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1.     As a student I used word, the google applications, google classroom, and gmail. These tools were used to do assignments and submit them. Occasionally, a PowerPoint or content digital was shared on classroom. I don’t feel like technology was very integrated in my school experience until high school. Now in college, I am proficient with Microsoft and Google applications, and other various platforms. In college, I feel like I am definitely learning with technology rather than learning how to use it.

2.     As a student, I feel like I attended seminars in eighth grade on our Chromebooks, or some type of laptop, on how to access the information. Occasionally, we went to the library or computer lab to learn typing skills or formatting on documents. In high school, I had a mandatory class on how to use various applications and from then on, my teachers taught me formatting. In college, professors may breakdown how to use new websites or programming the first times we access it, but the initial introduction is typically our only demonstration.

3.     I feel that through some projects and presentations that I have been required to give that I have developed skills with presenting information on various platforms. After this last semester in particular, I feel that I have learned how t use quite a few online platforms and I have watched my teachers model this integration. COVID-19 has some of us learning side-by-side.

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1. https://www.definedlearning.com/blog/leveraging-technology-in-the-classroom/#:~:text=Improve%20Communication%20Through%20Effective%20Technology%20Use&text=By%20using%20messaging%20apps%2C%20I,as%20an%20alternative%20to%20email
https://www.abcmouseforschools.com/research/
2. I would classify this article as an opinion article because it talks about different applications that can be used for teaching and suggestions on how it could be used. However, is does not offer quantitative results on how effective or well reviewed the applications are; it only offers qualitative descriptions (i.e. 'great'). I feel like a lot of the claims the author makes is their own opinion and they are just recommending teachers explore a few applications for various purposes. More in-depth information could be obtained elsewhere.
3. The article was published on Defined Learning's website. It's a blog and it does not give the author's credentials. With that in mind, the textbook suggested exploring various blogs and websites posted by various teachers. The lack of credibility is what calls us to research more and verify if the information is correct. However, cross referencing information and questioning what were being told is a part of the learning process.

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Defined Learning (formerly Defined STEM)

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By Rachelle Dene Poth

Technology creates many opportunities for teachers to provide innovative learning experiences for students. An even greater benefit is that these learning experiences can take place regardless of the time and place, and offer students more personalized opportunities for interacting with their peers and the content. With so many choices now available, sometimes deciding on a specific digital tool or a type of tool can present a challenge.

I am often asked about where a teacher should start when either implementing technology for the first time or creating a blended learning environment. What I suggest is to first think about some of the learning activities that are already being used in the classroom. What has seemed to work the best and what are some that possibly either take a lot of time to create or that don't offer students a lot in the way of choices. Another consideration is focusing on your goals and what you are hoping to accomplish by using technology. Is it to create an access point where students can ask questions, obtain class resources or interact with their peers? Or is it to provide students with different methods to practice the content and also to apply their learning in more authentic ways?

Here are four strategies for helping students to communicate, collaborate and create in the traditional learning space as well as beyond the classroom setting. By trying some of these ideas, you will see some positive changes that promote student voice, create more time for you to interact with and support students in learning, and it will help students to build digital citizenship skills as they learn to leverage the technology and navigate in the digital world.

Improve Communication Through Effective Technology Use
One way that I have used technology that has had a big impact in my classroom is by using a messaging tool. A few years ago I noticed a disconnect with students and the class, either they were absent and could not get materials or they had questions after the school day had ended. By using messaging apps, I can send reminders, answer student questions and provide feedback when students need it. You can also use some of these apps to connect with families as an alternative to email. There are a lot of options available and your choices will depend on the level and area you teach and whether your goal is to set up communication between students and you or with parents. I use Remind with students and parents, and BloomzApp is another option for creating a space to interact with parents. Either of these are good for providing students and parents with live feedback and more. It is easy to sign up for any of these using any device, and privacy and security are provided.

Enhance Collaboration Through Digital Learning Spaces
By establishing a specific location for students to access class resources, find out about assignments, and to ask questions, we can provide the support that students need to be successful. Some of the ways that I have used Edmodo and Google Classroom are to curate and provide resources, post daily assignments or reminders, announce upcoming class events, and to be accessible for student questions. Depending on the platform you use, it is easy to update the site and it is also a good way to help parents stay informed of what is going on in the classroom. It can be a collaborative learning space for students to interact with their peers or to connect globally using additional digital tools that are all housed within one learning space. Tools like Edmodo, a blogging site, Google Classroom or creating a standalone website will help to create a connection between you, the students, and their learning.

Foster Active Discussions
Sometimes you may want to have students brainstorm an idea, participate in a scavenger hunt, share a learning experience, or just respond to a question. While we can always use the traditional tools for this in class, sometimes we may want the discussion to go beyond the class time and space. I would recommend trying either Padlet or Synth. There are so many ways to use Padlet, that if you want students to post images, record audio, upload video, or simply respond to a question, it offers all of these options in one tool. Students have come up with some great ideas for using Padlet, such as building a digital portfolio, creating a multimedia presentation, or presenting their Project Based Learning. It is a versatile tool that many educators may already be using, but may not be aware of other innovative ways to use Padlet. Also by using Synth, a tool for podcasting, educators can provide daily class updates, add links or resources to supplement what was done in class, and even interact with other students in classrooms around the world. It enables discussions to happen at any time and is an easy tool to use for promoting discussions and helping students to share ideas. There are many ways that these tools can also add to the organization in the classroom by providing written or verbal directions and ways to reinforce instruction.

Enhance Visualizations and Presentations
Some students are visual learners and having tools which enable them to display different types of information and content, they will be able to retain the content in a more authentic and meaningful way as they create. Infographics are useful for so many class assignments and projects that are student created, but they are beneficial for teachers to create a course syllabus, make visuals for the classroom, or to create a flipped lesson and display all of the learning materials in one graphic. Beyond creating representations of learning, they are useful for sharing information and offering ways for students or parents to contact you or access class materials. Some of the options available are: Canva, Piktochart, Smore and Visme. It is always good practice to learn with and from the students, so try creating some new materials for your classroom as well. Perhaps create a class newsletter, or make some signs that will be useful for your learning space.

There are many ideas for how to expand the learning space and to set up different learning opportunities for students. These are just a few of the ideas that we have used and that have worked well in our classroom. Sometimes we just need to brainstorm a little or, if you want to find new ways to use some digital tools in your classroom, try asking your students. Students come up with really creative ideas and by involving them in some of the classroom decisions, they will feel more valued and have a more meaningful learning experience.

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Leveraging Technology to Enhance the Learning Experience - Defined Learning (formerly Defined STEM)

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By Rachelle Dene Poth Technology creates many opportunities for teachers to provide innovative learning experiences for students. An even greater benefit is that these learning experiences can take place regardless of the time and place, and offer students more personalized opportunities for interacting with their peers and the content.

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4. This website takes you to a plethora of articles about how abcmouse improves students literacy and retention of skills. Things to consider are that abcmouse is promoting their own product. I would want to look at reviews and how applicable the technology is within the classroom. Another thing to consider is how effective abcmouse is with students cognitive development. The current application is geared toward younger students, a middle school teacher might look at a more advanced tool.

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Age of Learning regularly commissions research by independent early education experts and conducts surveys to evaluate the effectiveness of ABCmouse.

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1. One type of technology the students use in the classroom is Nearpod. A Nearpod is like an interactive PowerPoint. The Nearpod will appear on each students screen and the slides can be controlled by the teacher or the students if the teacher lets them. Websites, videos, games, articles, and worksheets can be embedded in the Nearpod and submitted digitally by the students. Quizzes and questions can also be embedded into a Nearpod. Sound can also be recorded over a Nearpod for a flipped classroom experience.
2. Nearpod also has a discussion board tool where students can post and it will be shared for everyone to see. The teacher can decide if the students comments are anonymous or not when shown to the class. This could give way to a discussion that allows students to dive deeper into a topic or an opportunity for them to answer each others' questions.

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1.	An example of Merrill’s First Principles of Instruction can be seen in the institution of three separate courses for the first semester of chemistry at Seton Hall. The courses are the chemistry lecture, chemistry lab precept, and the chemistry lab. The chemistry lecture lays the foundation of knowledge that students need before application of knowledge to real work problems. The chemistry lab precept activates the foundation laid in the chemistry lecture and shows the learner the real-world application. This new knowledge is demonstrated to the students in the precept before they try to apply the knowledge themselves in lab. Then in the chemistry lab, the learners apply the new knowledge and conduct the experiment themselves. This integrates the knowledge into the learner’s world because they must think critically about the results and problem-solve if there is any error. 
2.	In my classroom, I will implement the third principle by demonstrating as much knowledge as possible for students. This may look like modeled reading in English or a “think-aloud” in math, where the student hears my thought process out loud and is experiencing what they should be doing when they read or do math independently. The third principle means that the teacher and the students will be interacting with one another as they practice new concepts collectively. It is not always having students copy what you are writing because you want them to be building the cognitive learning skills to solve similar problems on their own. 

“Learning is promoted when learners are engaged in solving real world problems”	Have students apply skills acquired in the lesson to a real-life problem (i.e. if they were taught how to persuade or argue, give them a debate on a current issue)
“Learning is promoted when existing knowledge is activated as a foundation for new knowledge”	Students need to be able to understand the topic (i.e. prime them for a lesson by teaching new terms, give examples they understand)
“Learning is promoted when new knowledge is demonstrated to learners”	This could look like a modeled reading or it could be building something with students or showing them how. 
“Learning is promoted when new knowledge is applied by the learner”	This could look like doing practice problems after a math lesson or hosting a debate after a writing lesson on arguments
“Learning is promoted when new knowledge is integrated into the learner’s world”	This could look like relating connotation and denotation to tone and the intention of the message in a writing class.

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1a. With a single teacher workstation, I could hook the computer up to the projector and take a virtual field trip with students using a mapping site. An activity like this can provide insight into the culture of another country or continent in a history lesson.
1b. In a classroom with five computers or devices, small groups could go to the computers and conduct research. Groups would have five students and would rotate. Perhaps they could do a research project on surrounding environmental ecosystems.
1c. In a classroom where computers are available for everyone, students could have virtual pen pals in another classroom. With these pen pals, students could complete a project together, and conduct research together using simulators with various manipulatives.

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1. I support the use of filtering because the Internet is full of a vast array of information. Furthermore, not all of the information is accurate or appropriate for school. I think filtering can do a great job at protecting children from "harmful" materials as the textbook suggests. Filters appropriate for all children could prevent them from seeing nudity, violence, or even inappropriate ads. Not only does this prevent children from being exposed to inappropriate content, but secure networking can also prevent unwanted outsiders getting into contact with students on various chat room sites or social media outlets.
2. A filtering software I found was Cleanbrowsing.org. This software claims to give the school control of sites on the network while simultaneously blocking sites with content that is "obscene" or "harmful to minors". Cleanbrowsing.org also offers families their services. It does not explain how the software actually filters sites however, it does show a setting page that the school or family would have access to once the software is purchased.

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Schools and Content Filtering (CIPA)

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Schools and Content Filtering (CIPA) The easiest, most effective, way to manage what is being accessed on your school network is by leveraging DNS technology. If you are a school in the US, you also have an obligation to conform with CIPA if you receive federal funding.

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My Body | Lesson Plan | Education.com | Lesson plan | Education.com

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This simple lesson plan will help your students gain a basic understanding of different body parts.

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Diigo Links (weekly) | Mr. Gonzalez’s Classroom

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Borrowing a Powerful Brainstorm Protocol from IDEO – Dr. Catlin Tucker

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This summer I spent a week at IDEO in San Francisco learning about design thinking and their process for tackling challenges. While I was there, I observed a team brainstorm and was shocked by their results.