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Connect with me:

*Professional Twitter*

@Wilkes_learner

*Classroom Twitter*

@Smith_ja209

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Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Portland, ME: Stenhouse Publishers.

Note: This is a picture of the textbook that was used for the weekly discussions/reflections. Specific chapters and readings are highlighted throughout this Padlet.

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Unit 1: Discussion

Significance:

Diana Neebe and Jen Roberts (2015) clarify and explain the functionality of 1:1 in all classroom environments throughout chapter 1 in the book, Power Up: Making the Shift to 1:1 Teaching and Learning. Chapter 1 provides research, support, and tips for all educators that are transitioning to 1:1 to ensure that digital anxiety is reduced to create a more student-centric learning environment. Neebe & Roberts (2015) stress the importance of 1:1, how to begin 1:1, and emphasize the extended process that could take 3-5 years to make the finalized transition. This chapter 1 reflection guided me to understand that all 1:1 initiatives are a progression and should be taken one step at a time and it is important to set both short term and long term goals for success.

Ideas:

1. Educators will understand that 1:1 initiatives take time to fully transition and implement regardless of grade, content, or setting.

2. Educators will establish both short term and long term goals when implementing 1:1 in the classroom to assist in eliminating digital anxiety.

3. Educators will feel more confident knowing that 1:1 initiatives require research, support, time, as well as collaboration to ensure a smooth transition to 1:1.

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Unit 1:

Significance:

This matrix introduces the four pedagogical technology models of SAMR, TPACK, TECH and the Balanced EdTech Integration. Each model has its own unique breakdown and framework for implementing and integrating technology in education. Each model supports higher order thinking as well as 21st century skills and encourages students to engage and interact through Web 2.0 tools. These four unique pedagogies allow students to manipulate, investigate, and engage while in a student-centric learning environment based upon students' academic and developmental needs.

Ideas:

1. Educators will learn four new technological pedagogical models.

2. Educators will evaluate the best technological pedagogy model to implement in their classroom based upon each models learning progression, authentic/active learning experiences, asynchronous learning experiences, and higher order thinking experiences.

3. Educators will support students using one of the four technological pedagogy models while building upon students 21st century skills.

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Unit 1:

Significance:

This reflection directly connects to the created matrix which discusses and introduces the four pedagogical technology models to support the integration of technology in education. My reflection discusses the direct uses and accommodations of each model in my newly 1:1 third grade classroom. The reflection discusses my personal opinions on each models unique learning progression and the challenges to implement certain features within my classroom. This reflection helped me analyze each models framework and progression to determine that the TECH model will fully support my students’ needs to successfully prepare them for lifelong learning.

Ideas:

1. Educators will observe my personal opinion on the breakdown of each model and how I will successfully introduce it within my classroom.

2. Educators will identify the components and framework of each model to ensure success for students through each individual progression.

3. Educators will review how each model supports differentiation, scaffolding, and higher order thinking.

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Unit 2: Part 1 Discussion

Significance:

This reflection highlights chapters 2, 3, and 4 in the book Power Up: Making the Shift to 1:1 Teaching and Learning written by Diana Neebe and Jen Roberts in 2015. Chapter 2 focuses on workflow and defines communication. It stresses the importance of digital citizenship, monitoring students, and pacing when implementing 1:1. In my opinion shared in this reflection, digital citizenship will need to be discussed more in my classroom environment but once emphasized and spoken of daily, I believe that it can transform student learning and my overall teaching. Chapter 3 defines and focuses on student engagement. Diana Neebe and Jen Roberts (2015) share 5 tools that they use to increase student engagement. The five tools are backchanneling, online discussion boards, polling and data collection, interactive feedback systems, and educational games. (Neebe & Roberts, 2015, p. 46-53). In this reflection I discuss how I implement interactive feedback systems to increase student engagement and improve my overall teaching to ensure all students’ academic needs are addressed. Chapter 4 defines and focuses on collaboration between students and colleagues. In this reflection I share how my colleagues and I collaborate using Google Drive to share, inform, and discuss upcoming lessons and student behavior so that we are constantly digitally connected and informed.

Ideas:

1. Educators will evaluate the importance of educating students on digital citizenship but will also anticipate their potential shifts and analyze how it can enhance teaching and learning in the classroom.

2. Educators will observe the tool, interactive feedback systems and how I implement it to increase student engagement but will implement a new tool of their choice discussed in chapter 3 to increase student interactions and engagement in their classroom.

3. Educators will determine how they can collaborate virtually using digital tools with their colleagues to create a more interconnected classroom, grade-level, and school.

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Unit 2:

Significance:

This assignment highlights the importance and need for student-centric learning environments. Student-centric learning environments encourage students to collaborate, use higher order thinking skills to solve real-world problems, as well as engage and connect through differentiated yet interdisciplinary curriculum. Redesigning learning spaces empowers students to value their thoughts and creativity to adapt to future career expectations and lifelong learning.

Ideas:

1. Educators will understand the importance of redesigning learning spaces to support hands-on engagement and collaboration.

2. Educators will observe their current classroom structure and set goals on how to redesign the classroom to further engage students in real-world problem solving through interdisciplinary collaboration.

3. Educators will redesign their learning environment to be flexible, inclusive, and interactive.

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Unit 2:

Significance:

Using the 2017 Horizon Report the 6 topics of Makerspaces, Robotics, Analytics Technology, Virtual Reality, Artificial Intelligence, and Internet of Things are discussed and highlighted. Each topic has current and updated websites to encourage educators to introduce, implement, and inspire young minds to use higher order thinking skills within the everyday classroom structure. The updated websites provide valuable and persuasive research that emphasizes the importance of implementation of all 6 topics within the classroom environment.

Ideas:

1. Educators will guide students to inquiry using the updated websites directly pertaining to the 6 topics featured within the Horizon Report.

2. Educators will create innovative and interactive lessons using the updated websites.

3. Educators will support student interaction by constructing and implementing the 6 topics by using the advice and support given by each website to ensure a budget-friendly, parent-supported, and developmentally appropriate environment.

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Unit 3: Part 2 Discussion

Significance:

This reflection highlights chapters 5, 6, and 7 in the book Power Up: Making the Shift to 1:1 Teaching and Learning written by Diana Neebe and Jen Roberts in 2015. Chapter 5 defines and focuses on audience and how to share work with a larger audience rather than just the teacher. However, this presents privacy concerns in all classrooms but as stated in this reflection, I believe after reviewing my districts new privacy rules and regulations I will be able to continue allowing students to share their work digitally. Chapter 6 defines and focuses on differentiation. Diana Neebe and Jen Roberts (2015) share how to differentiate curriculum to meet the needs of all students, especially when in a 1:1 classroom environment. However, in this reflection I state the challenges that may still occur when creating digital lessons that meets the needs of all learners. Chapter 7 defines and focuses on feedback. Diana Neebe and Jen Roberts (2015) discuss feedback and share the 6 strategies to build stronger feedback in the classroom. The 6 strategies are instant feedback, peer feedback, global feedback, frequent feedback, audio feedback, and reflecting on feedback (Neebe & Roberts, 2015, p.127-140). In this reflection I highlight upon how I can use frequent feedback on assessments to ensure students have the opportunity to observe their mistakes on pre-assessments to later demonstrate their knowledge on post-assessments which will allow students to monitor their academic achievement.

Ideas:

1. Educators will observe my districts permissions to share student work to a larger audience but will review their districts privacy rules and will assign a writing assignment that is shared with an audience beyond the classroom.

2. Educators will read my personal opinions on the challenges that may still occur with differentiating curriculum when in a 1:1 classroom and will identify their challenges and find a solution to help eliminate their challenges by researching to ensure all students needs are met and addressed.

3. Educators will review how I will use frequent feedback in the classroom but ultimately will determine and implement the best feedback approach to use with their students in their daily classroom environment.

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Churches, A. (2008). Bloom’s digital taxonomy [PDF file]. Retrieved from https://live.wilkes.edu/d2l/le/content/259089/viewContent/2852478/View

Note: This link is to share with educators the Bloom's Digital Taxonomy in connection to the assignment listed below, Digital Taxonomy. Please read the significance in the following post to learn more about this educational model.

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Unit 3:

Significance:

Bloom’s Revised Taxonomy has been implemented in classrooms to increase student engagement, build upon higher order thinking skills, find solutions to real-world problems, and construct a more differentiated learning approach. However, with the digital era becoming more interconnected, Bloom’s Revised Taxonomy has now transformed into Bloom’s Digital Taxonomy focusing on lower order thinking skills and higher order thinking skills through technology. The subcategories have remained the same of remembering, understanding, applying, analyzing, evaluating, and creating. However, the suggestions and tasks to progress through each subcategory was digitally revised. Each subcategory expresses digital tools and processes such as bookmarking a page to constructing a script for a podcast which will ensure students are continuously and digitally building upon their skills. My reflection focuses on how I can use Bloom’s Digital Taxonomy within my newly implemented 1:1 classroom. Despite technology being ever-changing, Bloom’s Digital Taxonomy will ensure that students will be prepared for future learning, career expectations, and lifelong learning because they will have progressed through each subcategory to demonstrate their knowledge to complete a task.

Ideas:

1. Educators will review the similarities and differences between Bloom’s Revised Taxonomy and Bloom’s Digital Taxonomy to determine how they could implement Bloom’s Digital Taxonomy into their classroom environment.

2. Educators will observe and implement each subcategories suggestions to ensure students are digitally progressing from lower order digital skills to higher order digital skills to prepare students for lifelong learning.

3. Educators will share the Bloom’s Digital Taxonomy with fellow educators and administration to ensure that all 1:1 classrooms are setting the framework for higher order thinking skills to prepare students for future success which will reduce digital achievement gaps.

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Unit 3:

Significance:

Sketchnoting provides a unique experience to take notes digitally that focuses solely on the main ideas and takeaways. Sketchnoting is for visual learners to help remember the key information. Sketchnoting is traditionally for the creator's eyes only but it can be used to share information with others as sketchnotes are used to quickly illustrate and share the information presented throughout the audio or video experience. My sketchnote shows my notes from the Matt Cutt’s TED Talk video, Try Something New in 30 Days. Sketchnoting provides a unique experience for all learners to demonstrate their knowledge on a specific topic.

Ideas:

1. Educators will review my created sketchnote to gather the main idea and determine one thing that they would like to try in 30 days.

2. Educators will construct a sketchnote that highlights a video that features a new technology approach or educational platform that they can share professionally with their colleagues on simple tips, the use, and curriculum connections.

3. Educators will assign students to create a sketchnote that highlights a teacher chosen video. That will allow educators to observe students take-aways, the main idea, and their overall understanding of the topic.

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Unit 4: Discussion

Significance:

This reflection highlights chapter 9 in the book Power Up: Making the Shift to 1:1 Teaching and Learning written by Diana Neebe and Jen Roberts in 2015. Diana Neebe and Jen Roberts (2015) define and focus on time in chapter 9. Chapter 9 discussed how to hold students accountable at home, make the most of classroom time, and explained blended learning. However, in my reflection, I focus upon what I would do if I was not constrained on time. I feel that if I was not constrained on time I would be able to successfully digitally differentiate all lessons to meet the direct needs of each student. Chapter 9 emphasized the importance of time management and blended learning to meet the needs of all students' academic and developmental needs.

Ideas:

1. Educators will review my personal goal if time was not constricted and will analyze their classroom environment to observe what they would do if their time was not constricted.

2. Educators will evaluate and research blended learning to determine if it would be beneficial and appropriate to use within their classroom environment.

3. Educators will share the importance of blended learning and construct a timeline on how and when to begin implementing it within their classroom to ensure time is not constricted as often.

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Unit 4: Understanding

Significance:

Feedly is an online aggregator that shares blogs for all users on various topics. Feedly can be used specifically in classrooms as it presents educators with countless topics, tools, and suggestions on classroom practices, educational platforms, and the integration of Web 2.0 tools. Feedly allows blogs to be shared virtually with fellow educators or students. My Feedly account is compiled with blogs that are suitable for my third grade learners. I have two categories to build upon my knowledge on 1:1 with Web 2.0 tools and 21st century learning. As stated in my reflection, I feel that Feedly is not user-friendly for all grades but I do find it important for all educators to collaborate with to understand new approaches, Web 2.0 tools, and build upon curriculum connections. Feedly is a valuable tool that engages, informs, and connects various topics to all readers to create a connected, integrated, and continuously learning classroom.

Ideas:

1. Educators will create a Feedly, subscribe to educational blogs, and categorize blogs for easy referral.

2. Educators will share Feedly resources and blogs with fellow educators.

3. Educators will determine the role of Feedly in their classroom and will allow students to use Feedly for inquiry if developmentally appropriate.

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Unit 4: Applying

Significance:

Constructing a floorplan allows educators to visualize the current classroom structure to successfully reimagine and redesign the classroom environment to support student learning. Constructing a floorplan presents educators with the ability to instruct their curriculum as well as ensure students have ample ability to communicate, collaborate, and interact in hands-on activities to solve real-world problems within the curriculum. Using Web 2.0 tools to construct a floorplan and rubric that highlights grade level specific measurement standards presents educators with new activities to further engage students to prepare students for future expectations and lifelong learning.

Ideas:

1. Educators will measure their classroom and observe the current arrangement to note which classroom areas are designed to support all students’ needs.

2. Educators will observe their classroom to effectively redesign to create a student-centric learning environment.

3. Educators will require students to manipulate the Web 2.0 tool to recreate the classroom in 2D and 3D and will assess students using the teacher created rubric that directly mirrors grade level specific measurement standards.

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Unit 5: Discussion

Significance:

Diana Neebe and Jen Roberts (2015) define creativity and express the importance of implementing opportunities for students to be creative and innovative throughout chapter 8 in Power Up: Making the Shift to 1:1 Teaching and Learning. Chapter 8 focuses on how to inspire the next generation on how to be creative and innovative to ensure each student is prepared for their future expectations and lifelong learning. However, this reflection focuses on the steps required to implement an innovation assignment known as design thinking and which steps would be easily implemented in my current classroom. My current classroom has a structured curriculum that at times hinders student innovation. I can easily leverage step 1: empathize, step 2: define, and step 3: ideate with my structured curriculum but I offer ideas on how I can implement step 4: prototype and step 5: test. Chapter 8 presents educators with steps on how to implement design thinking in the classroom to ensure student success and preparation for career expectations and lifelong learning.

Ideas:

1. Educators will evaluate their current educational setting and observe the design thinking steps to determine which steps can be easily leveraged and which ones might cause a roadblock.

2. Educators will observe my opinions regarding the roadblocks and read my suggestions to find a solution to help them determine a solution to their roadblocks to ensure innovation is implemented in all classrooms.

3. Educators will feel confident in implementing design thinking opportunities in the classroom to prepare students for future career expectations and lifelong learning.

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Unit 5:

Significance:

Infographics present information for organizations and occupations to share meaningful data using short phrases, bold colors, and images to leave a lasting impression on its audience. The infographic I created featured the scores from the 2014 Technology and Engineering Literacy Assessment taken by 21,500 eighth grade students. The data is alarming and it inspired me to ensure my students have opportunities to enrich their knowledge on technology. I featured the results of the subcategories of technological knowledge, technology and society, and designs and systems because I feel all students should have the opportunity to learn about technology in school, build upon their knowledge of inventions that changed the way people live, and have the ability to test their solution to a problem. Infographics can be implemented for all organizations and occupations to share influential data that holds the attention of the audience to change their perspectives.

Ideas:

1. Educators will use the data presented in the infographic to educate others on the alarming results of the Technology and Engineering Literacy Assessment to reduce the technological achievement gaps among eight grade students.

2. Educators will create an infographic to share their students’ percentages with their district administration, fellow educators, and parents to track student opportunities and knowledge in the subcategories of technological knowledge, technology and society, and designs and systems.

3. Educators will enhance measurement and data mathematics standards by assigning students to create an infographic that demonstrates the data students collected and analyzed using the Web 2.0 tool of their choice.

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Unit 5:

Significance:

Creating and implementing podcasts can engage, inform, and inspire all levels and ages of learners on various topics. Podcasts have the ability to transform learning for audio learners which builds upon knowledge and supports creativity. My podcast informs listeners on how to use the user-friendly and free assessment tool, Flipgrid. My podcast encourages educators on how to implement Flipgrid to empower students’ voices regardless of age or content. Podcasts supports higher order thinking as it requires the author to evaluate how to share meaningful information in a fluent manner and requires the listeners to analyze the content being introduced to make connections.

Ideas:

1. Educators will learn more about Flipgrid and feel confident using Flipgrid as an assessment tool for their specific classroom curriculum to empower all students voices.

2. Educators will construct and implement a podcast based upon their specific grade level standards or curriculum using the user-friendly and free Web 2.0 tool, Anchor.fm.

3. Educators will assign students to construct a podcast which will allow educators to evaluate student knowledge and understanding of a topic.

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Unit 6: Discussion

Significance:

Diana Neebe and Jen Roberts (2015) define the word connection and share how to make connections with educators that reside nationally and internationally with the assistance of social media, specifically through Twitter. Chapter 10 in the book, Power Up: Making the Shift to 1:1 Teaching and Learning focuses on sharing practical ideas on how to begin becoming interconnected, how to network, and how to progress through the five stages of joining a conversation with fellow educators using Twitter. This reflection discusses how I use Twitter for professional learning, my concerns of using Twitter as a classroom platform, and the questions I would like to ask fellow educators. Chapter 10 was a fantastic conclusion on how to successfully begin implementing 1:1 into all classroom environments to ensure student success through higher order thinking.

Ideas:

1. Educators will read and review how to network and understand the importance of networking to meet professional and classroom goals, to ask questions, and to share creative lessons.

2. Educators will reflect upon how they use Twitter for professional development, their personal concerns, and will ask a wider network how to resolve a classroom challenge.

3. Educators will feel confident when connecting with professionals to make connections to build upon curriculum, learn new educational practices and ideas, as well as interact with technology organizations to utilize their Web 2.0 tools.

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Unit 6:

Significance:

Digital storytelling engages students in an informative and narrative learning experience using images and videos. Digital storytelling can be successfully implemented in any classroom setting or curriculum concept, topic, or skill. Educators can assign students to construct their own digital story to build upon public speaking expectations and standards. Adobe Spark allows educators and students to seamlessly construct a basic digital story to focus on the style, conventions, and content of the overall story rather than the features.

Ideas:

1. Educators will engage students in curriculum expectations and requirements using digital storytelling by using the user-friendly and free application, Adobe Spark.

2. Educators will use digital storytelling to prepare students for future success and lifelong learning through teacher created stories as well as student created stories to ensure students are organizing their thoughts, conducting meaningful research, sharing their knowledge, and meeting grade level speaking standards or expectations.

3. Educators will require students to share their knowledge for a final product assignment using digital storytelling.

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Unit 6: Social Media Assignment & Discussion

Significance:

Social media allows individuals to instantly become interconnected. Each day, there are a multitude of Twitter chats pertaining to everyone’s interests to communicate, interact, and engage with individuals from around the world. Educators can use Twitter to creatively build upon ideas, strengthen student knowledge, and construct a learning environment suitable for all students needs. The Twitter chat I attended empowered and inspired me to implement my previously implemented gamification lessons in conjunction to the daily structured curriculum to further engage students to make and confirm connections.

Ideas:

1. Educators will follow and interact with fellow educators, curriculum developers, and technology organizations to collaborate on how to differentiate, scaffold, and incorporate ideas into the daily classroom environment.

2. Educators will engage in a Twitter chat that pertains to their unique learning environment.

3. Educators will complete required professional development hours by engaging and collaborating through social media, especially Twitter, to transform and empower students in a 1:1, student-centric learning environment.