Phase 3 - Standard 4

   Standard 4: Promote and Model Digital Citizenship and Responsibility

                Before this class, I was familiar with the idea of internet safety and had made a point of talking with my children about how the internet is an amazing tool, but that not all the things we find on the internet are good for people.  We made a plan that if they ever came across something that made them feel uncomfortable, they would close the laptop and come tell me right away. We also talked about how they should never give out their name or other personal information online unless they have checked with me first.  I now know that there is much more to the appropriate use of the internet than just safety. 

                Two things that are new to me are the idea of digital citizenship and the Fair Use Act.  I learned that in order to teach good digital citizenship to my students, I will need to include things like realizing that not everyone has access to the same types of technology and that should be treated equally regardless of this.  It includes realizing that just as in face-to-face interactions, the things we say and do on the internet will affect others.  We should be aware of others’ feelings in our digital interactions just as much as in our personal interactions.  I will also need to teach students what kinds of material can be used in what ways, and which are protected by copyright.  This will include teaching students about the Fair Use Act.  I learned that this act specifies certain exceptions to copyright law when the use of a work is not for profit and will not reduce the potential profit of the copyright owner, when the portion of the work used is small when compared to the whole, and the nature of the copyrighted work, for example, thoughts and ideas are protected from copyright and are seen as belonging to the public.  Students should always carefully cite their sources and ask for permission to use works whenever possible.

                I think an effective way of presenting these ideas to students is to prepare a lesson at the beginning of the school year, before students have had a chance to use computers, to cover this information.  I would also have students sign a contract outlining the ways students will need to be responsible in their use of technology. 

                Finally, it is important to address the needs of diverse learners and provide equitable access to technology.  I am not currently familiar with many kinds of adaptive technology, but plan to work closely with all members of a student’s support team to find solutions for children who may have difficulty using the technology I plan to incorporate into my class.  I am willing to adapt lessons and assignments, and will work to be current on the use of technology to meet the needs of all the learners in my class.  I am also sensitive to the reality that not all students will have access to technology at home.  I will not expect students to complete projects at home that require access to a computer and the internet.  Instead, I will provide time in class, or make other arrangements for students to have access to the technology they need.

Phase 3 - Standard 3

Standard 3: Model Digital-Age Work and Learning

An article entitled, “Education needs a digital-update,” by Virginia Hefferman from the NY Times Opinion Page on Aug. 7, 2011, includes an interesting statistic.  Hefferman states that 65% of students now entering elementary school will be doing work as adults that does not exist yet.  This means that we as teachers can not prepare students by giving them a specific set of skills that would be applicable to jobs as they exist today.  To me it seems to be more advantageous to equip students with the ability to be flexible and innovative, and to help them become as comfortable with digital work and technology as possible.  As students become competent in working with many forms of technology now, they will be more confident in their ability to keep adapting to changing technology in the future. 

As I talked about in my post on Standards 1 and 2, many forms of technology used in education today promote individuality and creativity.  Students are able to demonstrate their knowledge in many forms, according to their own interests.  I think that students who are given the freedom to learn in a variety of ways may grow up to be aware of their own strengths, and at ease being unique.  It seems to me that this can only help them as they adapt to an unknown future that will certainly include forms of technology we can not imagine today. 

I think a good way to model digital-age work and learning would be to help students understand how technology helps me in my own job as their teacher.  As I mentioned previously, I hope to involve students in a classroom blog that helps keep parents and administrators updated.  This would be a realistic and valuable learning experience that has real-world applications.  I also think it would be worthwhile to expose students to professionals in other fields who use various forms of technology in their jobs.  I could do this through field trips, by having guest speakers in the classroom, or using Skype, or by watching Youtube videos or other internet resources. 

Finally, to effectively model digital-age work and learning, I will need to be current in my own knowledge of available technology.  This semester I realized how much I had yet to learn in this area.  I now feel better prepared to use technology in my classroom, but because technology is continually changing, I will need to find ways to keep up with the changes. 

Phase 3 - Standards 1 & 2

Standard 1: Facilitate and Inspire Student Learning and Creativity AND

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

Most teachers face requirements to cover broad state standards in reading, math, science and social studies, and are often required to teach using scripted programs.  I wonder if this leads some teachers to feel as if their own originality and innovation are undervalued.  Perhaps they also feel as if administrators do not trust them to be able to cover the necessary material without such a rigid curriculum.  An unfortunate side effect is that students can become bored and disengaged when there is a great deal of routine and little originality in the classroom. 

As a future teacher I continually look for ideas to keep lessons exciting and engaging, but was unaware of the many digital tools available to aid teachers.  I knew that most classrooms had several computers but had only seen them used to take AR reading tests, type reports, or play computer games.  I had also seen smart boards used, but very rarely.  This semester I learned of various technological tools that will help me meet my students’ educational goals in interesting and engaging ways.  Following is a list of some of my favorite tools and applications that I either become aware of, or had the opportunity to use, through lessons or presentations this semester:

·       Google Maps – In particular, I liked the “My Places” application that allows students to create, label and personalize their own maps. 

·       Google Earth – This program allows students to virtually visit places they may not ever have a chance to actually visit.  It has the potential to make social studies lessons much more meaningful as students can virtually travel all over the world.

·       iMovie – This is such a fun, simple way for students to present information they have learned.  Students can make their own “how to” videos or documentaries which are an authentic and meaningful assessment.  As they teach what they have learned to others, either in person, or through an iMovie, they employ higher-order thinking skills, solidify the knowledge for themselves and are more likely to retain it.  This program also allows students to present information in a creative and individualized way, which will be more engaging for them.   

·       The Flat Stanley Project – This website, flatstanley.com, sets up a digital pen pal experience for individuals or whole classrooms.  They can connect with other students around the world to send and receive letters and photos of their Flat Stanley in different locations.  Through this activity, students have an authentic experience in literacy, social studies, geography and even math.  They are exposed to a broader world by making meaningful connections with actual people. 

·       Skype in the Classroom -  Like the Flat Stanley Project, using Skype in the classroom allows students to make connections with people around the world in a real time, face-to-face conversation.  One application I think would be particularly exciting for students would be to speak with experts, professionals, or authors through Skype in their classroom.  It could personalize the experience by being able to put a face with a name, and could motivate students to learn more about a particular subject. 

·       Blogs for use in a classroom – Prior to this semester, I had read blogs, but had never set up or written one.  I saw them as an online diary, and honestly, was annoyed by most of them.  As I have researched online though, I have come to appreciate the work of other educators that I have found on their blogs.  Blogs also give me access to the insight of teachers I would not meet in person, but whose good ideas I find valuable. I can also envision setting up a classroom blog in the future to keep parents updated about what we are working on in class.  As a parent myself, I am always curious to know what is happening in my children’s classrooms and would love to be able to see photos and read about special projects or upcoming events.  I wrote a unit for another class this semester on the book, “The Landry News” by Andrew Clements with the idea that after reading it, students would write a class newspaper.  I have since changed that plan to include a classroom blog, for which students could write posts.  This would help them feel a sense of ownership over the communication with parents and over the classroom as a whole.  They would be the representatives of their class and could record things that were meaningful to them.  This is another authentic learning experience made simpler and more engaging through technology, and one which provides the teacher with an authentic way of assessing students’ work.

·       Virtual Field Trips and Virtual Dissections– Similar to Google Earth, these allow students to have a visual, interactive experience virtually visiting a place, or completing a dissection that may be unrealistic to do in person.  Students no longer have to be limited in their educational experiences by their school’s location or budget.

·       The Flipped Classroom – This was perhaps the most innovative idea I learned of this semester, using relatively simple technology. In this approach, teachers create videos of their lessons, with voice-overs, graphics, illustrations, and more, which students watch at home as their homework.  Students then work on the application of the lesson, for example the math problems, or science homework, in class where the teacher is available to help them individually and answer questions.  I can imagine that students find it interesting to watch their lessons on their computers, iPads, or even smart phones.  They then avoid the frustration of being alone at home when it’s time to do homework, with no one around to answer questions, because they are able to complete their assignments in the supportive environment of their classroom.  I think this approach would work best with older grades, but will keep it in mind in my future teaching. 

           When thinking back about how I was able to design digital-age learning experiences and assessments, I realize that I did not use technology well in my first lesson.  It was more of an afterthought than an essential part of the lesson.  I did not have the students create a digital product and instead had to take digital photos of their paper products.  Next time, they would create something visual in a program like kidspiration or even excel that could be saved and submitted. 

In my second lesson, I did have the students create an electronic product and really liked the way it turned out.  I also liked the component of students explaining their knowledge as part of the assessment.  This way, they could be assessed in visual as well as verbal ways.  I also think the project produced good collaboration with other students and could then be assessed individually as students created their own iMovies. 

Phases of the Moon - Instructional Decisions/Teaching

I really enjoyed preparing and teaching this lesson, but it reinforced to me a lesson that I have learned many times before.  Whenever I plan a lesson, I should expect that I will need almost twice as much time as I planned.  I wanted to integrate with social studies by including myths, and allow enough time for each student to create a quality mini-documentary.  On my lesson plan, I allowed for 2 hours.  I decided that in order to fit my lesson into the 30 minutes allowed in class, I would skip the myth and just focus on the phases of the moon activity and documentary.  I think that in order to effectively accomplish these two things, I needed 60 minutes instead of 30.  I always feel frustrated when I have to rush students through their work in order to meet a time limit, even though time limits are realistic and ever-present.  The solution is to more realistically plan lessons to include only that material which we can cover in the amount of time available. 

I do feel that this lesson was effective for achieving the goals and addressing state standards.  Students were well focused throughout the lesson and while working in groups, each student had the opportunity to individually observe each phase of the moon.  On the peer feedback forms, the lesson participants wrote that the content was well supported in the lesson, and one stated that they learned this content for the first time. 

To improve this lesson for next time, I would absolutely need to plan for more time.  I would also need to be more prepared by turning off the flashes on the digital cameras so they are ready to take pictures in a dark room.  Finally, I liked the idea from my peer that I use a youtube video to demonstrate the moon phases before students work in groups to create their own. 

Phases of the Moon - Assessment of Learning

To assess student learning during this lesson, each group photographed the eight phases of the moon they created with models during their experimental project.  They then downloaded the photos to their computers and put them in order from new moon to full moon and back to new moon.  Most importantly, the students explained each phase of the moon either verbally or in writing, in terms of the position of the sun, moon and earth.  They were also required to include a description and graphic depiction of some kind that explained the difference between the rotation and revolution of the moon.

Two students worked together to create the movie above.  They successfully ordered their photographs and explained the first photo, the new moon.  At this point, they ran out of time.  I am certain they would have been able to successfully complete the project if they had an additional 30 minutes.

I used the above rubric to assess each team of students' documentary.  I do not feel like the score I gave the project above is fair because I know they did not have enough time to finish the project.  However, in an effort to practice using this type of rubric, I scored their project as they turned it in. For "Conclusions and Explanations" I gave their project a 2 because all of the explanations were missing except the first one. For "Understanding of Science Content" I gave them a score of 2 as well.  They showed evidence for their understanding of the process of the lunar cycle by putting their photos in the correct order in their documentary.  I could also tell by observing them at work that they understood the position of the sun, moon and earth in each phase of the moon.  Had they had time to finish their explanations, they would have received a 4 for their understanding of the science content. Finally, for "Collaboration" I would give them a score of 4.  The final score for their documentary was an 8/12.

Micro Lesson #2 - Inspiration

The inspiration for Micro-Lesson #2 came from a lesson titled, "Myths, Legends and Moon Phases" by Andrea B. Freed of the Johns Hopkins University School of Education.  I thought the integration of social studies and science was brilliant and wanted to incorporate it into my lesson.  I added the introduction/assessment of prior knowledge activity and included the use of technology with the hands-on activity to produce a product that allowed students to exhibit creativity and could be assessed to determine what students had learned.

Link for the lesson, "Myths, Legends and Moon Phases":
http://education.jhu.edu/newhorizons/strategies/topics/multicultural-education/multicultural-science-education/

Micro Lesson #2 - Planning Assessment

I love the assessment tool for this lesson.  Students will be working with a partner to photograph themselves recreating the 8 phases of the moon, using a flashlight, a Styrofoam ball, and their own head.  They will then upload their photos to the computer and use a software program like iMovie to make a mini-documentary.  They will then identify each phase of the moon and explain how they achieved it. This requires that they fully understand the relationship between the positions of the sun, moon and earth and be able to communicate that knowledge verbally or in text to another person.  It allows for students to express themselves creatively, and demonstrate their knowledge in a unique way.  This assessment links perfectly with  the objective of understanding the four-week lunar cycle, and the 5th grade standards of describing the position and motion of objects (such as the moon or planets) in the sky over time.