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Nearly all of my program, from my courses to student teaching experiences, took place in my bedroom in front of a computer screen. This time has given me the unique opportunity to understand what it feels like to be both a student and teacher in an online learning environment, and I’m leaving with a great deal of gratitude for the technological resources that have empowered me to become a more resilient and capable educator.

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The role of technology in my teaching cannot be overstated; the success of myself and my students depended on the technology we used to make learning more engaging and accessible during this unique time. My student teaching over Zoom in an under-resourced school district also gave me a front row seat to the deep inequities in technology access that exist in the United States.

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Spires et al. (2019) explains that research from the U.S. has “shown that students from underprivileged schools spent less time using ICTs even though the amount of computers and broadband width were similar across schools” (p. 2239).

On almost an hourly basis, I saw this inequity manifest through broken Chromebooks, poorly-allocated WiFi devices, limited digital literacy understanding from families, and frustration from every member of the school community.

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I believe that a classroom that has effectively integrated technology empowers students to use technology to further their interaction with knowledge and the world around them. Using technology as a stepping stone to create more lasting and impactful learning experiences is my ultimate goal as an educator.

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Spires et al. (2019) separates digital literacy into three distinct categories including “(a) locating and consuming digital content, (b) creating digital content, and (c) communicating digital content” (p. 2235). In my teaching, I hope to challenge my students to become confident users of technology who are comfortable navigating these different aspects of digital literacy.

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Students should be able to navigate technology responsibly and safely, effectively becoming “digital citizens” that are able to make informed online choices (Spires et al., 2019, p. 2235). Through repetition in technology based assignments and participation in school-based online spaces, I hope to create supportive digital environments where my students feel comfortable enough to lean into their curiosity and creativity.

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How to Teach Digital Citizenship Skills with BrainPOP

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I plan to do this through explicit instruction and modeling through my own actions how to maneuver online spaces, critically read and analyze content, and contribute in positive and constructive ways.

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This fall, I plan to be extremely intentional about when I choose to incorporate technology into my instruction and classroom routines. Ideally, technology will be used in my classroom to introduce or reinforce knowledge, encourage students to elaborate on their thinking, allow space to interact with individuals that agree or disagree, and demonstrate learning in unique and engaging ways.

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An idea introduced by Knobel and Lankshear (2014) as the “meaning-making practices [that] are evolving under contemporary conditions that include, but are in no way limited to, technological changes associated with the rise and proliferation of digital electronics” (p. 97).  I began interacting with new literacies during my time in middle school after becoming an avid blogger and consumer on the platform Tumblr.

Knobel and Lankshear (2014) argue that platforms that allow participants to blog, write fanfics, play collective games, edit videos, and more are powerful tools because of their “participatory, collaborative, distributed, less ‘published, less ‘author- centric,’ and less ‘individual’” nature (p. 98).

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In my own classroom, I would love to recreate the same feelings of belonging and group-ownership that I experienced  as a middle school student who blogged without the sometimes negative and overly mature environment that I was exposed to. In my experience, tools like Google Docs, Padlet, Classkick, and Voicethread can safely allow for some of these elements while empowering students to practice strategies including giving specific and sincere feedback, conversing with one another in a desired language, and synthesizing information.

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I am extremely inspired by the call to action from Shelton et al. (2020) to commit to critical humanizing pedagogies in the classroom through the use of online assessments that focus on “assessing for meaning, connecting to social realities, and engaging in multimodal learning” (p. 126). Assessments so often exclude the unique identities and variability present in our students, and the use of technology and its adaptiveness can help us to challenge these exclusionary assessment practices.

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3 Minutes Body Scan Meditation - Mindfulness For Kids And Adults

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I aspire to create online assessments that offer opportunities for direct and sincere feedback from teachers/peers/self, reflect and sustain students’ identities, and leverage “multiple modalities spanning the individual collective passions, interests, and experiences” (Shelton et al., 2020, p. 126).

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Knobel, M. & Lankshear, C. (2014). Studying new literacies. Journal of Adolescent & Adult Literacy, 58(2), 91-101. https://doi.org/10.1002/jaal.314

Shelton, C., Aguilera, E., Gleason, B., Mehta, R. (2020). Resisting dehumanizing assessments: Enacting critical humanizing pedagogies in online teacher education. In R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza  (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. (pp. 125-128). AACE-Association for the Advancement of Computing in Education.

Spires, H. A., Paul, C. M., & Kerkhoff, S. N. (2019). Digital literacy for the 21st century. In D.B.A. Mehdi Khosrow-Pour (Ed.), Encyclopedia of information science and technology. (4th ed., pp. 2235-2242). IGI Global.

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APA 7th Edition: Creating APA Reference Entries | Scribbr 🎓

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Create a new survey on your own or with others at the same time. Choose from a variety of survey types and analyze results in Google Forms. Free from Google.

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Lara Andree and Kate Achter- Lessons learned from  Redesign and Implementation

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If-Then Genre Interactive Google Slides Story 

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If-Then Genre Interactive Google Slides Story 