https://padlet.com/alyssasmith18/i0mqb34eo57di0bs Made with magic en-us 2022-05-12 03:26:31 UTC 2022-06-02 11:33:11 UTC hello@padlet.com https://padlet.net/icons/png/1f34e.png alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181577759 Artificial Intelligence can be extremely useful in both daily life and in the K-12 Social Studies Classroom. In daily life, AI has made life much more efficient. For example, the fact that my Apple iPhone recognizes my face in order to unlock itself and uses facial recognition to input saved usernames and passwords or quickly pay for goods and services has made once mundane actions much more tolerable. The fact that it also offers me suggestions such as bringing up the Frontline app on weekday mornings at 7:45 for me to clock into work or bringing up the Zipgrade app during my planning period helps my day go much smoother and quicker. Another example are smart home devices such as my Arlo video doorbell security system that has given me peace of mind in home security both while I'm at home and away. Even web resources such as Google Search have made obtaining knowledge quickly much easier. Of course, all of these daily conveniences come with their own set of worries as well. 

In my AP US Government and US History classroom, AI has the potential to deeply impact student learning and engagement. For example, being able to offer students virtual reality experiences that mimic real life can be a game changer. Allowing my US History students an opportunity to travel back in time to visit a historical event can offer so much more context, understanding, and engagement than anything I can provide them. Giving my AP US Government students a chance to sit in on a Congressional hearing, visit the Oval Office, or listen in on Supreme Court proceedings all from the comfort of our South Georgia classroom will also be an experience of a lifetime and offer them real world knowledge they miss in lectures. Using automatic feedback writing tools to provide suggestions, corrections, and feedback will tremendously help my freshman understand how to write in a way that will benefit them on our AP exams. If College Board could develop an AI Writing Tool specifically for writing AP style FRQ responses, that would not only benefit my students, but open up so much more time for me to devote to deeper learning of course content rather than writing skills. In the area of learning analytics, my US History PLC is data driven from data we collect ourselves from scores on assessments. Having AI collect data for us from some sort of testing application would be revolutionary and free up more time for us as teachers to digest the data rather than collect and organize it. Having some sort of AI tool that could offer students increased rigor or extra support based on their performance would also be revolutionary for the 9-12 social studies classroom. However, as a school, even though we are one-to-one with a focus on technology, that seems years off for us. It would also require massive teacher buy-in, which seems difficult to come by these days. 

Overall, AI has made daily life much easier and we often don't even recognize the changes that have occurred over time. AI also has the potential to make teaching and learning not only more effective, but more enjoyable, long lasting, and far more impactful. Of course, like with anything good, we also have to be aware of the negative side effects and do our best to mitigate them.]]> 2022-05-12 16:34:13 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181577759 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181592776 This resources discusses 6 Benefits of AI:
Diagnosing diseases, preserving environmental resources, predicting natural disasters, improving education, preventing acts of violence, & reducing job hazzards.]]> 2022-05-12 16:43:24 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181592776 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181593725 This resource offers examples of AI in use in everyday life:
Face ID, Social Media, Emails/Messages, Google Search, Voice Assistants, Smart Home Devices, Commutes, Banking, Amazon suggestions, Netflix.]]> 2022-05-12 16:44:02 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181593725 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181595367 This resource offers 43 examples of AI use in education including resources and tools for personalizaton of education, tutoring, feedback, test prep, classroom management, academic research, parent-teacher connections, and learning tools.]]> 2022-05-12 16:45:06 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181595367 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181596304 This resource offers three suggestion for how to start incorporating AI in the classroom such as educating educators, starting early and trying to incorporate AI as often as possible, and encouraging students to ask questions. ]]> 2022-05-12 16:45:42 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181596304 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181597523 The case study by NC State College of Education details how to use AI in a History classroom to help students inquire into a multitude of resources about the history of redlining and structural racial barriers in the US.]]> 2022-05-12 16:46:28 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181597523 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181633081 The number one concern when it comes to Artificial Intelligence is will we rule it or will it rule us? As useful as AI already is and has the potential to be when combined with the fact that AI very much already exists and will not be disappearing, there are still concerns that need to be addressed. First, just like many aspects of life, AI needs to be realistically, responsibly, and ethically regulated in order to protect consumers, but also be balanced with freedom, rights, and free market principles. Regulations fall to the US Government and bureaucratic agencies, yet the question is how much do our Congressional members know and understand about AI? The learning curve is steep and if the very people who are responsible for regulations have a minimal understanding, how effective can any regulation be? Another concern of AI falls on the for-profit companies that are utilizing it such as Facebook and Google. Because we are a free market economy, companies are looking to make a profit, but with AI this often comes at an expense of the consumers that may not yet be fully understood. For example, social media outlets allowing targeting advertisements that may not be entirely truthful can be harmful. Another example are search engines such as Google acting as gatekeepers by utilizing filter bubbles that result in very narrow, bias, and polarized results that only serve to prevent people from exposure to new ideas, people, or perspectives. This can be equally harmful to not only the singular person, but society and even democracy as a whole. These filter bubble algorithms that guide search results and often serve to reinforce our already deeply held views can  increase partisanship and fringe political views that drive unhealthy and uncooperative political discourse and result in minimal compromising skills and analytical skills. Not to mention the continual harvesting of data that occurs from AI and the fears of what this data is being used for that could result in greater inequalities, especially for those who are already marginalized. On top of all of these concerns, add in social media addictions that can easily develop for all of us, but especially for pre-teens and teenagers with still developing brains. I see this concern first hand daily in the 9-12 classroom setting. As much as AI can and will benefit learning and teaching in the 21st century classroom if handled with care and in an ethical manner, oftentimes we all need that human touch that AI just cannot offer and many times we simply need a break from our screens. Too much of a good thing can quickly turn into a bad thing, and AI is no exception. While AI is here to stay and will continue to only become a stronger presence in our daily lives and in the classroom, we must be sure to treat it as a tool for success and not THE only tool for success. A healthy balance is always the best option. ]]> 2022-05-12 17:09:14 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181633081 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181646760 This video details several negative impacts of AI and ways we can minimize them.
Negative impacts of AI include:
Jobs, Bias, Filter Bubbles, No human touch, Autonomous weapons, AI terrorism, Environmental Impact, Automated hacking]]> 2022-05-12 17:17:53 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181646760 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181656175 In this Ted Talk, Eli Pariser discusses how sites such as Google and Social Media have become the gatekeepers and curators of information instead of humans with ethics to guide their decisions. Because of these filter bubbles, we do not see a variety of information or search results, but only see very narrow, often bias and partisan results based on our location, type of computer we are using, past search history, etc. This not only results in less exposure to new ideas, new people, and new perspectives, but it serves to reinforce very deeply what we already believe to be true without ever challenging those beliefs or bias. This is a threat to democracy. In my AP US Government course, we discuss how increasingly partisan American society has become and this is just one of the factors that has caused the divide. Many people in America can go their entire lives without having a relationship with someone on the opposite side of the political isle, and these filter bubbles from Google and social media sites serve to reinforce that narrow, one mindedness. ]]> 2022-05-12 17:23:43 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181656175 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181659286 The Social Dilemma is a Netflix documentary that reveals the potential for social media addiction and breaches of privacy that are not unknown to social media companies, but actually are built in features of the site. This can impact not only everyone, but especially pre-teens and teenagers. ]]> 2022-05-12 17:25:34 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2181659286 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187540190 In this Vlog I discuss how I see digital collaboration looking and working in my traditional face to face high school social studies classroom with a heavy emphasis on Google apps for education. In the Vlog I mentioned how Padlet is blocked at LHS and I loved using it with my students before it became blocked, but our media specialist encourages us to use Google Jamboard. I haven't tried it yet, but it is what my first assignment will be focused on so that I can get back to having a collaborative whiteboard I can actually utilize with my students next semester. One Google resource I did not mention in the video is the Peardeck add on for Google Slides. It is a way for students to follow along with a lesson and be able to interact with the lesson. I use Peardeck often and students can answer questions, create drawings, take polls, etc. during certain portions of the lesson. It is a great option for quick formative feedback. I have had students quarantined at home join in via Google Meets and collaborate on our class Peardeck at the exact same time my in class students worked as well. It is an excellent Google tool! Be sure to check out the other resources I've linked here for you as well!]]> 2022-05-17 12:44:56 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187540190 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187584006 This article discusses ways to set up your classroom and lessons for when students attend class in person a few days a week, but also attend class virtually the rest of the week. The offer suggests flipping the classroom and allowing students to receive instruction virtually and allowing in person class time for small group collaboration, work sessions, stations, etc. ]]> 2022-05-17 13:11:53 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187584006 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187585313 This article discusses blended learning as a combination of in person learning with the use of digital tools utilized during that face-to-face time. Students attend classes in the school building on a traditional schedule, but instructors continue to use digital instructional strategies started during the pandemic shut down. For example, recording lessons to post online for students to replay, flipping lessons for students to receive instruction at home and open up class time for meaningful work and collaboration, and utilizing online systems such as Khan Academy for both instruction and practice. ]]> 2022-05-17 13:12:39 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187585313 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187645997 This article offers a plethora of ways to utilize Google educational apps in the classroom setting for online collaboration. Some of the suggestions include group projects within Google Classroom, "Do Now" activities in Google Sheets, interactive whiteboards for collaboration in Google Drawings, and collaborative presentations in Google Slides. ]]> 2022-05-17 13:46:13 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2187645997 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190550335 When I first heard about implementing coding across content areas and the idea that it could become a graduation requirement in the future, I admit to being extremely skeptical. As a high school history, government, and economics teacher I have no knowledge about coding and I definitely had no ideas of how to bring it into my classroom and into my lesson plans with an already packed curriculum that I seem to barely get thorough each semester...until I did some research. It turns out, there are a plethora of simple coding programs that can help students learn the basics through self-paced modules such as Code.Org and Twines. Some ideas that I came across in my research to include coding in my social studies classroom include students using coding to create interactive media, games, and stories instead of creating a PowerPoint or writing an essay. Students can also create web-based adventures, stories, and settings built for exploration in which they could re-create a historical place or event to show their understanding and allow their classmates to explore their creation. However, my favorite example of coding in social studies was something I actually already knew about, the Congressional App Challenge. Students can work alone or in a group of up to 4 to create an app/website about anything they choose. A winner is chosen from each of the 435 US Congressional districts each year. As I was exploring the Congressional App Challenge website including recent winners, competition rules, etc I was thinking of all kinds of ways I could implement this in my AP US Government and Economics courses. I could use this as a chance to collaborate with our computer science classes and have students create an app for the competition that is government-themed such as a voting app, community service app, campaign finance reform/transparency app, or even an app for one of the bureaucratic agencies, interest groups, or branches of government. In economics, students could create some sort of personal financial advice/simulator app or even a college financial advice/simulator app. These would all fit within our curriculum and give students a chance to more deeply explore and research a topic within our social studies standards while also learning to code and collaborating with classmates. Each year, I get an email from Congressman Scott detailing the competition, and next year I may just have to have my students take on the challenge!]]> 2022-05-19 02:59:46 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190550335 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190555534 This article offers a ton of different coding apps and websites for elementary, middle, and high school students learning how to code.]]> 2022-05-19 03:03:16 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190555534 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190557451 This article offers many ideas for integrating coding into content-specific classrooms. ]]> 2022-05-19 03:04:31 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190557451 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190563400 Here is a list of the past winners of the Congressional App Challenge. My favorite is New York's 10th District 2021 Winner with a website called "Senate Trades" that was inspired by the 2020 Insider Trading Scandal. This website allows the public to track (already public information) stock trading of US Senators in a way that creates accountability and transparency for some of our nation's most powerful public servants- all created by a high school student! Wow!]]> 2022-05-19 03:08:52 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2190563400 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2197811614 Virtual Reality is a term I think most educators have heard, but augmented reality is a term that is new to me. The difference between the two is that augmented reality typically uses a screen and some sort of app to allow users to interact with a real world environment in an enhanced way. On the other hand, virtual reality transports users to a completely different world. Both of these are great supplementary tools to bring lessons to life in the classroom. As I was researching both of these emerging technologies for use in social studies classrooms, one resource I stumbled upon mentioned that with options like these learning should never again be considered boring because students will be enthusiastically engaged in a new and interactive manner. Some of the ways AR is already being used in classrooms is through apps that allow students to create 3D models and presentations. Just this past week my AP US Government students have been designing Government themed Amusement Parks as their final projects, and it would be extremely engaging and collaborative if I could have groups designing them in a 3D manner that could come to life during their presentations rather than traditional tri-board posters. My kids are insanely creative, so I can only imagine what they could do with an AR project. Another way I could envision using AR in the social studies classroom would be to have interactive historical photos come to life once scanned via an app. This could be some sort of gallery walk in which students scan photos to learn more about the historical figures. Possibly, they could even create the videos about the figures themselves. One resource mentioned having students create 3D figures that can come to life via an app called Kouji/Storyfab. This could be done as students creating famous historical or government figures or even acting as themselves, but placed in a different time period. I could even see my AP Government students using something like this to create campaigns as if they were running for political office. The options really do seem endless! With virtual reality, it lends itself easily to virtual field trips to historically important places and events or even government buildings, court trials, etc. I found a resource where virtual trips are free and students can use their own devices or even chromebooks rather than purchasing expensive VR headsets. This resource is linked on my Padlet. Of course, the headsets and subscription services to VR sites would be much more enriching, but if cost is a factor this could work. I actually do something similar to this already in my US History class in which students take a 3D tour offered by the Wall Street Journal to a Tenement Housing development in New York City during our unit on the Progressive era. Having more in depth experiences like this to supplement what students are learning in social studies can really only make the subject more interesting and relevant. ]]> 2022-05-24 14:33:27 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2197811614 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198012116 This research by a Masters degree candidate at MIT details a game called "Reliving the Revolution" that could be used to teach historic inquiry, decision making, and critical thinking skills. The AR game uses handheld devices and GPS location around Lexington Commons in Massachusetts to allow participants to interact with virtual historical figures to gather evidence and testimonies on the Battle of Lexington to determine who fired the first "shot heard 'round the world." Each player has a different role (Colonial soldier, loyalist, revolutionary, British soldier, African American soldier, etc) so they gather different evidence in order to make their claim. ]]> 2022-05-24 16:47:20 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198012116 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198185528 This website offers several examples of how to implement AR in many subject areas. For social studies courses it suggests students explore festivals from around the world and then design/create their own festival using an app called 3D Bear. ]]> 2022-05-24 18:54:23 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198185528 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198202824 This article describes 10 different Apple apps to use on a smartphone in the classroom. My personal favorite is Kouji/Storyfab where students can create 3D characters that can use expressions, animation, and express thoughts. I could see this being used in a history classroom for a study of important historical figures. Or even the creation of everyday people living during certain time periods. For example, when we study the Roaring Twenties in US History, students could create 3D characters of Flappers, Harlem Renaissance musicians, authors, artists, or even organized crime bosses. They could put themselves (their own bitmojis) in the middle of a historical time period. During our study of the Civil War, students could create a 3D character of a Union or Confederate soldier, Abolitionist, Slave, Northern or Southern woman, Native American, President Lincoln, etc to show their understanding of the content. In AP US Government students could transform their bitmoji into a political running campaign ads, speeches, etc. The fact that students can make these characters have thoughts they express would be extremely interactive. We may be able to create some sort of gallery walk using this app as well. ]]> 2022-05-24 19:10:07 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198202824 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198205244 This resource from the International Society for Technology in Education details 25 different websites, apps, tools for bringing VR into the K-12 classroom in various ways. ]]> 2022-05-24 19:12:25 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198205244 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198222536 This resource is a hub of lesson ideas for teachers using the VR headsets and subscription services offered by this particular company. They have samples of VR experiences for each subject area teachers and schools can check out. For example, https://www.classvr.com/school-curriculum-content-subjects/historical-times-lessons/. This link offers many examples of ancient societies students can take a virtual field trip to using Class VR headsets and service. ]]> 2022-05-24 19:29:42 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198222536 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198230808 This article from Edutopia offers teachers 5 different tools for both AR and VR they can utilize in their classrooms. For example, one called "HistoryView VR" offers FREE virtual tours of both national and international historical sites. The great thing is students don't even need VR headsets, but can experience the tours on their chromebooks and tablets. I can let my US History students explore a JFK era atomic bomb shelter in DC or take my AP US Government students to see the Lincoln Memorial or inside of the Washington Monument right here from Valdosta, Ga. Some resources are 3D videos while others are 3D images students can manipulate as if they were in the scene themselves. https://historyview.org/

]]> 2022-05-24 19:37:34 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2198230808 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2199390018 Peardeck is an add on for Google Slides which makes your Slides presentations interactive. I use this across all of the subjects I teach - US History, AP US Govt, Economics - and for both gifted, on-level, and co-taught students. It is a way to turn a boring "notes" presentation into something interactive for students to keep them on task and to check their understanding. In the video above, I've showed you the basics of how to use it along with several examples of how I have used it as both an instructor-paced activity and a student-paced activity. The best thing about it is that during times when I had students quarantined and joining into class on Google Meets, they joined in with Peardeck at home working on the exact same thing my students in class were looking at and interacting with. It was truly a game changer! I did not show you an example for Economics in the video, but for those of you who may teach Econ, I use Peardeck to teach and practice shifting supply and demand in which students have economic scenarios and they must draw the shifts in supply/demand plus explain what caused the shift. Again, it is an extremely interactive way to have students join in the lesson and take ownership of their learning. 
Link: https://www.peardeck.com/googleslides]]> 2022-05-25 13:33:36 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2199390018 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2199578695 Canva is a tool for designing all sorts of projects, presentations, flyers, infographics, business cards, worksheets, brochures, etc. It is almost endless. The cool thing is kids can collaborate and work on their own devices on the exact same project. I have used it myself during my Specialist courses to design infographics and newsletters to send out to parents. My Economic students have used it to design infographics as study guides and my AP US Government students have used it to design Political Party Magazines. Next year, I plan to have my AP US Government students use it to design business cards for the interest groups they research. It can be done on a traditional web browser or via a phone app. Within the resource you can have a team in which whatever designs you work on show up for your teammates. Our US History PLC has a team on Canva so whatever we work on can be easily shared, collaborated on, etc. ]]> 2022-05-25 15:41:48 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2199578695 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2201179332 I learned about Blendspace from Katelyn Wilhite's Padlet and it seems similar to Nearpod, but has the potential to allow students to have discussions within the presentation. I really like this feature and think it could be be extremely useful in my AP US Government courses when I teach how to write FRQs and have students practice. If students were able to put their own thesis sentences out for the class to see and they could peer review each others via the discussion feature, this would be beneficial. I could also see students collaborating together using Blendspace to create digital presentations as well. 
I learned about Classroomscreen from Erin Morton's Padlet. I have actually used it a couple of times simply for a timer, but I did not realize all that I could do with it. Seeing Erin's tutorial video show how I could use the random name generator, write a daily agenda, etc would be really beneficial. I always write out our daily agenda on the board, but many times students never even glance its way. Often times I have multiple tabs open such as a Google Doc with directions, a timer, etc. Being able to do all of that on one screen with a fun background would really create a more inviting experience for my students, especially those AP Gov freshman who are always super nervous taking their very first AP class with me!]]> 2022-05-26 17:40:17 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2201179332 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206250910 I am the type of teacher who tries to change things up and make many of my lessons better every year, so following through with using the emerging technologies we have learned about in this class is not going to be a stretch for me. I am intrinsically motivated to try to be better and better each year, and that will now include strategically using many of the emerging technologies we have learned about. I am also a PLC facilitator/teacher leader in my school and I try to lead by example, which means embracing change and trying new things, even if I am not sure of how they will work in my classroom. However, not every teacher is this way. We all know those teachers who resist any type of change, and especially technological change in their classrooms, so what can we as fellow educators do to help teacher buy-in? What can administrators do to help teacher buy-in? The first and seemingly obvious answer to this is to include teacher voice in school-wide and system-wide decisions. Nothing makes teachers feel less valued than having no input at all in new system-wide or school-wide initiatives. So, systems and schools really need to rely on focus groups full of all kinds of teachers, not just the willing ones, when it comes to adopting new technologies that teachers will be required to utilize. They also need to be sure to give teachers enough time to not only learn the technology, but get comfortable with it as well. When it comes to encouraging teachers to utilize more technology in their classrooms voluntarily, turning to their peers seems to be a great idea. At my school, professional learning is a monthly requirement, so when we are given a choice in what we want/need to learn, it goes a long way. Having fellow teachers lead SHORT and informative professional development sessions showcasing technologies I can use in the classroom the very next day is also a game changer, and very much appreciated. Utilizing our weekly Professional Learning Community (PLC) meetings for teachers to share their needs, concerns, anxieties, and ultimately their own ideas and experiences with technology in the classroom will also help teacher buy-in because it is a smaller group of teachers who have learned to trust each other and can be raw and honest rather than an entire faculty meeting where teachers can sit back, sulk, and complain with no consequences. Also giving teachers time to  develop lessons and content utilizing the new technology and not just a learning session will be a great way to get teachers on board. Another idea that has helped teacher buy-in at my school post-pandemic shut down has been implementing virtual learning days. This is not a time when students aren't in school, but it is a day where all teachers are expected to utilize one of or many of the various technological tools we have learned about through peer-led PD into our lessons. Some of us have even been asked to record our lessons to share with the school for even more collaborating and sharing of ideas. No teacher loves being told we "have" to do something or have to implement a certain tool on a specific day, but we get to decide by content area with our PLCs when our virtual learning day will be and which technologies we plan to use and how. Overall, it has turned out well and has forced even the most reluctant teachers to use technology that is out of their comfort zones, and once they have that lesson planned they often go back to it semester after semester. No one can change the heart of all reluctant teachers in one fell swoop, but small changes that result in more teacher confidence in technology use and that allow teachers to see the importance, relevance, and usefulness of new tools will go a long way in the end. ]]> 2022-05-31 15:26:29 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206250910 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206721567 This article discusses why teacher buy-in on any sort of initiative, but especially technology is so important and can make or break the process. It also discusses what administrators can do to help teachers not only buy-in, but ensure a successful initiative. For example, teacher buy-in for a classroom tool can impact student perceptions of the tool/technology. A lack of teacher buy-in can diminish the effectiveness of the technology, plus a rush to implement the new technology/initiative is one of the main reasons for failure. Therefore, administrators have to find a perfect balance between pushing for innovation and getting faculty support. This means that administration cannot leave teachers out of the decision making process and need to not only listen to teacher needs, but seek to understand teacher hesitations and anxieties while ultimately helping teachers work through it. ]]> 2022-05-31 23:01:24 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206721567 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206772525 This article is a gold mine of ideas of teachers supporting teachers, which is going to be a more effective way of getting staff buy-in. This article details how a school turned to teacher leaders and created a Digital Learning Team (DLT) made up of 5 tech-savvy teachers from the various content areas. The DLT's initial purpose was to support colleagues in the area of technology adoption by promoting authentic learning and helping them implement technology that can be used indefinitely. Ultimately, the DLT found via a survey that teachers wanted short professional development sessions from their peers to connect their content to the technology, which also revealed which platforms teachers already frequently used versus what they needed additional help and encouragement with. Overall, the DLT turned into much more. Each member of the DLT was assigned to a department to coach/support teachers, provide individualized and group instruction showcasing technology plus uses in that specific content area, and determine if teachers wanted or needed additional training. The DLT also put out a staff monthly newsletter highlighting one website/platform by including an overview, video tutorial, engagement techniques, and content ideas. The DLT also developed a Digital Learning App that became a one stop shop for all of the technology ideas and materials offered throughout the year. Finally, the DLT offered "Lunch and Learns/Tech Talks" which were short 20 minute live sessions reviewing specific technology. These sessions were placed on the school calendar ahead of time for teachers to determine if they wanted or needed to attend, recorded to provide on demand sessions for those who couldn't come or for teachers to reference, and were teased beforehand with "movie trailers" detailing why the session would be beneficial. Ultimately, relying on teacher leaders working side by side with colleagues to provide encouragement and support led to teachers actually feeling supported, heard, part of the conversation, and overall accepting of technology in their classrooms. ]]> 2022-06-01 00:20:19 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206772525 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206782003 Ask any teacher and evaluations are NOT one of our favorite aspects of teaching, but unfortunately they are a necessary part of the job. In Georgia, we are evaluated using the 10 standards from the Georgia "Teacher Assessment on Performance Standards" document linked above. The 10 standards include Professional Knowledge, Instructional Planning, Instructional Strategies, Differentiated Instruction, Assessment Strategies, Assessment Uses, Positive Learning Environment, Academically Challenging Environment, Professionalism, and Communication. If the Georgia Department of Education, districts, and schools truly want to create graduates that are ready for the current tech-driven world we live in, they must make it a priority for teachers to give students a strong background in creating content, critically thinking, and collaborating using technology. One way to do this from a top-down approach is to add a technology standard to the GA TAPs or to integrate it within one of the existing standards like Instructional Strategies or Academically Challenging Environment. I'm not saying that ALL teachers care as much about their evaluations as I do, but I am the type of teacher that really tries to make sure that I am hitting these standards regularly in my classroom for the benefit of my students, so adding a technology standard would definitely be one way to ensure that I am implementing useful technological tools in my lessons on a regular basis. ]]> 2022-06-01 00:33:16 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2206782003 alyssasmith18 https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2207376802 In the video above I discuss my plans to implement digital tools like Google Jamboard & Flip Grid in my AP US Government and US History courses. I also discuss various AR apps (Kouji, Storyfab, and Sandbox) that I plan on using with my students as well. One thing I did not mention with Sandbox in the video is that there are some Virtual Worlds already pre-built that students can explore. One being the first colony, Jamestown. Jamestown is one of the very first standards in my US History course and students often find it boring - shocking I know! So, if I can have them explore Jamestown as if they are there in real life as one of the first things we do in US History, I am hoping I can hook them in to realize just how amazing learning history actually is. I also plan to continue my use of Peardecks in my course for quick formative feedback and interactive presentations and hopefully increase my use of Canva and have students collaborate to create Unit Infographics/One Pagers after each unit that can be shared on Google Classroom as study guides for all students to benefit. There is so much potential with technology in the classroom, and I can't wait to actually put these things into practice next year with my students. ]]> 2022-06-01 11:16:30 UTC https://padlet.com/alyssasmith18/i0mqb34eo57di0bs/wish/2207376802