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1. Where do students struggle when it comes to evaluating online information?

2. What can teachers do in a classroom to help students navigate online spaces more effectively?

1. It might be difficult for students to evaluate which sources are credible and which are not and recognizing the authors authority on a certain topic overall.

2. Teachers can introduce their students to simple searches so they can obtain the answer they need in a condensed and basic form. In addition, you can partner up your students to ensure they don't get lost and gat a second opinion. Also, for younger students, you can pre pick the online content for them to look up and share QR codes with students that bring them to their videos.

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1. What types of content are typically shared with students?

2. How do you handpick resources that are "just right" for students?

3. What system do you use to distribute content for students?

1. Videos are a common form of media sent to students to expand their learning, from documentaries to 30 second clips. These videos most commonly come from sources such as YouTube, though sometimes professors can make their own videos explaining the learning material. Other learning tools sent to students can include text ranging from blog posts to encyclopedia entries, or files such as a PDF of the PowerPoints presented by the teacher, coding materials of one is in a computer programming class, PDFs of books one must read for an assignment, etc.

2. If one is sharing a website with a student, it's important to see what type of website it is before sharing, as .GOV sites are an example of a reliable website to use for research. There are also websites dedicated for finding reliable websites for your specific topic for teaching. I've also had teachers go back to the source, copying pages from novels, textbooks, etc. and sending those out as PDFs for students.

3. Canvas is the most common system I've seen when it comes to distributing digital content of all kinds to students; My younger siblings in high school also still use this website as required by the school. Other websites that have been used by teachers alike include Schoology and Google Classroom. These websites can easily distribute all the above-mentioned digital sources to students in an organized manner and are always available for students. For younger students, teachers could email the parents of the child the materials they need to go over for the class.

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1. How do you currently use generative AI?

2. What goals can generative AI help you support?

3. How have you refined prompts to make sure you receive the desired result?

1. I rarely use generative AI, though I would imagine I would use it to aid in finding answers to problems I'm having trouble with or need a refresher on, such as in the fields of history, computer science, etc.

2. Generative AI can aid in helping you see your vision as an artist, creating concepts for what you're imagining. It can also aid in correcting/providing you with quick information if you're goal involves memorizing a lot of information such as a historian, teacher, science major, etc. However, AI can't always be correct, so users need to be weary when using this tool.

3. I make sure to be more specific with the prompt I am typing into the AI program I am using, as the more specific you are with what you want out of your prompt, the more details the AI will pick up on and create.

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1. How can you tell if a piece of content is authentic and high quality?

2. In what ways can you incorporate digital citizenship into conversations about AI in the classroom?

3. How do you currently talk about content attribution with peers and teachers?

1. If the piece of content is a website, usually a sign that it's authentic is the name of the domain of the website, such as if it ends with ".gov" for example rather than just ".com". In addition, the information will usually credit the author and will display how frequently the content is updated, if it's been a while since an update to the information, then that isn't a good sign of reliable information.

2. By incorporating digital citizenship into conversations about AI, you could teach students how to evaluate AI-generated information for accuracy and reliability, encourage discussions on misinformation and "deepfakes", showing how AI can manipulate the media in various ways, and establish classroom policies on AI assisted classwork; When is it helpful, and when does it cross ethical lines?

3. With students, I'll try to explain the importance of it while emphasizing why citing sources matters, such as avoiding plagiarism and giving credit to original creators. I'll also discuss fair use, how it's appropriate to use copyrighted content in school projects. For professors, I plan to clarify citation expectations by asking about preferred citation styles and how much attribution is needed in assignments and ethically use such content by understanding academic integrity policies and how to properly acknowledge sources in different types of work.

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1. What role does empathy play in students' use of digital resources?

2. How can you use different technologies to help students explore a space?

3. In what ways do you or can you use technology to spark student learning?

1. Empathy can play in a student's moral values to not tempt them to cheat on assignments that include digital resources, being truthful about where they've obtained they're sources from and how they obtained the information. A very common way of cheating on assignments in this generation involves using AI to do the entire assignment, so hopefully a little empathy in one can go a long way.

2. Something professors can do to aid students in exploring a space is providing the students with links to websites to explore that have been thoroughly inspected to be safe to browse through, avoiding the risk of students going out on their own and potentially discovering some harmful websites.

3. Most students don't enjoy sitting in one place listening to a professor talk for hours at a time, though adding too much fun into the mix could get distracting and the students wouldn't learn anything. However, carefully mixing both together could result in a fun class while the lessons have stuck in the students' minds. Technologies such as "Brainpop" with lessons from Tim and Moby, interactive learning games, or taking the students on field trips to technology inspired locations could teach kids while also giving them the enjoyment they need to keep giving their professors their undivided attention.

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1. What types of collaboration to students currently participate in?

2. What do synchronous and asynchronous collaboration look like in action?

3. How can you use the "value-adds" technology provides to support student feedback?

1. Most schools offer sports that students can join that involve collaborating with teams ranging from heavily collaborative sports such as football to dedicated individualism such as cross country. In addition, there are clubs that lure in students with similar interests, allowing them to expand their interests and passions with other like-minded people such as music clubs, chess clubs, and writing clubs.

2. Synchronous collaboration is usually when a group works together on something in real time, such as when a teacher gives groups an assignment to work on together during class time. Synchronous collaboration is usually seen as people working together on a project at different times, instead of in real time, such as when a teacher assigns a project to complete off school, and each member of the group works on their own time to complete their work.

3. Technology can enhance student feedback in several ways by providing efficiency and engagement. You can have auto-grading systems for quizzes and assessments that give students quick insights into their performance, and AI-powered tools that provide immediate feedback on student's content quality.

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1. What practices of making did I use: tinker, inquire, seek & share resources, develop fluency, hack & repurpose, express intention, simplify to complexify?

2. Looking back at the Top 5 Skills, did I practice any of those skills?

3. How can I make my prototype better by changing one or more of the materials?

4. After sharing with the user, what new ideas could be added?

5. How did participating in this activity make me feel as a learner?

6. Any additional thoughts or ideas you want to share.

1. My goal with this product was to express its intention in the simplest way I could, which also led me to using simplify to complexify, as I wanted to make a product that the average consumer could immediately tell what it is.

2. Although it would probably be subjective to think that a creative solution to being able to eat popcorn forever would come in the form of a pill, I would say it covers that skill as it's easy to carry, and easy to use.

3. If I didn't take so long to think of its concept, I could have added more to the label; Instructions on how to use the product and making the label more flashy, more marketable.

4. As stated before, I could have added more to the label, and I could have replaced the play dough cap with another, or at the very least hid the logo to avoid copyright infringement.

5. It made me feel included as we all seemed to have a fun time with our products, giving each other positive notes and having fun with the possible addons to each product. It was a great way to express our creativity with each other!

6. Should've added some magic.

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1. What is the current balance of consumption and creation in your school or classroom?

2. What types of products can students make to share their learning?

3. How can you differentiate student learning products?

1. Teachers I've had in the past managed to balance consumption and creation in a fair manner. For assignments that required creation, it would usually involve the consumption of knowledge from the lesson we were currently learning, such as writing essays and poems in English classes, creating math games in math classes, lab experiments in chemistry, etc. I'd say this balance is still quite even on both sides, as I take cinema classes for my cinema arts major, our final projects usually involve creating our own film based on the materials we've learned about cameras, editing, script writing, etc.

2. Research papers and essays are one of the most common examples when I think of products teachers have students make to share their learning, as I've had to write a plethora of those throughout my years at school. Other examples though can include digital PowerPoints based on assignments to present to the class, poems to read aloud, and websites and/or videos to show to the class.

3. The most basic way of differentiating student learning products would be through whether they are digital like power points or physical like essays. Another way could include separating them through course type, such as diagrams for math, poems for English, history report for history, etc. Differentiating student learning products allows all learners to demonstrate their understanding in ways that align with their strengths and weaknesses.

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1. What role does formative assessment play in your school or classroom?

2. How can you take a traditional model and incorporate the "value add" of technology?

3. How can you "give eyes to an exit slip" this school year?

1. Teachers can adjust their teaching strategies based on student understanding, ensuring lessons effective as formative assessments help pinpoint areas where students need additional help before moving on to new lessons.

2. Incorporating technology into a traditional model enhances learning by increasing engagement and personalization. Use digital platforms like "EdPuzzle" to provide interactive lessons that adapt to students’ progress and use Google forms and/or Quizlet for posting assignments, study guides, and gaining feedback.

3. One could institute a student government system, so students have a trustworthy system to have their responses more visible, a system ran by the people, for the people. You could also let students review and comment on each other’s responses using platforms like Padlet, which can also allow teachers to review each student's responses to certain topics.

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1. In what ways can or do students participate in live videoconference or prerecorded videos?

2. What could "everyday sharing" look like in your classroom or school?

3. How could student branding conversations enhance the way students share their work?

1. For live video conferences, students can unmute their microphones and participate in discussion, or if they can't communicate via microphone, they can type in the group chat or react with appropriate emojis. They can also leave their webcams on, so the teacher knows they are actively listening. For prerecorded videos, students could comment on the video with their take aways from it if instructed and they can watch the video all the way through, and utilize the information learned for future assignments.

2. You could start a class with a share session where students talk about their day, or have an assignment assigned once every week where students can bring in something they wish to share with the class.

3. Young students can start off awkward when they are put into a new classroom environment with other kids they don't know, and it's the instructor's job to make everyone feel welcome and included. Branding discussions encourage students to define their strengths, passions, and unique perspectives, making their work more impactful and recognizable through the clarity of the message itself. The students also feel more confident when sharing work and articulating their value in various settings.

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Let the students experiment coding with the Sphero program in order to have it follow the designated path, teaching kids how to cooperate in a group to agree on the proper coding method to instruct the Sphero to its destination.

Students will be put in groups of 3 using one computer, they will work together to code the Sphero to roll along the premade path using duct tape, coming to the proper conclusions on how to work together as one mind and properly get the Sphero to its designated goal.

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1. Why is it important to start with the end in mind?

2. What role does the author's purpose play in student work creations?

3. In what ways can you ensure that student work feels authentic and relevant to students?

1. Having an entire semester planned out from the first day of class is beneficial not only for the students, but also for the instructor. The students will always have a straight path to follow as the semester progresses with less worry of them getting lost in the class, and it will be less of a headache for the instructor to keep track of their lessons, creating back up plans incase previous plans fail such as cancelled field trips and assignments.

2. The authors purpose can be used to inform, persuade, or entertain, and these themes can also inspire students to do the same for their creations. They might try to inform students with facts and statistics on power points to earn a higher grade, they might try to persuade students to believe what they believe with a debate, or they might try to entertain their peers with a school talent show to get some reactions of laughter.

3. Try to conduct some research for the elements that go into your assignment. Add topics that feel more modern to what your students may be into today, in hopes that students will be more engaged in the assignment. In addition, to make it feel more authentic for students, avoid using materials for lower grades such as popsicle sticks, glue, colorful cotton balls etc. If you're comfortable with this proposal, entrust the students with more adult tools and materials, with the proper safety gear such as eye goggles and gloves of course.

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1. What actions do you or can you take to help students build independence in digital spaces?

2. How can you incorporate independent study opportunities into your work with students?

3. Troubleshooting is an important skill to model. What does this look like in your school or classroom?

1. To help students build independence in digital spaces, one can assign homework that requires research on the web, so students can go out and explore independently. In addition, one can have classes letting students explore the web under supervision, so that eventually, the professors will feel comfortable enough letting the students explore freely.

2. Assign students homework to study for a quiz or test at home or save some space for some free time in the class for students to have independent study time.

3. For a teacher, when troubleshooting, it's important to remember that you are being a model for your students, so try to stay calm, approach the issue methodically, and encourages the students to see mistakes as learning opportunities. All in all, it can help students develop resilience, critical thinking, and problem-solving skills.