which could easily be put in google classroom. I want to know more about PDF annotators.
The other thing that I want to provide more guidance on is how to respond to other's work. I need to dedicate more time to this and provide anchor charts.
This book is definitely sparking lots of ideas to add technology without making it an extra thing to do. :)

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Chapter 1 Booksnap

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This chapter was interesting and gave me examples of how I can continue using technology in my classroom. Although the students use journals for responding, they are also given the opportunity to respond digitally. This is something I implemented later in the year, and will continue. I hope to use Padlet next year with the students. They would enjoy posting their responses and reading what their peers said. This book motivates me to use more technology in the classroom!

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Great chapter! Lots of good information to take back. One thing I hope to do is have students respond digitally and post their responses on Seesaw. Sometimes we get "stuck" on journal writing and using post its in the classroom. Responding digitally is fun and allows easy access for the teacher when reading their responses. Technology has changed the way we teach in the classroom. My hope is to have the students respond to each others work and self reflect.

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This year in class, students were given many opportunities through Flipgrid and SeeSaw to digitally have conversations with their peers about their work. This allowed them  the chance to build on their classmates' thinking. It was also effective for the students who are reluctant to participate orally.
The main "take away" I got from this chapter was how to better differentiate instruction to meet my students' needs. I like that it stated to make small groups, establish shared expectations for participation, experiment with student groupings, and provide scaffolds and support throughout the lesson.  The thought of pre-teaching text or vocabulary or creating sentence stems to support my students was another big take away.
The ideas of building a community of learners was again addressed and made me realize the importance of establishing classroom guidleines is essential for an effective technologically based classroom.

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I love the idea of digital stickies for student reflection. They can make notes or add notes to their stickies on each of the columns. It’s a great visual to see growth. The digital exit tickets makes me think of WIN time and sometimes we as teachers don’t spend enough time discussing each other’s EXIT ticket assessment. Going digitally would allow for teachers to share with eachother and determine who’s got it, who’s almost there and what they need to become proficient!

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This chapter had some great ideas and provided a couple of aha moments. I LOVE the idea of the digital sticky notes. I agree with Brittany when she suggested placing them in novice, practitioner, etc. I need to look at padlet more to understand better how to make them individual for each student. (Time for me to play before the kids do.) I also like the idea of the kids adding the date. One of those "well duh!" moments. I have them always put the date on their papers. Should be doing the same on digital "papers."  I also like the idea of app reviews! I've often just asked the kids what they thought of apps we've used but having them actually do a review would be much better!!

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In Chapter 5, I liked the "Daily Reflection" allowing students to set small goals and monitor their progress over time. The idea to house sticky notes in a manilla folder was a good way for them to reflect and keep their thoughts in one location to refer back to. The Annotated Anchor Chart was an interested way for students to share their learning with others. This year, I created an "I Wonder" anchor chart that was consistently updated and answered throughout the year. In addition, I loved the "Turning Reflections into Reviews" section about writing app reviews as an authentic way to incorporate informational writing and debate. This would need to be practiced a lot and modeled expectations clear so that students are aware of computer edicate and giving feedback to each other in a positive way. I am excited about trying these reflections ideas this year in my classroom. I didn't do any of this reflection piece this year and I think this will make a big difference in the "community" I am trying to build.

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Booksnap "ah ha" moment

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I know that self-reflection is important, but I never thought of embedding it into technology curriculum. If students review their digital work products and set goals based on a set criteria (fig. 5.2 pg. 94) and shared expectations (see bulleted list on pg. 97), then this will help them become stronger learners and problem solvers. I especially liked the digital stickies as a means to self reflect. I'd like to try that in the classroom. The sentence stems in fig. 5.7 for notebook reflections could easily be used on SeeSaw or another platform. These will definitely be made into an anchor chart for my classroom! I'm also excited to try the digital exit ticket idea.

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My ‘ah ha’ was holding small-group and individual conferences for not only content, but for digital tools too. I feel like this is something that I could start early in the year!

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I look forward to having more of a balance with printed text and digital text.  We used post-its, journals, SeeSaw, and methods of class discussion to respond to text or new learning.  I would like to use other digital tools to allow students to respond to their classmates.  More guidance on how to respond to others' work will be a must. We have always taught that "reading is thinking" but after reading chapter 3, I am impressed with the importance of explicit instruction on how to read digital text as it is different than reading printed text.

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I really enjoyed this chapter as it was full of great ideas on student reflection. I enjoyed learning that through conversations, observations, and using traditional and digital tools that balance is important. I also thought of the Data Binder and See Saw as ways we are currently reflecting. To incorporate technology, I feel that modeling the self reflection for students will allow them not only to take ownership in their learning but will help them feel comfortable with that learning. To begin, the idea of a daily reflection will allow them to monitor their progress over time and this could be done by using the digital stickies (Fig. 5.5). They seem very user-friendly and like the text mentions “they can be done in groups or individually”. I would probably try this with Padlet. I also like the anchor chart idea with notebook reflection sentence starters (Fig. 5.7). As the chapter suggests, these can be used as stems for everyone to focus on one idea or just for students who may need the extra prompt to answer digitally.

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In order to enhance the curriculum in my classroom with digital tools, I start out by using a variety of devices as a teacher while presenting lessons.  The students see how I use the tools, then I show them how they can use the same tools when completing an activity. The first week of school, I use SeeSaw to take pictures of the students creating things in math. I then post the pictures on the screen, and the students share what they made to the class.  When giving explicit instruction to the students, I make sure they all have a device, so they can "play" and practice using the device/apps.  I love the idea of creating a community of learners in the digital world in a more meaningful and deeper way than I did before.  I encouraged the parents to respond to their child's work on SeeSaw, but never really showed the students/or allowed the time for them to respond to each others work in a digital manner. I liked the part in the book where it talked about teaching the students to listen and watch with a wide-awake mind and viewing for enjoyment vs viewing to learn new information.  I want to encourage my class to learn from each other.  I will use the organizer suggested with the headings, "Words I will say, Words I would like to hear, and Emotions I want to feel." I want them to be excited about the learning and take ownership of it.  I would like to create a classroom blog (Kiki, I will need your help with that :)) that can be shared with a teammate, or others,  so the students see responses from other classes.
My favorite part of the chapter was when it said, "we help them understand that our work together should be a  celebration."  I'm all about the fun and celebrating! :)

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I love the fact that anchor charts can be created to guide us through the process of learning how to use new apps! I also love the benefits of learning with new technology in the classroom compared to the only learning with the “old school” way.

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This chapter was filled with wonderful suggestions and it was thought provoking as to how do I accomplish this in my classroom. I tried to have students in 1st grade respond to one another’s work, and I did not feel like I was successful in teaching this task/skill. Adding a technology reflection piece, that definitely piqued my interest. I could see making a SeeSaw folder and each student could set their goal...students could respond with support or suggestions and then original owner/student could update or edit their original post as goals change and progress. This will take some thinking...I love SeeSaw, and since it is a paid tool that our campuses uses, I want to ensure that I use that app. Also, SeeSaw allows parents to see thirty student’s goals and their progression.

I read some other posts about data binders being more digital...intriguing...I liked the data binders as they were but we can always refine the use and application. We did not send home BEE Binders on Thursday’s because of the volume of the binders and the room issue in backpacks.

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So many ways to tie in other subject areas into what students read. When they are immersed in the activity such as described here, they are learning. Look for ways to engage in cross-curricular content areas

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I enjoyed reading chapter 3 and made lots of connections while reading. I feel like I am doing, and trying, many of the things shared in the chapter, but could enhance it. :) One example from the book that I already implement in my classroom and feel is SO important is building a community of learners. I want my classroom to be a place where my students feel loved and safe. This starts day one where my students help make our classroom rules together. We view the rules daily throughout the year and make decisions as a class. This makes everyone in our classroom feel involved and have a say. Another idea I liked was using the ‘Looks like, sounds like’ anchor chart and relate it to technology. This is something we implement for all subjects for read to self, math stations, etc. but I never had an anchor chart for students to view what the ipad or a new app ‘looks like, sounds like’. I like this idea and is something I want to use! The past few years in my classroom, we have used Seesaw as a way to share our learning with parents. I would love to use this tool to have students share with one another, as a classroom family. This year I would love to set aside a time for students to share their technology work and respond to others. The workshop model allows for share time at the end. This school year I want to make sure students are not only using the technology or apps, but sharing their work with others. This could do be done with various Kagan strategies.

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I really enjoyed Chapter 5! I love the idea of using digital stickies for student self reflection. Students would really enjoy it! I also liked on page 93 when it said “Digital tools are powerful vehicles for helping students reflect on their growth”. When using Seesaw, students are able to see work they posted months ago and see their growth. When we use paper to turn in assignments, it could get lost and is not as likely to be looked at again. I know this past school year, my students loved looking at their Seesaw account to see what work they posted throughout the year! Another idea that was presented that I want to incorporate in my classroom is the Sentence Stems for Notebook Reflections on page 101. I love the idea and am thinking of introducing a few at a time.

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This was a really insightful chapter. My "AHA" moment was using daily reflections to help set long-term goals. I use Google Forms to have students self reflect on their learning but I'd like to have them look back at those in order to develop long-term goals for their individual learning with class content as well as technology use. I also use a Google Form for daily observations for my GT report cards but I think it would be great for students to use the same form to self reflect on the content they've been learning in class. Sort of quick GT CFAs. I also want to incorporate students taking our GT skills and determining their level of understanding by using a sticky note approach. Great chapter.

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Using the model provided for applying the workshop model to a new tool, discussion guides to help students through the process are very helpful! I like how the conversation is focused on their work, their knowledge, and their use of the tool instead of the Teacher just showing them. They have to reflect on their work through the tool!

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Lots of practical ideas in this chapter. I like giving the students control of their goals through using a sticky note folder or a digital sticky note folder. I typically keep their goals in a notebook, and go over them during small group time. I think it's much more practical and beneficial for the students to be in control of their learning and their goals. I also liked the idea of having the students take photos of their work. I would have them post it on seesaw, then either review as a class or individually. Using Seesaw for their reflection will lead into them seeing their progress throughout the year to have a long-term reflection. The process reflections is something I am constantly doing without knowing I am doing it! I will see the same mistake being made, and figure out a different way to teach it. If students are able to identify this, then they will have a deeper understanding of what they are learning. I'm excited to teach the students about making reviews for their classmates posts in order for them to reflect on what they have learned. This process takes them to a different level of comprehension. I'm looking forward to incorporating these lessons in my classroom in the fall.

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This chapter was such a great read!  The examples that I feel that I implement in my classroom are building a strong community of learners and establishing guidelines. In class, we spend so much time growing, learning and experiencing new things each day. I try to ensure my classroom is a place that is safe and feels like a home away from home. We get to know each other and work with each other like a family. We all play an important role in making our classroom run smoothly and be successful members in our little community. I include my students on creating our classroom expectations and we sign it to take even more ownership.
After reading this chapter, I am excited to have not only a printed (anchor charts and books) enriched classroom but a digital enriched classroom. Last year we journaled and charted our ideas and thoughts which was great We also had great book selections for our research project, but it was limited until we used Mackinvia as a resource. Using digital texts and all of the extra links and tabs we could open to learn more really opened our eyes and minds to what we were researching.
I love the idea having the students respond to read alouds, their own readings and other classmates. These new ways for conversation and interaction gives everyone the opportunity to interact and have a voice. I can't wait to try this and keep using it! I love it!

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As I read chapter 5, what really jumped out at me was the Stickies. This reminded me of our WOOP goals. I saw how the students had a "Working on it" or "Still practicing this..." section and over time they would master a particular task and be able to moe the sticky to the "Got it!" side. I feel like these tasks are goals that the students are working towards reaching. And when moving to the digital stickies, this makes their work progress and goals viewable for for parents to see how their child obtained that goal and what their work looked like as they worked towards achievement. Using the Sticky notes folder and/or the digital stickies give the students a full control and say in what their goal is and they take ownership of mastering them.

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This past year I used SeeSaw and Google classroom a LOT more than the previous year.  However, I started having some issues with kids writing silly comments on each other's work and not really adding any value. Eventually, I disabled comments in our Google classroom. SMH :(     This chapter was a HUGE eyeopener -- If we would have established our digital community expectations beforehand, students would have gotten so much more out of the Google Classroom! I love the idea of  the anchor charts comparing behaviors in our classroom community and the behaviors in our digital community. So simple, but so important!  I also loved the section where it talked about being aware of students who don't prefer to , or struggle with, socializing with peers.  My own son (middle school student) does so much better advocating for himself and seeking information when he can send an email or post a comment in a digital classroom.  This is especially true when working on group projects.  The other big takeaway from this chapter, for me, was about how I can find ways to include students in classroom decisions.  I see this making a HUGE impact on our classroom climate, which then spills into more student engagement and better quality of work!

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I have been using seesaw the past few years It has been a great tool for students to show their work and explain their thinking. I definitely gain a better insight into my students mastery of a concept when I can listen to their recordings. I would like to incorporate more positive peer communication next year. I think it is important to establish and teach positive digital interactions at the very beginning of the year. Students learn so much from each other. Viewing and commenting on classmates post will provide another learning opportunity between classmates.

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This chapter had lots of great information. Technology should be balanced to support all learners. I really loved, "Is the juice worth the squeeze?" It is a good reminder to keep things simple! As the year progresses expectations can be adjusted to continue growth. I think it is important for students to reflect on their work both short term and long term. I think this could be done even as a homework assignment that kinder students complete with their parents. Students could view their post with their parents and reflect on their work and learning together. This would be a great way to get parents more involved and encourage and teach positive digital conversations.

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Building a community of learners and establishing guidelines and procedures together as a group has always been something I’ve felt strongly about as an educator. However, taking this same idea into the world of technology within the classroom has opened my eyes to just how much smoother and productive we can be. I loved the idea of having students respond in different ways using a variety of technology and how to incorporate that into a weekly schedule as shown on pages 46 and 47. Responding digitally regardless of the subject and allowing students the opportunity to reflect and comment on their learning as well as comment on other students’ work is something that i am looking forward to expanding on in my own classroom. I’m excited to take it to another level.

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Overall this chapter reminded me the importance of reflection and how it needs to be occurring on a consistent basis.  It also taught me that reflections don’t need to happen face-to-face; students can reflect digitally! By allowing students access to reflect digitally is an effective and efficient way to monitor student’s learning. For example, if you can’t get to every student’s reflection that day, you can at least have something to check back on when you have time.

This chapter had lots of cool ideas. Some ideas presented that would improve the work that I do are: digital stickies and photos of work annotated with a student’s thinking. First of all, I love stickies and so do my students! Using digital stickies eliminates the hassle of managing paper sticky notes (with kinder they can cause distractions at times) and it saves time (not having to pass them out).  This is a neat idea for kids to express their thinking in a more organized and efficient way--even if they need me to scribe for them--it keeps the stickies all in one place.

With the photos of work annotated with a student’s thinking, this reminded me a lot like Seesaw, so I would love to continue using seesaw or even something similar to it. I think this one is also appropriate for kinder kids and is effective for management of time.

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Having worked in Special Education the last two years, I hadn’t touched upon many of the apps and ideas mentioned in this chapter, but more may have piggy backed after they were introduced in my students classrooms. I am looking forward to so much with integrating technology, it’s hard to know where to start, but there were definitely a few ideas that stood out to me.
I am especially interested in the process of creating Class compact together. Creating a set of class rules or procedures is something I’ve always done, but distinguishing between what is said, heard and felt is so important as many rules can be broken or feelings hurt without verbal interaction. I like the idea of writing all thoughts down, so no suggestion goes unheard, and revising together to given them a headstart on our editing and revising.
I really look forward to incorporating a study of images, and the adding of images to a movie with questions, as mentioned on page 51, to revisit later to assessment learning. A possible exit ticket? And an opportunity for students to assess themselves and peers.
I look forward to incorporating many ideas mentioned so far in this book and building on my knowledge of technology in the classroom.

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Chapt. 5
I totally agree with Tanisha about the stickies and WOOP goals. I like the idea of having a place in the classroom where students can put sticky note/goals and move them when they've been mastered, as well as see what their classmates are working on.  I really liked the "mini app review". I love that the class can have an inventory of apps they could refer to, maybe on an anchor chart, when choosing which app to use for a project.  I'd like to incorporate this into my classroom this year, as well as the sticky notes.

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My big "ah-ha" moment for chapter 1 was that technology could be the missing link to take cross-curricular learning to the next level. This is also a great way for students to respond to real-world problems because as we know, life is not categorized into different content areas that never meet, but a mesh of all of the above. Engaging in cross-curricular learning also raises the level of critical thinking required. I think the author makes a strong case for technology as a powerful way to learn!

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Chap. 5 Reflection and Assessment
I like the idea of the reflection folders and the digital stickies for students to monitor their own growth. I used individual goal cards this year and will expand that idea with the reflection piece this new year. I also want to give students the tools needed to respond to their classmates' digital work. A few students responded to SeeSaw posts but they definitely need instruction, guidance, and modeling to respond effectively and with deeper thoughts than a smiley face:). The sentence stems and anchor charts in this chapter will be very helpful for this. I am interested in exploring the Apple keynote app as a method for long-term reflection. It will be something to work toward as the students grow in their independence and ownership of own learning.

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In Chapter 5, I learned more about the many quick and easy ways we can assess student skills on a daily, regular basis. I like that the author pointed out the differences between students comfortability levels and listed both digital and paper options. I’d like to give students the choice, and also ask that they incorporate both options at given times to give everything a chance.
Having the class reflect on an activity with sticky notes, both paper and a digital sticky, would then be a great conversation for the next day or later in the week to both compare our responses with also the pros and cons of using both digital and paper methods. This group conversation may also aid in findings out what may be preventing some students from using technology more frequently.
I’ve used TodaysMeet in meetings but have to yet username it in the classroom. I look forward to learning more about these quick yet informative ways to assess on a regular basis to be able to use when planning future lessons. Google Forms, when time and availability allows, is a great way to get students opinions on topics that I also look forward to incorporating. I’ve thought about using one of these quick apps for students to complete after Meet the Teacher to allow me to get to know them a little better.
Looking forward to so many new and exciting things to come!

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I appreciate that the author acknowledges that there are still many challenges to learning on a digital device. For example, reading text on a device and responding to said text on the same device. Some students are able to do this, but many still cannot yet. I see the similar struggles in my classroom when implementing technology into learning; however, I see the value in digital learning enough to want to explore solutions for my students. What I would change or add after reading this chapter is more so the culture of my classroom regarding technology. We encourage a growth mindset, grit, and perseverance in everything else, so why not technology and digital learning as well? This chapter was a fantastic reminder of that for me!

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I really liked the idea of digital stickies allowing the student the opportunity to move their sticky note around as they achieve goals.  The digital exit tickets were a great idea as well.  Having an online format to quickly assess and plan for future instruction keeps us from having to keep up with the paper trail of stickies that often fall out of notebooks and have to be taped back in.  I think my a-ha moment was when I realized that by using digital stickies/exit tickets and having that timeline of learning it would allow for longterm goal setting as well as student reflection time.  It would also give me a better picture of how to plan instruction based on their responses.

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Something new for me was “process reflections” and “turning reflections into reviews”. I am familiar with daily and long term reflections and incorporate this in my class, however, there’s definitely more that my students could do. It would take some time and support, but I would love to see my students engaging in this type of higher-level thinking. Another thing that I would like to try is an online student survey in my classroom next year. Everything that we do is for the students so I think it would be beneficial to get real-time feedback from students in a quick and manageable way. At the same time, doing this requires that we are vulnerable and open to feedback directly from the students! This is new for me so I would like to give it a try in order to improve and drive my instruction.

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I always struggle with finding a balance of using technology for my students because it is such a high reinforcement for them. My "ah-ha" moment is the reminder that technology provides a large avenue for instruction. As I think about the special needs of the students in my room, I can use a variety of ways to incorporate technology to motivate them and help fill gaps in their learning.

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After reading this chapter, I feel happy about the classroom community I develop. In my classroom, technology can be a bit challenging as it is used as a huge reinforcement but can also be a trigger for many students if they do not want to use a certain app or if it is time to log of technology and they do not want to. I feel great about the technology I have previously implemented. One this that has been a success is allowing the students to create videos to short appropriate social skills. This chapter gave me a lot of new ideas and I am excited to implement this year.

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I REALLY enjoyed reaching this chapter and had a lot of "ah-ha" moments that I can try in my classroom. We spend a LOT of time reflecting on our behavior and social skills in my classroom and this has led to increased academic success!! I knew that they daily reflection has led to long-term success and goals but I LOVE the idea of allowing the students to track their success using technology. This will give them an avenue to see the positive results in the choices they are making!

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I like in Chapter 1 how it was recommended to use anchor charts to support learners that include pictures, diagrams and symbols to guide them through the process.