EEND 677 Reflection

I have deeply appreciated this course overall. I found that it provided so many practical resources that I was able to utilize with my students. I also found that the structure of the class was ideal for learning new concepts and attempting creation of our own material. It was nice to be able to practice together in class and if we ran into any challenges or questions we had the adjunct there ready and willing to help. I also found a lot of value in the in-class discussions Mr. Hagedorn led. It was much more organic and authentic to have the importance of conversation in person versus through a screen where thoughts and responses can become so scripted.

I genuinely appreciated all the things we learned through this course...except that I had to listen to myself on recording. Argh. I cannot believe I sound like THAT?! However, my favorite program I used in this course was ScreencastOMatic.  Instantly within minutes of having students utilize the short videos I created, I saw it beneficial to their comprehension. In particular my strugglers and ELLs. I found this helpful for the students because they were able to pause or replay the video as often as they needed to. Allowing them this differentiation proved to help their accuracy and success in the skill we were learning in math. THIS is definitely a tool I will continue to use with my students.

This course has left me more optimistic about future classes, and less anxious about my abilities. I am hoping that the following class is just as beneficial as this class.

Create a Screencast

EEND 667 Artifact 2:  Create a Screencast

Purpose: The purpose of this assignment was to create a video that could help enhance student learning in the classroom and/or experience a sense of what a Flipped Classroom is.  Screencasts also help students listen to the lesson at their own pace, and/or pause and rewind as needed. I have found this to be extremely beneficial for my ELL students who often need you to repeat directions because they did not catch it the first time. This eases their anxiety of asking you to repeat yourself because they have unlimited access to the lesson and can replay the steps over and over.  I asked the handful of students I had use the video if it helped, and they were extremely happy they had access to the lesson and requested I make more videos that could help them in the future.

Challenges: Some of the challenges I faced with this assignment was finding a website that the our district did not have blocked. Also finding ways to upload the finished product to share with teachers and students. I used Screencastomatic.com and found it extremely user friendly and basic, however, I appeared to run into issues with uploading it to Youtube.com. After numerous attempts, I just decided to share the video by using the embedded link.

How it was Used in the Classroom: I utilized this screencast with my students that were struggling with remembering the steps to take when adding or subtracting mixed numbers.  I gave my entire class access to the five minute video and told them to use it as needed. What I noticed was that my ELL students really utilized it to their benefit. I also saw them display understanding by completing their next set of problems accurately. Not to mention them telling me they found it helpful and useful made me smile :-)  Maybe, as I continue to utilize this program, I can start launching it with students, and they can record themselves solving problems to display their understanding and/or confusion.

Reflection and Growth: This is definitely a program I see myself utilizing more often.  Especially because it does not take very long to put together a video, and the program is extremely user friendly.  Additionally, knowing, and seeing how it has helped a handful of my students feel less anxious about lessons really motivates me to use this more in the classroom.  

Graphic Design and Typography

EEND 667 Artifact 1:Graphic Design and Typography

Purpose: The purpose of this assignment was to create a sign and/or poster that you could use in the classroom with your students. I created two posters for my students, one was an anchor chart for fraction math steps and the other was a poster for their endangered animals paper. The math fraction poster was created to remind students of steps to take when creating equivalent fractions, and the endangered animal poster was an example of what I wanted students to create for themselves in google draw. Each student chose an animal to research and at the end of their research they were to create a poster that represented some of the knowledge and information gathered in their research.

Challenges: For this particular assignment, I did not see many challenges. I felt that the program was very rudimentary and it being a Google program, it was extremely user friendly for both teacher and student to learn.

How it was Used in the Classroom: I used Google Draw in the classroom to create an anchor chart for equivalent fraction steps, and I also used it as a ¨cover” design for their informational paper.

Reflection and Growth: I like the basic concept of this program, and can see how it would be beneficial for students. It helps students slow down and reflect on the most important information they want to visually display in their papers to their audiences. I also found this to be useful as a colorful tool students could reference when needing a reminder of the steps needed when creating equivalent fractions.

EEND 677 Introduction Blog

Hi!
My name is Sheila Daly, I teach 5th Grade ESL at Roosevelt Elementary.  I taught three years in South Korea for the South Korean Government. I volunteered as a teacher in India for about three weeks, and I have traveled about twenty countries in my lifetime (I intend my list to keep growing). South Korea was an incredible experience and if I did not have family in Illinois, I would have returned to SK a long time ago. I am currently finishing my fifth year in Cicero, IL, and have overall been very pleased with my experience working in this very unique subculture.

My current “comfort level” with technology would be “lan Status”(totally joking). I am comfortable enough with turning a computer on and off and basic programs. I utilize GAFE daily, and my students are often collaboratively working in their Google Classroom. There are other websites I have experimented with throughout the past few months that I have enjoyed using with my students. Some of those websites are Linoit.com and FlipGrid, in addition to all the wonders Google Suite offers!

In regards to EdTech successes and failures, my exposure is rudimentary and I don’t feel I have had an opportunity to truly “succeed” or truly “fail”.  Taking these courses is definitely something outside the “comfort zone”. So here comes the anxiety, insecurity, confusion, and all the fun of being a student in an unfamiliar territory! Woohoo!
I suppose it is a humble reminder how our students sometimes must feel when presented with new information 💙💚💛

FlipGrid

Purpose

In this assignment we were responsible for finding a collaborative platform that was not GAFE. The platform I experimented with was called FlipGrip, a K-12 web tool that is used to promote discussion between all students in the classroom (or across classrooms, or across district, etc). Educators and teachers post questions, videos, or links, related to lesson objectives, for collaborative discussions.  Students respond to the prompt and/or one another with short video blogs or type a response to one another's’ short video blog/answer/response. In addition, we were to create a rubric that would evaluate students use and collaboration of the given task and students’ grades needed to reflect their ability to gather, organize, and synthesize new information during collaboration.

Collaboration Assessment

Criteria	5 Points	3 Points	1 Point
Citation/Gather Evidence	Student accurately cited both page number and paragraph	Student accurately cited only page or paragraph number	Student did not accurately cite anything
Answer/Organize	Student completely used “RACE” in their video blog by: restating the question, answering the question, citing evidence, and explaining their thinking.	Student partially used “RACE” in their video blog by: restating the question, answering the question, citing evidence, and explaining their thinking.	Student did not use  “RACE” in their video blog by: restating the question, answering the question, citing evidence, and explaining their thinking.
Feedback	Student stated clearly they agreed or disagreed with at least two of their classmates and provided a clear explanation.	Student stated clearly if they agreed or disagreed with at least one of their classmates and provided a clear explanation.	Student did not state whether they agree or disagree. Nor did the student provide a clear explanation for their reasoning.

Challenges

Some of the challenges I faced when launching this collaborative tool was having students feel confident enough to record and post their video response. Initially when I first posed this assignment to my students and asked who would like to try this new tool, hands shot up in the air in excitement. However, when it came to actual application, my students became extremely shy and no longer wanted to participate. What I noticed was they took so much time re recording their answers because of anxiety or fear of embarrassment. There were only a handful of students who felt confident enough to record and post to the grid.  When I first thought of this assignment, I thought this would be an excellent way for my ELLs to practice speaking, and work on creating a response until they were confident enough to post it.  What I observed was that students had drafted and created very thoughtful responses previous to recording, but when it came down to actually recording, they no longer wanted to participate. I feel that this is a challenge because one of the most important aspects in learning is feeling confident in what you do, and feeling confident enough for feedback. Without those two entities, unfortunately, you will see many students shut down and no longer want to participate.

How it was Used in the Classroom

The Night of the Spadefoot Toads Video Response Assignment

CCSS.ELA-LITERACY.W.5.1.B

Provide logically ordered reasons that are supported by facts and details.

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions with diverse partners on grade 5 texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.5.1.B

Follow agreed-upon rules for discussions and carry out assigned roles.

Task: Many different characters contribute to the stories we read throughout the school year. In our current reading book, The Night of the Spadefoot Toads, we have been introduced to many different characters. Choose one character from our novel and describe their characteristic traits. Please use text evidence to support your answer. Use RACE (restate the question, answer the question, cite your evidence, explain your thinking) to answer the prompt correctly and completely.  Respond to this question within a 90 second video blog. Be sure to include the following:

1. The character you chose (example: Ben, Mrs. Tibbets, Frankie, Ryan, Agatha, etc)
2. The characteristic traits you believe this character has
3. Citation of text evidence supporting your thoughts  
4. Explanation of supporting your thoughts and citations  

If you need help formulating what to say in your video blog, feel free to use the sentence frame below: (also found in your Shared Classroom Folder)

Sentence Frames:

The character I choose to evaluate is _____________. This character has traits of ____________. I know this because on page ___ paragraph ___ the text says “___________________”. This tells me that my character is ________ because ____________.

Student Example:

The character I choose to evaluate is Ben. This character has traits of being curious. I know this because on page 3 paragraph 1 the texts says “Ben walks toward the cage to get a closer look at the mice.” This tells me my character is curious because he got up to see something that interested him.

Finally, you will also be required to watch 2 classmates’ video-blogs and comment accordingly:

1. State if you agree or disagree with their analysis of the character in the comment section provided to the right of the video blog
2. Why or why not you agree or disagree.
3. Provide text evidence that supports your thinking.  

Timeline: Please have video blogs and two feedback responses completed by Friday, September 22, 2017 before 3:00pm.

Reflection on Growth

What I appreciated about this tool was the video blogging aspect. I believe that video blogging could truly connect students in many different ways. For example, I used this video blog experiment with another coworker and her students. Her students and my students both made video responses to their curriculum based questions, and were able to collaborate together whether or not they agreed or disagreed with one another and why. Instead of having my students consistently respond to each other, they were able to share their ideas, answers, and responses with OTHER classrooms. How cool!? Which only makes my imagination run farther to think, how cool this would be to use with students across the state or country that are ALSO studying Spadefoot Toads!

This also helped me grow as an educator because I was presumptuous about my ELL students feeling more comfortable with having an option to re record until they were comfortable enough to post.  What I learned was, it not necessarily is the audience, or how long it takes you to deliver to the audience, it is how comfortable you feel speaking and expressing yourself verbally. Now knowing this, I know, I need to commit time to speaking with these students and guiding them to feeling more comfortable speaking their thoughts, and not just writing their thoughts.

GAFE

Purpose

In this course we were assigned to create a collaborative assignment that in theory we could launch with our students. We were instructed to use multiple platforms that connected with GAFE and the one assignment. For example, we were explicitly instructed to use the tools Google offers and incorporate it into one theoretical assignment. Fortunately, we are currently teaching students, and I was able to launch this assignment with my students to get an authentic evaluation of how my objectives were enhanced by using this collaborative web 2.0 tool.

Challenges

When designing an assignment with Google, I found it to be helpful and beneficial for my objectives.  Google Drive provides its users the ability to keep everything extremely organized and it also is user friendly, which assists teachers in helping other teachers quickly understand its simplicity and benefits.  In regards to “challenges” I faced creating this assignment, I cannot say I had any, and that is not because I am knowledgeable in tech. Because I too, am still just learning.

How it was Used in the Classroom

ReadyGen: Spadefoot Toads

This is a reading curriculum that District 99 uses.  In the first unit, students read a realistic fiction book that discusses the importance of habitats, endangered species, and ecosystems by exploring a boy named Ben’s experience in trying to save a natural habitat near his home.

TCI: Science Alive

This is the new science curriculum that District 99 just launched this year (2017-2018). In the first unit of study, students are learning about ecosystems and all the different parts that help ecosystems survive.

CCSS.ELA-LITERACY.RI.5.2

Determine two or more main ideas about your assigned ecosystem and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.5.3

Explain the relationships or interactions between two or more living and nonliving things in your assigned ecosystem, in a scientific text based on specific information in the text.

NGSS.S.LS2-1

Develop a presentation that describes the relationships among plants, animals, decomposers, and environment.

Artifact 1: Google Forms (Pre-Assessment/Post-Assessment)

Students will take a survey before beginning the science unit. Students will find the link in their Science Google Classroom. They will open it and answer the question: “Using your own words, how would you describe an ecosystem? USE RACE TO ANSWER”

• This a quick way teachers can check which students have an idea about ecosystems, and which students do not. The same question (Google Form) will be given at the end all students presentations. Answers are then automatically organized on Google Sheets.

Artifact 2: Google Docs

Students will compile information they have collected from their classroom science textbooks, online, searches photos, and videos into a Shared Google Doc. Students have been assigned a particular ecosystem to research with their partner(s). They both are responsible for inputting data into the Google Document, along with recording what resources they used to record and use information. Students were also given guidelines of questions that need to be answered in Google Docs. This helps students stay focused and organized when collecting information with their partner(s). After they complete recording information found into their Shared Google Doc, they will begin collaborating on how to design, complete, and present their Google Slides.

Students will answer the following questions in their research and presentation:

• What was your group’s assigned Ecosystem?

• What is an ecosystem?

• What types of species,animals, and living things live in the environment you are studying?

• What is the population of your environment?

• How do the species, animals, and living things  survive?

• What type of habitat do living things have in your assigned ecosystem?

• How does everything (plants,animals, etc) survive in the environment and ecosystem you are studying?

• What is the climate of your ecosystem?

• What non living things are in your ecosystem?
• Where (location) in the world would you find your assigned ecosystem?

Artifact 3: Google Slides

After students have collected information, photos, and video links (if applicable), they will create a Google Slide presentation about their assigned ecosystem. The presentation should have at least 10 slides but no more than 15 slides.

While students are presenting to the classroom, the audience is responsible for actively listening to the presenters. Students will answer ecosystem questions of other groups on www.linoit.com, with what they have learned through the presenters. This also provides the audience a chance to ask questions to the presenters that they would like more information about.  Having students answer questions and ask questions, allows the class to collaborate about different ecosystems they did not have a chance to research.

Reflection on Growth

This assignment helped me grow as an educator because it forced me to utilize tools that are beneficial in the classroom. It is very easy to create a Google Doc with students and share it with them. However, it is more important that we have students launching and practicing tools other than Google Docs. For example, I used Google Forms to pre and post assess my students on their knowledge and understanding of ecosystems. Furthermore, I had students collaborate together in groups how to collect information and what information they agreed was important to share. This was done in their Google Docs, and after the entire group agreed on what they needed to share and how they needed to share it, they were responsible for creating a Google Slide that they would present to our classroom, other classrooms, and administration. On my end, as their teacher, I did very little. This entire project was self directed and lead by students. I told them their objectives and they all collaborated in different ways to achieve set objectives. My objective was to compile a collaborative tool and launch it in the classroom, in hopes it was success. It was. Students’ had the objective to collect data, organize information, and create a presentation, which also, was successful!

EEND 676 Reflection

My cohort and I are currently completing our second course in our Technology Specialist Program, and throughout this course, we have reviewed a lot of the elements we learned about in the previous course, but dove a little deeper this round. What I appreciated about this particular course was the opportunity I had to actually practice many of these platforms with my students, when previously, in the summer, I only could theorize what would happen in MY classroom.

Two of the particular artifacts we exercised and dabbled in were GAFE and another collaborative web 2.0 tool.  I particularly, am fond of GAFE and the elements it offers to both teachers and students, and the other artifact I explored was called FlipGrid, a micro-video-blogging website that allows students to respond to the teacher’s question and one another.

Through this course, and with guidance from my instructor, what I have come to appreciate about GAFE is the seamless collaborative qualities it offers. If you were to ask anyone in my building, as a teacher, I cannot get enough of “teamwork”, and I feel that Google did a FANTASTIC job bringing it all together for educational purposes.  I love the fact that I am able to jump into my students’ work and suggest while they are in progress, I love that students cannot lose papers in the Abyss of the Desk, and I love that it is SO MUCH easier to read students writing (even with their inventive spelling).  I have a friend, from another district, who is overwhelmed because her school just recently launched Google, and she is ready to throw the computers out the window! And I am so excited to go over to her house and show her the wonderful possibilities. Seriously, Google offers, slides, forms (my personal favorite), docs, sheets, and even hangouts! And all of it organized into your Google Drive! Not to mention, holy, user friendly!

The second platform I experimented with was FlipGrid.  Understandably, I ventured away from the majority of other classmates, but I am happy I did! For one, if I need to learn about schoology, I know I have at least five people who can help me...and by venturing off, I was able to experiment with something others haven’t and bring it back to my cohort and share my experience!  FlipGrid is a micro-video-blog, where students are responsible for answering their teacher’s question. Coupled with an interactive response to teachers, students are also able to comment and respond to one another’s micro-video-blogs.  I believe this provides students who are afraid of speaking in front of others, an opportunity to practice, and re record until comfortable posting. This is particularly well suited for our ELLs who experience anxiety when speaking.

Distraction VS Academia

Distraction vs Academia

Recently in my Technology Specialist Course EEND 676 we have often discussed the benefits and challenges with technology in the classroom. As our society continues to evolve, and technology revolutionizes education in the classroom, we are still met with some thorns on a very beautiful rose.

In my personal opinion, I believe it would be difficult to argue how technology has not helped modern day classrooms. Students are able to connect and collaborate efficiently, they are able to research anything that piques their interest by a click of a button, and are able to have quick, if not, instant feedback.

Conversely, some of the issues that I believe we face when integrating technology in our 21st Century Classrooms would be the abundance of material in the abyss of the Internet that serves more as a distraction, than it does as academic use.

Students today are connected to some form of social media or technological device. Which is extremely distracting, especially for pupils that are beginning to develop into the man or woman they are going to become (I know, that takes years). Yet socially speaking, humans deeply care about the acceptance of their peers and others. Which is why social media is an unfortunate addition. While some schools utilize social media in the classroom, and some schools block particular websites, the walls of the classroom can only permit and prohibit so much.  While schools continue to try and enforce policies of internet use, it will prove to be difficult as technology has proven to evolve at an exponential rate.

Additionally, what I believe is another distraction for our students: “click bait” information. They are assigned to research and collaborate on projects, and often do not know what is a credible source of information. But can we blame them? How many adults know how to cite credible information? Just because we read it on the internet, does not make it true (except I really am a French model).

So aside from the social media aspect, children are being flooded with unlimited amount of access to articles and information that may not necessarily be accurate, making it difficult for the student to properly organize and/or create work.

I also feel because students live in such an interactive and globally connected world the amount of information both academically and socially fed to them is overwhelming. According to an article in the Washington Post, it states “Teachers reported that students are distracted constantly. Their memory is highly disorganized. Recent assignments suggest a worsening at analytic reasoning. Further, they wonder if we are creating people who are unable to think well and clearly.”

In view of this, what is your personal opinion? Does the risk of distraction worry you about your students and their academic achievement? Do you think that the benefits of the internet outweigh the potential of distraction? Do you have any suggestions on how educators can combat this reality in and outside our classrooms? We need responsible and focused students to help guide them to achievement but how do we condition a beast already in motion?

Statistical photos found through:

Byland, David. (2016). Journal of Media Education. Licensed under Broadcast Media Association on https://campustechnology.com

Article used:

Porter, Alfonso. (2013, January 28). The Problem with Technology in Schools. Retrieved from https://www.washingtonpost.com.