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One of my goals coming out of this course is to be more proactive with my technology integration and the learning that is required of me that goes with it. This podcast is a great resource to keep up to date with current trends and better develop my own digital literacy. Episodes are focused on educational change and innovation in schools in terms of digital learning. I believe that the conversations and topics discussed on this podcast will be beneficial to my ongoing professional development, and listening to them will support my ongoing growth and overall understanding of technology in order to meet my goals.

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Shifting Schools Podcast — Shifting Schools

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Subscribe to our Shifting Schools podcast via your preferred podcast player.

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This is a perfect resource to continue professional growth and development in technology integration, specially Google tools. The learning center has a variety of different courses, videos, and interactive trainings based on specific needs. Resources are tailored to specific roles and learning aims within an education setting. There are trainings on all types of Google technology, as well as learning opportunities about digital citizenship and accessibility. This resource will certainly come in handy in the future.

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Educator Resources & Technology Training - Google for Education - Google for Education

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Explore online professional development resources for educators, like courses, certifications and guided trainings that make using tech in the classroom simple.

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"The EdTech Essentials: The Top 10 Technology Strategies for All Learning Environments" by Monica Burns

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"The EdTech Essentials: The Top 10 Technology Strategies for All Learning Environments" by Monica Burns

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EdTech Essentials outlines strategies to help teachers integrate technology in a meaningful and effective way. This book would be a great resource for ongoing and sustainable professional development surrounding technology integration because it provides a clear and practical look at how to best meet the needs of students through technology. Pedagogy and best student outcomes remain at the forefront throughout this book and I would definitely refer to it for strategies and best practices for tech.

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"Eye on AI" Podcast: Episode 242: 
The AI Education Revolution: How AI is Changing the Way We Learn

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"Eye on AI" Podcast: Episode 242: 
The AI Education Revolution: How AI is Changing the Way We Learn

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This podcast episode explores AI in education and how it is rapidly being built into a variety of learning experiences and tools. There are a variety of resources and ideas shared that I find very useful. Additionally, the conversation surrounding the idea that AI is not meant to replace teachers and human connection in education, but to support and enhance it. I think that sometimes, as a teacher, it is easy to get caught up in concerns that technology is replacing the experiences we may have with our students. This conversation is a good reminder that this is not the case.

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The AI Education Revolution: How AI is Changing the Way We Learn

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International Society for Technology in Education (ISTE) Website

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International Society for Technology in Education (ISTE) Website

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This association provides information and resources for educators regarding AI-tech. I really appreciate the usage guidance, as well as standards for use in an education setting. For me, I am not always clear on best-practice in terms of the standards surrounding tech use in the classroom, let alone AI tech. This is a helpful resource to remain informed of these best practices.

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Computer Science & Computational Thinking

Introduction to Computational Thinking for Every Educator

In the digital age, computational thinking (CT) is an essential skill for students and educators alike. This systematic approach to solving problems is at the foundation of not just computer science, but many other subject areas - and careers - as well.

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The International Society for Technology in Education (ISTE) is a nonprofit organization that helps educators use technology to revolutionize learning.

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"The EdTech Podcast": Episode 132: Artificial Intelligence in Education"

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"The EdTech Podcast": Episode 132: Artificial Intelligence in Education"

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While this episode focuses more on adult education, the discussions are useful to return to when thinking about AI in education. The format is a panel discussion in which experts discuss their experiences with AI. I would use this episode as a resource as they provide ideas for AI-supported tools and learning platforms. Additionally, they emphasize the importance of human connection in the face of increased AI adoption. I think that this is an important reminder.

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#132 - Artificial Intelligence in Education

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"House of #EdTech" Podcast: Episode 174: "The 4 Cs - Real Talk"

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"House of #EdTech" Podcast: Episode 174: "The 4 Cs - Real Talk"

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This episode of House of #EdTech looks directly at the 4Cs and how different tech tools can be integrated into the classroom to support student learning and develop each of the 21st Century Skills. I would use this as a resource to gain deeper understanding of Communication, Collaboration, Creativity, and Critical Thinking and what each of them looks like in education. Additionally, this episode provides different ideas for tech tools that enhance each of the skills during the deep dives.

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8/4-8/10: Reflect on Technology Tools for Communication and Collaboration

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Article: "The role of digital technologies in development of 4cs competencies of learners" by Gabriela Kiryakova

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Article: "The role of digital technologies in development of 4cs competencies of learners" by Gabriela Kiryakova

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This article explores how integrating tech into student learning experiences creates more student-centered lessons that develop the 4Cs. The article itself is research-based, but offers a variety of ideas and tools for integrating tech that highlight the 4Cs. I would definitely come back to this resource as an opportunity for reflection to see how my practices align with research-based best practices. Additionally, I can then plan for how to integrate tech in meaningful ways to develop these in my students' learning experiences.

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8/4-8/10: Reflect on Tech Tools for Communication and Collaboration

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The Tech-Creation Tools page, as well as other tech tool pages, provided on the Common Sense Education website are excellent resources. I will absolutely return to these pages for tool ideas. The lists are broken down into purposes, formats, and best practice uses in the classroom. I really like how full reviews are provided, as well as grade levels that would benefit most from the tool. These web pages are definitely resources that I will continue to use, and I will share them with my teammates, as well.

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8/4-8/10: Reflect on Tech Tools for Communication and Collaboration

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Best Tech-Creation Tools | Common Sense Education

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Best Tech-Creation Tools is a list of 52 apps, games, and websites curated by Common Sense Education editors.

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The Edutopia website is full of great resources for educators. The technology integration section provides many articles and case studies that give great insight and information into best practices for technology integration, including TPACK. These articles look at real classrooms and how technology has been introduced effectively to support content understanding and pedagogical practices. I enjoyed reading about experiences of other teachers to learn how technology has supported them and their students in elevating their practice.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The Common Sense Education website, specifically articles like this one, "Teachers' Essential Guide to Teaching with Technology," is a great resource that I can use to support my understanding and application of technology in the classroom. This article, much like many articles provided by the site, answers questions like "when and how should students be using technology in class?", "what is the best way to set up my classroom for device use?", and "what policies and procedures will help me get the most out of teaching with technology?" These are all questions that I have definitely asked myself when considering technology integration. I also like how there are links throughout the articles on this website that can bring you to a variety of other resources to further support my professional development.

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When and how much should students be using technology in class?

When and how much you use technology depends on the subject and age you teach, as well as other factors. Less time on devices is recommended for very young students ( per the American Academy of Pediatrics), and certain subjects require more use than others (e.g., computer science, coding, advanced math, etc.). You may wonder -- and parents might, as well -- about the effects of screen time in general. The Common Sense Media article " How Much Screen Time Is OK for My Kids? " can be a helpful starting point.

At the end of the day, the question is more about quality than quantity.

The classroom is a great place to model media balance. For example, technology can be helpful for students researching and collaborating on a topic, but tech use should be limited or restricted during in-class discussion. Knowing whether to use devices comes down to the purpose of the activity and what you're trying to accomplish. You can also promote media balance by making sure students are actively using the technology as opposed to passively consuming media. One way to do this is by encouraging students to learn how to use digital creation tools.

At the end of the day, the question is more about quality than quantity. Check out " Screen Time in School: Finding the Right Balance for Your Classroom" and " 3 Essential Questions for EdTech Use."

What is the best way to set up my classroom for device use?

When it comes to devices and classroom setup, the more flexibility, the better. Being able to modify how students are seated enables a greater variety of tech-based activities. And variety-over a class period, day, or week-increases student engagement. Flexible seating also allows activities to include student choice, creativity, and collaboration.

One way to build in flexibility is by having two to three distinct spaces for different kinds of activities. These spaces could include:

Pair or group tables: In this space, students work collaboratively, sharing devices. Having two or more students share a device can be a great way to keep students accountable and on task, to differentiate assignments based on skill, or to support developing students.

A quiet space: Set up an area with comfy cushions, pillows, or chairs where students can work independently on devices, journaling or reflecting on previous activities.

The "conference room": Use larger tables (or put together smaller tables) to use for big group activities that use devices, including discussions, culture building, games, and small-group instruction.

Ideally, it shouldn't take too much effort to convert the class back to a whole-group setup, so this likely requires movable chairs and tables that are not joined together or too heavy for students to move themselves. It's also helpful to have a movable projection cart and different options for where you project. This allows you the best setup to support multiple types of tech-based classroom activities.

There's a healthy amount of debate about flexible seating and how it is most -- or least -- useful in the classroom, so it's good to research a bit on your own to see what works best for you and your students. Here are some articles to get you started:

How can I make sure I am protecting student privacy when using technology?

Student privacy is complicated. It involves information about students, information from students, families, schools, third-party administrators, terms of service and privacy policies, hackers, and many other things to consider. A teacher is unlikely to be an expert. But luckily, you don't have to be. There are some basic things you can do to protect student privacy from the beginning. This online course is a great way to get started. Other simple steps include:

1. Follow your school or district's lead.

Make sure you are aware of and are using the safeguards that your district and/or school has already put in place. This may include:

A list of approved apps to use in the classroom. If there's an app outside of this list that you're interested in, reach out to your tech lead to get advice and approval. You can also look up whether it has a Common Sense privacy evaluation.

An internet filter that blocks student access to risky apps that might be collecting students' data or lack effective platform and content moderation.

An established policy or set of guidelines for using apps, including social media -- whether you're considering it as part of your class or just to communicate with students. Some schools and districts don't allow social media at all, while others have comprehensive approaches (check out the NYC Department of Education and Baltimore City Public Schools).

2. Get familiar with the law.

Two major federal laws -- FERPA and COPPA -- protect student privacy and lay out clear definitions for what information is protected, who can access or share it, and when. In many states, state and local laws also apply (for example, SOPIPA in California). Check out the links below to learn more.

3. Inform students and families.

Incorporate lessons for students that educate them on potential risks to their privacy, the dangers that those risks pose, and strategies they can use to take charge of protecting it. These lessons on privacy and security from the Common Sense Education K-12 curriculum can get you started. Also, let caregivers know exactly which apps and devices are being used in class, and use the take-home resources from the lessons to educate them.

Which policies and procedures will help me get the most out of teaching with technology?

Having defined policies and procedures for classroom technology can help students use class time most efficiently. Students benefit from clear expectations and established routines that they can practice and master. Our research shows that students want clear policies! In the case of devices, these routines should cover everything, beginning the moment students take the devices out. Depending on the age of your students, your policies and procedures are also an opportunity to enlist student voice and for students to have ownership over the way the class is run and its daily culture.

Because expectations for device use will likely differ depending on the type of activity, you may want to create a matrix of activities and expectations. Procedures should be posted and visually accessible to all students and, if possible, should utilize mnemonic devices to help them stick.

Here's a list of five essential procedures related to device use, along with some helpful tips and tricks:

1. Taking out and putting away devices.

Have clear steps for students to retrieve and return their device, whether it's via a cart, storage space, or even their own desk. If students have to get up, make sure it's staggered -- no more than three or four students getting or returning devices at one time. Alternatively, assign a few students the job of passing out and collecting devices. Number your devices and have students use the same one each day; this will streamline the time it takes to get started and help students learn to treat them responsibly.

2. Handling a device.

Define expectations for holding and using the device. Hold students accountable for being careful. Devices should be held with two hands and handled gently. This includes typing, clicking, and opening and closing. You can use our Device Advice lesson collection before issuing devices.

3. Using devices independently.

Establish do's and don'ts for when students are using a device on their own. The expectations here may depend on how your school or district filters and/or tracks student internet use, although students sometimes figure out ways to bypass those restrictions. Clear expectations for which kinds of websites and device use are school-appropriate are important, but they must also be supported by clearly defined activities that hold students accountable. Specific time constraints and concrete deliverables are two ways to keep students focused when using devices.

4. Sharing a device.

Model what the physical positioning of the device should be when multiple students use a single device. For groups of more than two, clarify that not everyone may be able to see the screen. Establish roles beforehand that identify who will be doing the typing and clicking (and who will be doing the other tasks). For prolonged activities, allow students to alternate roles. If someone other than the designated user wants to type or click, they must first get permission from the designated user.

5. Using a device in a discussion.

Access to devices can be helpful to students during a discussion, particularly if they've done their prework there. However, there is a risk that students will be distracted and struggle to listen actively. Explicit expectations can help. Consider having students close devices halfway or turn them over during a discussion and restrict looking at them unless someone is quickly checking their notes in order to make a comment.

Are there benefits to allowing student phones in the classroom? If so, what are they?

With phones in their pockets, many students feel compelled to check them nearly constantly. As of 2023, kids aged 11-17 are picking up their phones a median of 51 times each day, including during school hours (for a median of 43 minutes). Some of those pick-ups are in response to the hundreds of notifications they're receiving (a median of 237). Teachers are understandably concerned that the distraction is too great for students to handle during class and is detrimental to student learning. Given the challenges of allowing phones in the classroom, many schools completely ban them, and others require students to lock them up.

The concerns are legitimate. However, there are many reasons why a ban may not be the answer, and why a plan that includes a more balanced approach is worth considering. Here are some of the counterarguments to consider:

1. Managing phone use is an essential skill.

As of 2017, ninety-five percent of homes in the U.S. included at least one mobile device. A majority of both students and adults check their phones at least once an hour, and often for meaningful reasons: a message from a friend, an important email for school or work, or to keep on top of our fast-paced lives. But research shows that this kind of constant phone use can have negative effects on schoolwork, sleep, relationships, and emotional well-being. Students need opportunities to learn how to manage their device use. In classrooms, students can learn to practice thoughtful, purposeful phone use that enhances their lives and to avoid distracted, untimely use that leads to negative effects.

2. Phones can make school more convenient and more dynamic for students.

Students, particularly in secondary grades, are on the go as much, if not more, than their parents. By incorporating mobile-friendly apps and assignments into your classroom, and explicitly teaching students to use them, you're meeting student's needs in terms of accessibility, and you're giving them the power of real-time, instantaneous access to their work. At a moment's notice, they can add a quick bullet point to a Google Slides presentation, read and quickly respond to a classmate's ideas, or even just check for upcoming assignments.

3. Incorporating phones into the classroom promotes equity.

While you can't assume that every student has access to a smartphone, research shows that for students in lower-income homes, smartphone access is more likely than access to a computer with high-speed internet. As schools and teachers ask more of students outside of the classroom, being intentional about which kinds of devices will suffice for a student is essential for creating more equitable outcomes.

How can I keep kids on task when they're using devices?

Along with the power of exploration and creation, devices come with the increased risk of distraction. For example, allowing kids to collaborate using shared docs means they might also use the doc to socialize or worse-to make inappropriate or hurtful comments about others.

This potential trade-off, however, doesn't have to be a showstopper. Being proactive about potential distractions from the beginning can help students be responsible and realize the benefits of a tech-rich classroom. Some practical things to consider to help keep kids focused:

1. Make it meaningful.

Make sure that you're intentional about how you use technology in class. Choose apps and activities that require collaboration (both within the classroom and externally), creativity, and higher-order thinking and that generate meaningful products.

If students are allowed to be on devices for "free time" or if assignments on devices are unstructured and lack concrete deliverables, then students are less likely to be focused and engaged when they're using them. Consider having a preapproved list of educational apps or websites that early finishers can use, and an established system for capturing and tracking their progress to ensure that students take the assignments seriously and use additional screen time productively.

2. Address digital distraction in your policies and procedures.

Don't underestimate how straightforward and clear it needs to be for students. Be explicit about which behaviors-and which websites and apps-are allowed in class and which aren't. It's likely that your school or district has already decided to block certain apps or websites, but it's still a good idea to address them head-on. If students understand the rationale for blocking-or for your classroom policy-they are much more likely to internalize it and follow it.

3. Balance tech and non-tech use.

Use of devices shouldn't replace meaningful non-tech activities. Students still need time for face-to-face discussion, hands-on creativity and building, journaling, and many other "analog" classroom activities. Varying your activities in this way will engage students and help keep them more focused when they're using tech.

Check out our video for a summary of these tips.

How can digital citizenship lessons help me get the most out of teaching with technology?

Digital citizenship means using technology to learn, create, and participate, and to think critically about the digital world. By teaching students these skills, you're preparing them to take advantage of the opportunities that technology offers -- both in and out of the classroom -- and to navigate the risks and potential pitfalls that come along with it. The Common Sense Education K-12 Digital Citizenship Curriculum provides the foundation for a tech-rich classroom, where devices engage students academically and enhance their learning.

The curriculum lessons cover six important topics related to digital citizenship at each K-12 grade level. All of the topics are relevant for teaching with tech, but In particular, our lessons on media balance and well-being and news and media literacy teach critical 21st century skills to help students get the most out of their technology use. In these lessons, students learn to:

Inventory how they spend their time with media and technology and reflect on its impact on their lives, including their emotional well-being, relationships with others, schoolwork, and much more.

Think critically about how their devices and apps are designed, and whether or not they lead to lack of balance.

Think critically about images, videos, news, and other content they see online and evaluate their veracity and significance.

Be imaginative creators of digital media, who use digital tools expertly and respect the intellectual property of others.

We also have quick activities, digital dilemmas, and videos that address these skills.

How can I use technology to support learning outside of school?

In addition to the digital citizenship lessons, you can share some free digital learning tools! And here are other ways to use technology to promote learning outside of school:

1. Explore options for flipping your classroom.

You may not be ready to go whole hog on a flipped classroom (do your students have equitable access to technology outside of school?), but you can still engage students meaningfully with class material outside of class-beyond just completing a homework assignment. Using your school's LMS, class blog, or even a shared Google Doc, students can submit work, do research, collaborate with others, and give peer feedback. Teaching with technology means a real opportunity for authentic learning at home as well as at school.

2. Communicate with families consistently.

Make sure you establish an accessible channel where you communicate information and updates to families regularly, including your syllabus and your approach to using technology. Whether it's through your school's LMS or communication tool-or a digital platform of your choice -establishing a digital bridge to home sets the foundation for an extended classroom, where learning, discussions, ideas, and other class content reach beyond the set minutes that students are in school. It's also an opportunity to empower caregivers to be involved in kids' use of technology and reinforce the positive practices that are part of your classroom.

3. Send home digital citizenship resources and activities.

Give students activities they can share with their families that extend digital citizenship beyond the classroom. For example, have students inventory their entire family's use of devices and then discuss as a family the positive and negative implications of that use. For more specific family activities and tips to send home, check out our family resources.

4. Sign up for our newsletter.

Stay up-to-date on the best tools, practices, and trends affecting students by getting free resources and information delivered straight to your inbox every week!

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Teachers' Essential Guide to Teaching with Technology | Common Sense Education

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How do I get the most out of using tech in the classroom?

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"Educational Duct Tape" Podcast: Episode 84: "Engaging Instruction with TPACK + SAMR"

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"Educational Duct Tape" Podcast: Episode 84: "Engaging Instruction with TPACK + SAMR"

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This episode of "Educational Duct Tape" discusses how to craft engaging learning experiences, using effective technology integration. In this discussion, clear tools and tips are explored and application of TPACK strategies are shared with real classroom examples. This episode provides me with TPACK principles and clear intersections between content, pedagogy, and technology, as well as tools that I could apply to my classroom to create more meaningful learning experiences.

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Sam Kary - Engaging Learning with TPACK, SAMR, and EdTech

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"Cult of Pedagogy" Podcast: Episode 241: "Six Tech Tools to Try in 2025"

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"Cult of Pedagogy" Podcast: Episode 241: "Six Tech Tools to Try in 2025"

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This episode of "Cult of Pedagogy," as well as Jennifer Gonzalez's other annual tech tool episodes, offer different tools that can be used to enhance student learning. Technology and education are ever-changing and growing. Different tech tools also come and go rather quickly based on different pedagogical practices and ideas. It is helpful to keep up to date and receive different suggestions about tools that can elevate learning experiences through technology. I will definitely return to this podcast for more tips and ideas on technology integration.

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Florida Center for Instructional Technology Website

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Florida Center for Instructional Technology Website

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This website is a great resource to understand TIM. The way that each stage of tech integration is broken down is very understandable and user friendly. I also really like the video examples and additional resources provided when you click on a specific level. This site is definitely one that I will return to for support and ideas.

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The Technology Integration Matrix

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation. Together, the five characteristics of meaningful learning environments and five levels of technology integration create a matrix of 25 cells, as illustrated below. All TIM descriptors apply equally well to online and face-to-face instruction, Developed by the Florida Center for Instructional Technology (FCIT) in 2005, the TIM is now in its third edition (2019).

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"Digital Leadership: Changing Paradigms for Changing Times" by Eric Sheninger

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"Digital Leadership: Changing Paradigms for Changing Times" by Eric Sheninger

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This book is aimed at school leaders. Its focus is on how different technology integration models can be utilized in schools in a meaningful and effective ways. Effectiveness and overall meaning is what I find to be the most challenging piece of TIM because I want to ensure that I am not simply checking off a box. This book would be a great resource to support my overall understanding of meaningful implementation. Additionally, I have leadership aspirations, so this book being tailored to school leaders is also a good support.

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"Digital Leadership: Changing Paradigms for Changing Times" by Eric Sheninger

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UC Berkeley GSI Teaching and Resource Center Website

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UC Berkeley GSI Teaching and Resource Center Website

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I can use this site, specifically the "Theory and Research" section, to inform my own teaching practice. There are a variety of resources surrounding pedagogical concepts, such as scaffolding and zone of proximal development that can support lesson planning. The resources about different learning theories can also support this by providing research-based information about student learning and best practices for a variety of learners.

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Learning theory and research have long been the province of education and psychology, but what is now known about how people learn comes from research in many different disciplines. This chapter of the Teaching Guide introduces three central learning theories, as well as relevant research from the fields of neuroscience, anthropology, cognitive science, psychology, and education.

In This Section

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Learning theory and research have long been the province of education and psychology, but what is now known about how people learn comes from research in many different disciplines. This chapter of the Teaching Guide introduces three central learning theories, as well as relevant research from the fields of neuroscience, anthropology, cognitive science, psychology, and education.

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Piaget emphasized the importance of developmental stages and discovery- and experience-based learning, supporting a constructivist approach to teaching. Understanding his theories and pedagogical concepts can support my planning for student learning experiences. Using scaffolding to support and promote peer interaction surrounding concepts is one way Piaget influences education today.

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"Make It Stick: The Science of Successful Learning" by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel

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"Make It Stick: The Science of Successful Learning" by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel

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This book emphasizes the importance of active and experiential learning. Passive learning is much easier to plan for, but well-developed, relevant, and engaging is more worth-while. I can utilize the pedagogical concepts outlined in this book to ensure that I am creating learning experiences that meet the needs of all students, so everyone takes an active approach in learning and collaboration is possible in the classroom.

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make it stick: the science of successful learning