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What can teachers do in the classroom to help students navigate online spaces more effectively?

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What can teachers do in the classroom to help students navigate online spaces more effectively?

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1. I think that teaching students internet safety should come first, before trying to research. I think students should learn which web domains will have more credible information, and which web domains won't.

2. Kind of branching off of my first response, I think providing students with a information platform they can search is a good place to start. A database like Gale, Britannica, or the Library of Congress is a good place to find quality sources and information. These databases do a good job at searching by keywords, which is a good way to help the students use critical thinking skills to find their information.

3. Another important thing is that students can search the internet and databases responsibly. The book suggested having a partner that can help them stay on task, but I think it would be a good idea to start in groups of four, and as the students get more comfortable they can start researching individual topics.

4. The book mentions the use of AI in finding information. I think that AI can have uses in the classroom, but not with research. It doesn't help the students gain more research skills or experience if they aren't actually doing the research themselves.

5. The book also mentions using graphic organizers to organize your online information, or brainstorm ideas. I had assignments where we have to use graphic organizers and make mind maps. As someone who doesn't do good with art and isn't creative on paper, it is not my preferred method of organizing information. Some students prefer it because they can make things colorful and pretty.

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

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

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I think students struggle on finding good information because most students aren't taught how to find good information. In my personal experience I have had research projects and the only criteria the teacher gives is to not use Wikipedia. Also, most schools have lessons on how to research, but they are optional. In my High School it was taught through Library workshops. I think since information literacy and research strategies aren't taught in schools, students aren't able to do their best work. I think that research strategies should be built into class curriculum.

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 CHAPTER 2: What Types of Content are typically shared with students? How do teachers distribute that content? (Questions 1 and 3)

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 CHAPTER 2: What Types of Content are typically shared with students? How do teachers distribute that content? (Questions 1 and 3)

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1. Most of the content that is shared with students in classrooms include Videos, Presentations, Audio, Text, Images, and Files.

2. Teachers use a lot of different ways to distribute media. For example, we get access to a lot of our learning materials through Canvas. In the past my teachers have also used schoology. When I communicate and give information to students I have taught, I like to give details through email. I will also create a google drive folder where students can go back and reference videos of combinations that were done in class so they can either learn them if they were absent or practice them in their free time. It is also a good way to have the students watch the videos to see how they are dancing, and possibly post them for social media marketing.

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CHAPTER 2: How to handpick resources that are just right for students.

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CHAPTER 2: How to handpick resources that are just right for students.

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According to the book, there are several key factors to think about when selecting good content for students.

Choose resources that align with the students learning goals. You need to choose resources that cater to your students background knowledge on a subject. You can provide sources with a little extra information that you won't have time to cover in class. Also make sure that it is something that the student shows interest in.

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Chapter 3: How do you currently use Generative AI?

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Chapter 3: How do you currently use Generative AI?

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I currently don't use any generative AI and I have not in the past. I prefer doing things myself. I think AI provides an avenue for not doing the work for yourself and I prefer to do things for myself. Also, as an artist, I am just not a fan of AI at all.

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Chapter 3: What Goals can Generative AI help you help you support?

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Chapter 3: What Goals can Generative AI help you help you support?

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According to the Book some things Generative AI can do are:

Create Images

Organize Information

Create Review Materials

Generate Questions

Create Presentations

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

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

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I have never used AI, so I do not have a perfect answer, but I imagine there are some things you can do. I think that if you are extremely specific, you can get the response you want. I also think you have to try a few times with suggestions to maybe fix the old response.

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Chapter 4: How can you tell if a piece of content is authentic and High Quality?

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Chapter 4: How can you tell if a piece of content is authentic and High Quality?

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You can tell if a piece of content is authentic and High quality by looking at it closely. Most of the time, if it isn't good quality you will be able to tell. Easiest signs to tell if it is good quality are as follows:

Does the sound math up?

The information Sounds Correct

The images or how it looks does not look believable.

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Chapter 4: In what ways can you incorporate digital citizenship in conversations about AI in the classroom?

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Chapter 4: In what ways can you incorporate digital citizenship in conversations about AI in the classroom?

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I think that talking about safe and responsible usage of AI with students is already a way to incorporate digital citizenship in the classroom. I think having students practice finding reliable sources with AI is also a good way to practice digital citizenship.

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Chapter 4: How do you currently talk about content attribution with peers and teachers?

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Chapter 4: How do you currently talk about content attribution with peers and teachers?

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Most of the time teachers will require a bibliography so we can show the sources we got our information or content from. I feel like this is a form of content attribution that is prevalent in classrooms today.

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Chapter 5: What role does empathy play in students' use of digital resources?

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Chapter 5: What role does empathy play in students' use of digital resources?

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Digital tools can help students build empathy through many different means. It helps students access information, build connections, and reflect on their growth. Many people can use resources such as digital books, videos, documentaries, and podcasts to connect with people. Sometimes experiencing media through reading, watching, or listening can help people view things from a different angle.

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Chapter 5: How can you use different technologies to help students explore a space?

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Chapter 5: How can you use different technologies to help students explore a space?

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One example that was listed in the textbook was Virtual Reality and I found that really interesting. I think the idea of virtual reality is really cool, and it kind of allows you to explore something new. I think that one cool way Virtual Reality can be used in a classroom might be during a history lesson. I think having settlements and landscapes we talk about in class in VR can help students imagine the setting of a certain time period. I think that Virtual Reality in the classroom is something that should be explored more.

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Chapter 5: In what ways do you or can you use technology to spark student learning?

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Chapter 5: In what ways do you or can you use technology to spark student learning?

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I think research projects are a really good way to spark student learning because it allows the student to find information and practice using technological literacy skills on a topic that they are interested in. I also remember one way that I would be interested in class was using things like Kahoot, Quizlet Live, Blooket, and learning games like that. I think that those are good tools to have the class be engaged in learning.

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Chapter 6: What types of collaboration do students currently participate in?

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Chapter 6: What types of collaboration do students currently participate in?

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Students collaborate in many ways in the classroom. Students work together on different group projects, Students have discussions about the topics they are learning about, and students provide feedback to other students.

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Chapter 6: What do synchronous and asynchronous collaboration look like in action?

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Chapter 6: What do synchronous and asynchronous collaboration look like in action?

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Synchronous collaboration is basically any time of collaboration happening in real time in the classroom. Asynchronous collaboration is like if a student is doing a homework assignment, or a class where you can decide when to do something in a certain time frame that best suits your needs.

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Chapter 6: How can you use the "value-adds" technology provides to support student feedback? 

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Chapter 6: How can you use the "value-adds" technology provides to support student feedback? 

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You can comment on peoples submissions and give feedback on what you liked or disliked about their submission. This happens in this class a lot.

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Me

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1. When making my item, I was tinkering, seeking resources, Hack and Repurpose, and simplified my product.

2. I practiced Tinkering by making my item, I was seeking resources when trying to decide what I wanted to make, I had to hack and repurpose the handles on my pot, to make sure they looked similar and wouldn't fall off, and I simplified my product to finish it in time.

3. The Playdough handles hardened then fell off later that evening, so I would probably use glue and pipe cleaners to have them stay on more.

4. I feel like I would take away the magic eye because it really didn't make any sense, I was just feeling silly in the moment.

5. I kind of felt like I was a kid, but it was kind of fun.

6. I have no Additional Thoughts.

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Chapter 8: How can you "give eyes to an exit slip" this school year?

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Chapter 8: How can you "give eyes to an exit slip" this school year?

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I also don't really understand what Give Eyes means, but you can use exit tickets to see where the students minds are at after their lessons.

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Chapter 7: What is the current balance of consumption and creation in your school or classroom?

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Chapter 7: What is the current balance of consumption and creation in your school or classroom?

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In my classes now it is a bit different because we are kind of consuming and creating all at the same time, especially in my dance classes. In my past experience classes were more geared towards consuming and retaining information

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Chapter 7: What types of products can students make to share their learning

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Chapter 7: What types of products can students make to share their learning

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PowerPoint Presentations

Coathanger Things

Shoebox Things

Mosaics

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Chapter 7: How can you differentiate student learning products?

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Chapter 7: How can you differentiate student learning products?

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I feel like Student Choice Projects would be a great way to differentiate learning in the classroom. It gives people the opportunity to learn the way they want to learn.

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Chapter 8:  What role does formative assessment play in your school or classroom?

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Chapter 8:  What role does formative assessment play in your school or classroom?

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It can provide the educator with information on how to proceed, based off of what the students have learned from a lesson

It allows the student to demonstrate their knowledge on the topic.

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Chapter 8: How can you take a traditional model and incorporate the "value add" of technology?

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Chapter 8: How can you take a traditional model and incorporate the "value add" of technology?

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I am going to be honest, I do not understand this question.

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1. The objective is to teach students about Mood and Tone literary elements.

2. The students will write a story and code the sphero to change color and motion based on different elements of the story.

3. The students will be able to identify the tone and mood of the story while having the opportunity to be creative with their interpretations.

4. It would be very easy to get off track. It could be hard to figure out how to code the Sphero.

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Chapter 9:  In what ways can or do students participate in live videoconference or prerecorded videos?

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Chapter 9:  In what ways can or do students participate in live videoconference or prerecorded videos?

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I think a live videoconference is easier to participate in, because students and others in the videoconference can share their thoughts. I think with prerecorded videos it is a little bit harder. They aren't really the best for real time interaction. Maybe something like an edpuzzle is a good way to stay engaged during a video.

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Chapter 9: What could "everyday sharing" look like in your classroom or school?

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Chapter 9: What could "everyday sharing" look like in your classroom or school?

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One thing would be just an everyday check in. Maybe like four words to describe how your weekend was or how you are doing. I also think just a good class discussion is a good way to get students to share their thoughts if they are comfortable.

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Chapter 9: How could student branding conversations enhance the way students share their work? 

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Chapter 9: How could student branding conversations enhance the way students share their work? 

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I think that these conversations will help students discover what goals or ideas they want to get across with their work, and how they want to represent themselves.

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Chapter 10: Why is it important to start with the end in mind?

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Chapter 10: Why is it important to start with the end in mind?

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I think that starting with the end in mind gives you a clear goal you can work towards. This is good if you are planning to complete a project. If you don't start with the end in mind then you may not know when you task is completed and it might not feel like fulfilling work.

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Question 10:  What role does the author's purpose play in student work creations?

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Question 10:  What role does the author's purpose play in student work creations?

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Well the idea of To Inform, To Entertain, and To Persuade are often used in writing, however these ideas could be put towards other things as well. I think it could help give the students more direction on where their creations are going.

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Question 10: In what ways can you ensure that student work feels authentic and relevant to students? 

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Question 10: In what ways can you ensure that student work feels authentic and relevant to students? 

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I think one good way to make sure that students feel this way if it is a student led project. I also think some way to make it feel relevant is making sure these projects have real world applications that are easy to see.