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Magazine Cover: Generation Alpha and The Waste of Technology 

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Magazine Cover: Generation Alpha and The Waste of Technology 

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#TCDigitalLiteracy

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Navigating the digital age with confidence.

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Teachers Colloege -Module 2 Developing an Inquiry Part 1.  6:12:23

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Discuss the Unearned Advantage and Disadvantage of Teaching Abroad

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Discuss the Unearned Advantage and Disadvantage of Teaching Abroad

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Two Week Lessons in First Grade Reading Class

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Two Week Lessons in First Grade Reading Class

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This was a lot of fun to create.

Thank you so much!
Maura

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Thank you so much!

Kind Regards,
Maura

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Here is a series of photos for my online survey in Module 4.

Here is a link:
https://docs.google.com/forms/d/e/1FAIpQLSeDYvuI_KMgPtzqdvJucYe5Bt0LkCdU_GwDn485AE6cONa7Og/viewform?usp=sf_link

Thank you very much!
Maura

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Here is a series of photos for my online survey in Module 4.

Here is a link:
https://docs.google.com/forms/d/e/1FAIpQLSeDYvuI_KMgPtzqdvJucYe5Bt0LkCdU_GwDn485AE6cONa7Og/viewform?usp=sf_link

Thank you very much,
Maura

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Here is a series of photos for my online survey in Module 4.

Here is a link: https://docs.google.com/forms/d/e/1FAIpQLSeDYvuI_KMgPtzqdvJucYe5Bt0LkCdU_GwDn485AE6cONa7Og/viewform?usp=sf_link

Thank you!
Maura

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Mujgan Yesiloglu TC Module 4 Digital Literacy Survey

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Mujgan Yesiloglu Teachers College Module 4 2-week curriculum assignment

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That was an amazing course. I really appreciate the hard work and effort put in to this content. 

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That was an amazing course. I really appreciate the hard work and effort put in to this content. 

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Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.

Content Knowledge (CK)

Teachers' in-depth understanding of the processes, practices, or strategies of teaching and learning. They include, among other things, overarching educational goals, values, and objectives. Understanding how kids learn, basic classroom management abilities, lesson preparation, and student evaluation are all examples of generic knowledge.

Pedagogical Knowledge (PK)

Teachers' extensive understanding of the processes, practices, or strategies of teaching and learning. They include, among other things, overarching educational purposes, values, and goals. This basic type of knowledge pertains to understanding how kids learn, general classroom management abilities, lesson design, and student evaluation.

Technology Knowledge (TK)

Knowledge about certain ways of thinking about, and working with technology, tools, and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually to adapt to changes in information technology.

Pedagogical Content Knowledge (PCK)

Consistent with and comparable to Shulman's concept of pedagogical knowledge applied to the teaching of specific material. The concept of subject matter transformation for teaching is central to Shulman's understanding of PCK. According to Shulman (1986), this transition takes place when the instructor evaluates the subject matter, discovers numerous ways to depict it, and adjusts and tailors the teaching materials to alternative conceptions and students' prior knowledge. PCK addresses the essential business of teaching, learning, curriculum, assessment, and reporting, such as learning environments and the connections between curriculum, assessment, and pedagogy.

Technological Content Knowledge (TCK)

An awareness of how technology and content impact and inhibit each other. Teachers must master more than just the subject matter they teach; they must also have a thorough awareness of how the subject matter (or the types of representations that may be generated) can be altered by the use of specific technologies. Teachers must grasp which technologies are most suited for addressing subject-matter learning in particular domains, as well as how the content dictates or even affects the technology—or vice versa.

Technological Pedagogical Knowledge (TPK)

An insight into how specific technologies, when applied in specific ways, may alter teaching and learning. This entails understanding the educational affordances and restrictions of a variety of technology instruments in relation to discipline and developmentally appropriate pedagogical designs and tactics.

Technological Pedagogical Content Knowledge (TPACK)

TPACK is distinct from understanding all three principles separately, and it lies at the heart of highly effective and thoroughly competent teaching using technology. TPACK, on the other hand, is the foundation of effective teaching with technology, necessitating an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students' prior knowledge and epistemological theories; and knowledge of how technologies can help redress some of the problems that students face.

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21st Century Literacies Cartoon

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Thank you so much.

Kind Regards!
Maura

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Module 3 Ideas in Action- cartoon creation

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Module 3 Ideas in Action- cartoon creation

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Module 3 Ideas in Action- cartoon creation

Kind Regards,
Maura

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#TCDigitalLiteracy Digital Literacy meme showing kids once they realize their interest in technology, or video games, can aid them in educational pursuits.

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Hello,

Here is my submission for the Module 2 “Developing an Inquiry” assignment Part II.

Kind Regards!
Maura

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Mujgan Yesiloglu Teachers College Module 2 Developing an Inquiry Part II

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Mujgan Yesiloglu Padlet Report TC Module 2 Developing an Inquiry Part 1 (30th November)

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Hello everyone!

Here is my submission for the Module 1 “Developing an Inquiry” assignment. This was very fun, and I look forward to learning from you. Thank you very much.

Kind Regards!
Maura

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Teachers College Module 1 - Developing an Inquiry

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Traditionally, educators and families have emphasized the importance of learning to read from print and traditional literacies. However, it’s been evident that digital literacy opens up many beneficial opportunities for students to develop skills beyond just reading. Through digital literacy, students are introduced to informational content. The informational content can relate to social issues around the world today and it is essential for students to learn how to read, interpret, and form opinions on these issues in their learning. Learning through digital literacy will allow students to build digital citizenship on the appropriate use of technology. With the guidance and teaching on how to safely use technology, students will be more readily prepared for their future education and/or careers. Today, children are exposed to social media from an early age, hence it is crucial for educators to prepare our children on how to use the different platforms.

Digital Literacy in classrooms will also provide more opportunities of collaboration, creativity, and communication. Especially with the advancement of technology today, there are numerous platforms that can be used across the curriculum and all grade levels. For example, platforms such as Newsela provide instructional content of diverse topics including high-interest news articles. These articles can also be differentiated based on the grade or reading level by the teachers, which allows more personalized instruction. There are also creative methods for students to share their opinions and ideas. Platforms such as, twitter, padlet, and google classroom provide ways for students to showcase their learning and also interact with others. By connecting with each other through these platforms, students will be able to strengthen their teamwork and collaboration skills.

Although there may be imminent risks and uncertainty to the online world, with the right education and guidance of digital citizenship embedded in a digital literacy curriculum, students will be able to safely use the internet and engage in the art of digital learning.

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Curriculum Name: Music Theory and Composition

Instructor: Murong He

Electronic devises requirement: Laptop, tablet.

Digital tools requirement: Notability or Goodnote (for note taking), musictheory.com, Kahoot!, seesaw.com, Musescore3.

Text book: No requirement.

Curriculum Goal: Students will be able to learn 4 units of Music Theory classes and they will be allowed to compose music pieces depending on their personal ability and skills.

1st Monday:

Checking if every students have their electronic devises ready. Introducing all digital tools for them and let them start to try the website or the app, see if any one has problem with the using of digital tools. Let students do self-introduction so they get know each other a little bit. Providing the syllabus about what we are going to learn for next 2 weeks.

1st Tuesday:

Starting the class with a Kahoot game, prepare several fundamental music questions to get to know how much they already know about music theory. Introducing the concept of pitch, articulation, and interval. Put the main focus on the interval since it is more theoretical and will be used a lot as a basic notion in the later study of scales. At the end of the class, the assessment of students’ learning will be some pop up questions about the concept. Students who get the correct answer will have some awards like snacks. Students will be asked to review today’s class as a homework.

1st Wednesday

Starting the class with a Kahoot game, questions are about the concept we talked yesterday in order to assess the student’s revision. Then introducing the concept of scales. Giving some examples about Major and minor scale in different keys and explain the different format of each scales. After students get to know about different types of scales, we will start to learn the interval, that is, the relationship between each notes. During the class After the introduction of intervals, students are able to recognize different intervals between two notes. At the end of the class, students will get a quiz on musictheory.com. Students will be asked to review today’s class as a homework.

1st Thursday

Starting the class with a Kahoot game, questions are about the concept we talked yesterday in order to assess the student’s revision.  Then introducing the concept of chords. Starting with the Major Triad, and then minor, and then diminished and augmented triad. Various examples of triad in different keys and different format are provided. After that, student will be tested on the musictheory.com. Students will be asked to review today’s class as a homework.

1st Friday

Prepare small gifts for every students and tell them that they are doing really well for this whole week, and then start the class with a Kahoot game. Then, Introducing the concept of voice leading, that enable them to create melody and make the accompaniment of the main melody smooth and stable. Left sometime for students that they can do self-learning about how to create their own preferred. The homework for the weekend for them will be record a 60 seconds video talking about what they have learned for the past 5 days on the seesaw.com and what’s important is not just the plot of the video, but also student’s discussion in the comments. This is a way for students to share their idea and communicate with each other.

2nd Monday

Starting the class with a Kahoot game in order to help students to review the last week’s content. Then let them analysis a small piece of music by defining different keys and chords and find how an official music piece goes like. Then, they can start to compose their own melody or song on Musescore by using the different keys and chord and voice leading. There will be a standard for the music’s repetition and format. The rest of the class will be used for the free composition, students are allow to communicate with each other, and whenever they have any questions or they want some suggestion, they can come to me.

2nd Tuesday - 2nd Thursday

Students will start on compose a free music. No requirements are needed. Students are allowed to compose their own music depending on the instruments they are good at, and they can also get into group with students who can play the instrument they need and compose one music together. Tuesday and Wednesday will be used to finish an overall music, and Thursday will be used to revise detail and ask for suggestion, and also try to play their music piece with their instrument. (Including singing)

2nd Friday

Students are required to play their music with their own or with their group in front of the classes, and the audience students are required to pick one of their favorite group and write about their opinion toward the performance and music. These will be graded as a final project of the curriculum.

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Digital literacy is becoming a main trend for both new culture and education since the 21-century began.  This begs a question, should school without resources embed the concepts of digital literacy? Some people might think it is not necessary since the curriculum centered on digital literacy has not been tested. However, I would like to say that every school should attempt the inception of new culture and digital education. What should educators consider framework of curriculum? This question is debated for decades. For this digital era, I would like to say that it should be “student-centered” and “digitalization”. Student centered basically means that the education towards students should be varied according to different types of study courses that students needs. Teacher’s teaching job should not be limited by monotonous text. Students-centered education require teachers to state themselves as facilitators instead of instructors, and give students more space that allow them to do self-improvement and self exploration, thus, improving their ability of creation and innovation.  For “digitalization”, one of the most important feature of digital literacy is multimodal information. From digital tools (internet, laptops, tablet , etc), students are able to get information from various path way, and they can adjust their information depending on their need. Digitalization is a main trend of nowadays society, almost everything could be done on digital tools. In order to tailoring the curriculum, people need at least prepare the resources for digital learning. The resource includes the devices, and digital tools and more important, a back up plan if students need to take time to get help with the using of technology. To design a curriculum that is suitable for students, the curriculum should not be limited by the information on the text books, the content could be various but have similarities in the framework of every different content. Also, time arrangement is an essential elements of a successful curriculum design. The factors that decide the time arrangement includes if incidents like digital tools do not work out or assessments of student’s learning seems not ideal. According to the explanation above, I would like to restate that combine digital tools and into nowadays education and curriculum is necessary and important. Digital literacy is the newly established social products and it can help with the improvement of culture and civilization much more than we can imagine. In addition,  the digital tools can help with education not only on technology, but also can facilitate teacher’s job a lot.

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21st Century Skills is important. Because as teacher, we should teach inquiry.

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Since our students sometimes see capped mushrooms on the ground, they can be confused with plants. For this reason, it is necessary to increase the awareness of students on this issue. By bringing an inquiring perspective, activities and assessment scales to be carried out with small groups in cooperation can be a guide for us teachers.

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The social purpose of being a teacher

Teachers have a huge demand for work daily and I know that it sounds tiring to include technology in the classroom. But we cannot forget that our work has a social function: we need to educate our students for real life, not just for the school environment.

The real world is multisemiotic - besides the letters, we have colors, sounds, images – and with multiple literacies – digital, media, informational. This is the reason why traditional literacy is not enough anymore. The advent of technology has changed the way we communicate, demanding more than words on paper. Students need to be able to understand the complexity of this communication, and the school is the ideal place to help them experiment, interpret, question and criticize the information and tools we use for it. These skills are extremely important to our students to be successful in all instances of their lives.

Starting is the most complex part, so looking for professional development is the best decision. Besides that, we can always look for a tuned colleague and ask for help. The best thing about introducing technology to our classes is that we can assume a learner position, making the shift between “teacher as the knowledge owner” to “teacher as a facilitator”. And believe me, they need our facilitation. Despite being known as digital natives, our students are very much “innocent digitals”. According to the PISA 2018 report, only 9% of the 15-year-old students could successfully distinguish a fact from an opinion. Technology will never replace our position, it is at our service. Technology is a way to build cross-cultural connections and take your students outside of the classroom walls. It gives them the opportunity to work collaboratively and communicate with a variety of audiences.

This is why I believe that besides bringing technology to our classroom, we should advocate for the right of access to all, because every student deserves to have the same opportunities to grow, speak and learn.

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Global Warming

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In order to give environmental education to students, it is necessary to gain environmental knowledge, environmental attitudes and beneficial behaviors towards the environment. Just giving environmental inform

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Title Discipline: Film Music study: Project based topic: create your own short movie and give appropriate BGM to them.

Date: 18/6/2021

Part 1

Students would be asked to watch a short part of Harry Potter that include character Hedwig, and leave 5 minutes for students to discuss what they have discovered in this part of the music. Students are able to find out that there’s a special music for Hedwig called Hedwig's Theme. Introduced the term: “Leitmotif”, which describe a period of music that is especially for one character. Let students give some of the examples of leitmotif and give rewards once teacher described the definition. Introduce some historical knowledge about this.

Part 2

Appreciating different short movies with different atmosphere and style, let students use laptop to search different type of shots of movies and find some scenes from the movie, upload it on Padlet in PDF form.

Part 3

Giving free time to students that they can record their own video and find BGM for that. The videos can be chown in class if  they want. Students will be asked to give a  speech about  the reason they choose the BGM.

Murong He

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Melissa Polansky

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First Grade iPad and SeeSaw Knowledge and Interest Survey 

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MODULE 3 – DEVELOPING AN INQUIRY Over the years, developments and innovation led the country to make for a better life of its settlers. In the 16th century, the innovation of manufacturing products and goods were made with small simple tools within one’s own home. In the 18th century, Britain used bigger machines and created mills that used energy more effectively. It was also during the 18th century, that the New York Public School society was formed to provide education for poor children. Schools were organized in a monitorial system where advanced students and few adults taught hundreds of students at a time. These schools emphasized discipline and obedience, qualities that manufacturing factory owners wanted in their workers. The 19th century marked the transition of the Digital Revolution and movement into the Information Age when mechanical and analogue electronic technology moved to digital electronics, then to digital computers, and then digital record keeping. This created a knowledge-based society surrounded by a high-tech global economy that spans over its influence on manufacturing and the service sector to operate in an efficient and convenient way. The Information Age changed society and impacted it in several ways. It allowed individuals to explore interests as a consumer, look for lower costs, and buy direct from manufacturers. Also, it enabled globalization which greatly affected the workforce by displacing workers who performed easily automated tasks that computers could do quicker and more effectively. According to Thomas Friedman, travelling journalist, has said that technology has leveled the playing field around the world, creating a competition among Americans and just about anywhere.	There is no doubt that the world has been impacted greatly by technology, which has allowed us to access information. This now makes it pointless for teachers to have students memorize data that can easily be researched on a computer. It is crucial for educators to teach students to be resourceful to find information, analyze it, gain an understanding of it, synthesize it, and design or construct something from it. It is imperative that educators look at the skills of digital literacies as a tool for using in the classroom now, being career ready, and getting ahead in the workplace.	As teachers integrate technology into their curriculum, they must keep in mind that they should continue to evaluate the purpose of the lesson as well as the technology chosen to help reach learning goals. Technology can be used to gather information, collaborate ideas, present learning in a creative way, or spark inquiry, but teachers need to continue to focus on the purpose and relevance of technology chosen to implement. Keep in mind, we don’t want technology to distract from learning, but be used as a tool.	Integrating technology and promoting traditional literacies, along-side digital literacies will prove to prepare our students for the workplace. Along with reading, writing, speaking, and listening skills, students will be able to share their thinking, communicate in multiple ways, and work globally. Many companies are running more efficiently and cutting costs where it makes sense by hiring workers in foreign countries who are critical thinkers, highly skilled, and educated. With the use of technology, businesses are communicating using online and web-enabled platforms and project management systems. Regardless of geography or distance, technology is the common thread that flattens our globe. With these evolving practices in the workplace, teachers need to develop 21st century digital literate citizens.								

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MODULE 3 – DEVELOPING AN INQUIRY Over the years, developments and innovation led the country to make for a better life of its settlers. In the 16th century, the innovation of manufacturing products and goods were made with small simple tools within one’s own home. In the 18th century, Britain used bigger machines and created mills that used energy more effectively. It was also during the 18th century, that the New York Public School society was formed to provide education for poor children. Schools were organized in a monitorial system where advanced students and few adults taught hundreds of students at a time. These schools emphasized discipline and obedience, qualities that manufacturing factory owners wanted in their workers. The 19th century marked the transition of the Digital Revolution and movement into the Information Age when mechanical and analogue electronic technology moved to digital electronics, then to digital computers, and then digital record keeping. This created a knowledge-based society surrounded by a high-tech global economy that spans over its influence on manufacturing and the service sector to operate in an efficient and convenient way. The Information Age changed society and impacted it in several ways. It allowed individuals to explore interests as a consumer, look for lower costs, and buy direct from manufacturers. Also, it enabled globalization which greatly affected the workforce by displacing workers who performed easily automated tasks that computers could do quicker and more effectively. According to Thomas Friedman, travelling journalist, has said that technology has leveled the playing field around the world, creating a competition among Americans and just about anywhere.	There is no doubt that the world has been impacted greatly by technology, which has allowed us to access information. This now makes it pointless for teachers to have students memorize data that can easily be researched on a computer. It is crucial for educators to teach students to be resourceful to find information, analyze it, gain an understanding of it, synthesize it, and design or construct something from it. It is imperative that educators look at the skills of digital literacies as a tool for using in the classroom now, being career ready, and getting ahead in the workplace.	As teachers integrate technology into their curriculum, they must keep in mind that they should continue to evaluate the purpose of the lesson as well as the technology chosen to help reach learning goals. Technology can be used to gather information, collaborate ideas, present learning in a creative way, or spark inquiry, but teachers need to continue to focus on the purpose and relevance of technology chosen to implement. Keep in mind, we don’t want technology to distract from learning, but be used as a tool.	Integrating technology and promoting traditional literacies, along-side digital literacies will prove to prepare our students for the workplace. Along with reading, writing, speaking, and listening skills, students will be able to share their thinking, communicate in multiple ways, and work globally. Many companies are running more efficiently and cutting costs where it makes sense by hiring workers in foreign countries who are critical thinkers, highly skilled, and educated. With the use of technology, businesses are communicating using online and web-enabled platforms and project management systems. Regardless of geography or distance, technology is the common thread that flattens our globe. With these evolving practices in the workplace, teachers need to develop 21st century digital literate citizens.								

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Module 2: Selecting tech tools using TPACK

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Module 2: Selecting tech tools using TPACK

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TC Module 2 Developing An Inquiry: TPACK 

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Integrating the TPack Model into Instruction

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Integrating the TPack Model into Instruction

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TEACHERS COLLEGE MODULE 2 – DEVELOPING AN INQUIRY PART 2

January 14, 2021

I would like to encourage students to use FlipGrid regularly and successfully to practice using the English language to express thoughts, ideas, and reflections.

I am working on developing lesson plans that integrate more technology in an intentional and purposeful way for my students. I believe it’s important for my students to understand why they are using a specific tool for each lesson and how using the technology tool will benefit their learning in a meaningful way.

When teaching students something new, I provide an overview of what we are doing, provide a video for students to hear and see what we are doing, and provide time for students to explore. My plan is to use Google Slides to explain to students what FlipGrid is, the purpose of using it and the primary functions of it. I will follow up with a video that shows an actual student using FlipGrid. Students will watch and listen to this presentation on the classroom large screen. After this short presentation, students will have time to ask questions. Time will also be given for students to explore FlipGrid on their one-to-one iPads. I will have a prompt ready for them to respond to, and students will be asked to respond using FlipGrid.
After exploration time has passed, students will also respond to a “practice” prompt. In addition, students will share with what they liked about using the app and any findings that they learned while exploring.

TK: Students have access to iPads (one-to one). Having time to explore and learn how to use FlipGrid will allow students to practice their speaking, listening, and conversational skills. Students will be asked to also watch/listen to their peer responses and to provide feedback or thoughts. This tool is simple to use, engaging, and user-friendly.

PK: Teaching the English language to immigrants can be done in a variety of ways. However, I believe that when students can hear it, try it, and use it, helps to develop students’ use of conversational skills and their confidence to interact with others. Many English Language Learner teachers use different tools in developing language: students watch videos, listen to conversations, drill with flashcards to learn vocabulary, and read books, but by using FlipGrid, it adds another tool to the library to allow students to respond and engage with themselves and others. Students will have a chance to absorb content, have think time, and use FlipGrid to respond using content we are learning and with their own words. I hope that using FlipGrid will allow students who are shyer and don’t like to speak up in class, will find this as a useful tool to share their important voice.

CK: FlipGrid will be used to practice speaking and listening to English for conversational use. After getting comfortable with using FlipGrid to respond to a prompt, students will be encouraged to create their own “conversations” or prompts for their peers to respond to.

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S. Shey

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FIRST GRADE'S READING CLASS: Taking Flight With Tech!

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TC Module 4, Digital Literacy Survey. NAME: Shey, Sarah. Google forms. Jan. 19, 2021. For 1st graders (with help from their teachers or caregivers).

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Literacy in the past has been defined as the idea and the ability to read and write. However, with new media being created and ways of information available at our fingertips, the definition of literacy continues to evolve. Educators have the challenging task of making sure their students are literate, with the ability to effectively find, identify, evaluate, and use information through traditional print and online sources.

Teachers should not prioritize traditional literacies above the use of technology and tools in the classroom. Both skills are necessary to develop a whole child that can live, learn, and work in a society where they need to be effective communicators. More importantly, students must understand the limitations and dangers of using technology, while being able to use it responsibly to create, share, and use information in a useful way.

Using technology in the classroom is not a distraction from traditional tools to learn. They both develop important literacy skills such as comprehension, interdependence, social factors, and curation. Students must be able to utilize technology and make sense of digital media they access by making meaningful connections, curate patterns, and analyze information. Secondly, students should be able to use traditional and technology tools to be able to understand the connections to the real world and online world. They are interdependent in creating a whole picture and story for people to fully understand a variety of perspectives, experiences, and events. Traditional and nontraditional forms of media sources should supplement one another. Third, with information easily accessible and publishing being simpler to a larger audience, students must know how to create and source information for sharing, storing, and repackaging. Lastly, students must learn how to curate information to be able to categorize and save for a time when they need to access it, short of long-term. Curation of information helps students to organize meaningful content. This information may be stored until a time when it is needed.

As you can see, literacy and digital literacy goes hand in hand. Digital literacy enhances the 21st century student to be able to use their literacy skills and take it up a notch by using technology to be ready to live, learn, and work in the 21st century society. Technology is used as a tool to enhance our life to be effective communicators, understand information for a variety of perspectives and experiences, and knowledge creators. It is important that educators focus on developing literacy and digital literacy to nurture whole citizens that will be prepared for the digital and physical world as they co-exist in society.

Thank you for your time and consideration of my perspective that it is important to develop literate and digital literate students in our classrooms.

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Teachers College Module 2- Developing and Inquiry- Part ll
A.) I first chose a subject and unit and then thought about a specific lesson. I decided to focus on Social Studies as I am still building out the units of study. Our Identity unit is coming up, and I have been thinking about ways to incorporate technology into this unit. I also wanted the use of technology to include collaboration among students. It was important to keep this in mind when choosing the lesson and tool.The culminating project for this unit includes: students working in teams engaging in discussions around toy marketing, focusing on gender stereotypes, students designing a toy store organized by categories other than gender and one that is welcoming to all children, students creating a map of their toy store.
Next, I thought about the available technology, and I decided to use iPads. We have one-to- one iPads at my school, and so it is tool my students are most familiar with, have accesses to, and we have established agreements around.
Lastly, I thought about the app or website I wanted to incorporate. I wanted to try something new, and after reading the examples provided in Module 2 and researching a bit, I decided to go with Explain Everything. I chose Explain Everything primarily because it allows students to work collaboratively while allowing them to use drawings, images, voice, text, and video. There are many functions of Explain Everything that my students most likely will not use, but I like the idea of being about to build on their experience and introduce other pieces later in the year. With this tool I can scaffold parts of this activity for my students and I can also make modifications for groups, if needed.
B.) Technological Knowledge: I took into account the accessibility of digital tools available to students, and I also chose a tool we are all familiar with and feel comfortable with. This was important as we will be using a new platform. I have familiarized myself quite a bit with Explain Everything, and will continue to work with the platform before introducing it to my students.
Content Knowledge: I chose a unit which I feel comfortable teaching and have great recourses for in Welcoming Schools.
Pedagogical Knowledge: I chose the use of iPads because my students have all experienced some degree of success using them and all my students have a good comfort level with iPads. At times, some of my students can disengage when using iPads, but I think the added element of group work will help all students remain engaged. Explain Everything allows students to use different mediums to communicate information and offers many options for teacher scaffolding and modifications as needed (e.g. students brainstorm ideas vs students fill in map vs students create own map).

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Exit Slip

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Matthee M4 Digital Learning Survey - Google Forms

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Magazine Cover Melissa Polansky 09_14_2020-3(1)

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Powtoon's: An Ideal Lesson in Fostering Digital Literacy, Module 3

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Powtoon's: An Ideal Lesson in Fostering Digital Literacy, Module 3

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https://www.powtoon.com/s/dSdivnEsy2a/1/m

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“Digital or Traditional Literacies? - Teachers Need to Teach Both”

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Digital Literacy Survey

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TPack Framework thinking about Quizlet

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Teachers College Module 3 - Developing an Inquiry