Digital Dialogue by Brielle.R

Apply to Practice

rochebri — 2025-09-04 18:13:03 UTC

Exploring Published Research

Leveraging Technology in Teaching

rochebri — 2025-09-04 18:15:10 UTC

16 Ways Teachers Parents and Communities can Leverage Tech to Improve Educational Outcomes

rochebri — 2025-09-04 18:20:11 UTC

How technology is reinventing education

rochebri — 2025-09-04 18:22:16 UTC

Question 2

rochebri — 2025-09-04 18:42:09 UTC

All of the articles I have chosen are Opinion Articles. Each article is one that lists ways to use tech in a classroom, and intergrade it in a beneficial way for students to succeed. With most of these articles discussing ways for teachers from teachers.

Question 3

rochebri — 2025-09-07 19:49:13 UTC

personally my reasoning for choosing each article lies in the credibility of each one being opinion based from past or current educators and parents who have all done research on classroom management and technology; rather then a data analyst or scientist observing from the outside. In my opinion when it comes to things involving classroom management, and parenting the opinions and findings of educators and parents are far more valuable then that of scientists or researchers.

Question 4

rochebri — 2025-09-07 19:57:33 UTC

As mentioned in question three I believe my findings from these articles and their credibility will carry into how I manage my classroom with technology. Especially in the article '16 ways...Educational Outcomes' the article is filled with the opinions and findings of a 'technology expert' board whom upon further research are made up of a mix of parents, educators, and professional researchers. To me articles like the ones chosen provide helpful insight on how not to abuse or underuse tech in a classroom but rather point a new teacher like myself in the right area for the use of tech and programs.

Apply to Practice

rochebri — 2025-09-15 15:04:26 UTC

Supporting Critical Thinking w Tech

Question 1

rochebri — 2025-09-15 15:07:47 UTC

Recently I haven't been able to observe any classrooms, as my observation hours don't begin until the spring, and I have also found most of my classes here at Seton Hall don't use very many different forms of technology. However the one consistent across all of them is Canvas, which when used correctly is extremely beneficial for me as a student.

Question 2

rochebri — 2025-09-15 15:11:20 UTC

Honestly since this is a more 'college level' program, I feel the critical thinking comes from as a student each of my professors uses canvas differently so I have to learn the navigation of each section differently. As varying sections mean varying things for my professors.

Apply to practice

rochebri — 2025-10-05 23:49:21 UTC

Merrill's First Principles of Instruction

Question 1

rochebri — 2025-10-06 00:01:48 UTC

I remember a time in AP English my junior year of high school when we were reading Othello in class, for context the story focuses on a black man aka Othello who is a high political figure in a otherwise white ruled world. Our teacher had us pause one day after we were further into the story and began writing characteristics on the board that matched that of Othello. She then asked us "who am I writing about?" of course we responded saying it was Othello, our teacher then revealed they were all related to Obama. We then had a project where we had to compare and contrast Othello with other political figures, and the same for characters within the story Principle 5: Learning is promoted when new knowledge is integrated into the learners’ world

Question 2

rochebri — 2025-10-06 00:08:16 UTC

Merrill's Principle Classroom Example Using Hamlet

1. Solve real-world problems After reading Hamlet, students explore the theme of indecision and compare it to modern decision-making in leadership or personal life. They write an essay analyzing how this theme applies today.

3. Demonstrate new knowledge The teacher models a literary analysis of Hamlet’s “To be or not to be” soliloquy using annotation and close reading, showing how to identify literary devices and tone.

4. Apply new knowledge Students rewrite a soliloquy in modern English and perform it, using tone and body language to express emotion and character motivation.

Apply to Practice

rochebri — 2025-10-06 00:14:08 UTC

Strategies for Facilitating Protective Discussion

Question 1 Revoicing

rochebri — 2025-10-06 00:15:52 UTC

If a student says, “I think the character feels trapped because of their family,” I may respond with, “So you’re saying the character’s sense of being trapped comes from family expectations. Could that also connect to the theme of tradition versus independence?” This restates the idea and opens the door for deeper analysis within the text that can also build on the idea first shared.

Redirecting

rochebri — 2025-10-06 00:16:15 UTC

If the discussion drifts into comparing the book to a movie version, the teacher might say, “That’s interesting, but let’s bring it back to the text itself. How does the author’s language show us the character feels trapped?” This keeps the focus on literary interpretation.

Surfacing

rochebri — 2025-10-06 00:17:06 UTC

If students only focus on the main character, I could ask, “We’ve spent a lot of time talking about the protagonist. What about the minor characters; how do they add to the theme of freedom or confinement?” This highlights overlooked perspectives within a story and allows students to think more outside what is being directly said in a text.

Extending

rochebri — 2025-10-06 00:17:57 UTC

If a student says, “This poem is sad,” the I could respond with, “Yes, you noticed the sadness. What words or images in the poem make you feel that way? Can we connect that emotion to a bigger theme in the collection?” This builds on the student’s first comment to deepen literary analysis by asking them to dive deeper into the text and prove what they're saying.

Question 2

rochebri — 2025-10-06 00:20:00 UTC

The topic I have chosen is bullying in a school

Revoicing

rochebri — 2025-10-06 00:20:46 UTC

Student: “The school needs to suspend bullies.”

Teacher: “So you’re saying suspensions might stop bullying. But do you think suspensions actually change behavior, or do they just make the problem show up somewhere else?”

Redirecting

rochebri — 2025-10-06 00:21:44 UTC

Student: “Fights on TikTok get way more views than anti-bullying stuff.”

Teacher: “True, but let’s connect it back; how does that influence bullying here at school?”

Surfacing

rochebri — 2025-10-06 00:22:17 UTC

If only victims are discussed, the teacher might ask, “What about bystanders? If you saw someone getting picked on in the cafeteria, what could you do in that moment?”

Extending

rochebri — 2025-10-06 00:22:36 UTC

Student: “We should do more school assemblies about kindness.”

Teacher: “Assemblies could help spread the message. What if we also had student leaders running campaigns or peer mentors so the message comes from you guys instead of just teachers?”

Apply to Practice

rochebri — 2025-10-06 00:26:59 UTC

Web filters

Question 1

rochebri — 2025-10-06 00:29:08 UTC

Most public schools use filters to block unsafe or inappropriate sites, and I do think this makes sense under most circumstances. Filters can of course protect students from harmful content such as explicit material, and sites that spread malware. They also help by blocking certain gaming sites or distracting sites to make sure students remain focused. However, filters can sometimes be too strict and block educational resources students could use for research. Because of this, I support filters as long as schools review them regularly and adjust so they don’t block important academic material as time goes on.

Question 2

rochebri — 2025-10-06 00:31:27 UTC

Filtering software is designed to block categories of websites these categories include things such as those with adult content, violence, hate speech, ect. Many filters also block social media or entertainment sites to cut down on distractions. Typically, these programs work by checking web addresses against a blacklist, scanning for keywords, or using AI to identify harmful content. The information is monitored by school IT staff, and updates are often automatic to make sure new harmful sites get blocked.

Question 3

rochebri — 2025-10-06 00:33:48 UTC

After learning about how filtering software works, I feel more certain in my answer to question 1. On one hand, it’s reassuring that filters help create a safer online environment and protect student privacy! On the other hand, knowing that filters can sometimes block useful educational websites makes me think schools should allow a way for students or teachers to request access when sites are unfairly restricted. If my peers disagreed maybe say, some felt filters were too restrictive while others thought they were essential; I would point to the evidence that filters help limit exposure to harmful content but also argue for flexible policies that support both safety and learning because there have been many times where a teacher has attached a link to a website and it is blocked by the school software and or Wi-Fi and we have to wait to go home to access it.