Embedding Digital Texts

              There are many ways of using technology in the classroom. Students are constantly reading and using texts, whether students are reading for a class, reading a funny story, or reading a text from a friend. It is important to be able to adapt to any style of text. In a classroom, students may be switching between hard text and reading something on a smartboard, computer screen, or projector. There are some advantages for students being able to read an e-text or electronic text. Using an application like Diigo or Evernote or Nook students are able to highlight as well as take notes online right as they are reading the information. Students can also easily enlarge text using e-texts to accommodate those who may have trouble seeing small text (Montgomery County Public Schools). Students are also able to in some cases have the text read to them with tracking aides as well (Montgomery County Public Schools). Students are also able to use dictionaries that are embedded into the applications the students are using.

              I do not do much reading in my math classes but I will definitely be working on bringing in Newsela to my district. It sounds like such a great opportunity to reach all students with the same material but to meet the student at their level. Teachers may be teaching the same material to three different levels of students over the course of a day. The application allows the teacher to give all students the same material but at the level of the students. This is a great application for embedding digital texts into the classroom.

Montgomery County Public Schools. (n.d.). Digital Text in the Classroom. Retrieved from http://www.montgomeryschoolsmd.org/departments/hiat/training/collab_cycle/online_reading_resources.pdf

Building Media Literacy

            Building media literacy is a necessity for students entering the global community. Since all students are expected to be global citizens’ media literacy in all subjects needs to be taught. Being a global citizen involves many of the same attributes as someone who has media literacy. Being a global citizen means being able to ask questions and think critically about a topic (Oxfam, 2015). It also means exploring local and global views when talking about complexity of issues (Oxfam, 2015). Once students can do these things then they can be reflective of their informed actions (Oxfam, 2015). Media literacy is needed in order to complete these actions.

            Media literacy is about students being informed by multiple perspectives. Having media literacy means that students can use media wisely and effectively (Ithaca College, 2016). Before using media students have to evaluate the information as well as evaluate information from other sources as well (Ithaca College, 2016). Students then can use the understanding and multiple perspectives to create their own media in different formats (Ithaca College, 2016). Looking at the media literacy skills, they fall right into the skills of a global citizen.

            By teaching students, the critical thinking and creative thinking skills that are required by ISTE, students are more prepared to be global citizens than ever before (ISTE Standards: Students, 2007). Students are bombarded with media day in and day out from their social media accounts, news, google, and many other places. This media can reference information from all over the world and impact people all over the world. The skills from being media literate not only allow students to read this information critically and make an informed decision about the information but can take these skills and apply them to jobs outside the classroom. Students can create presentations or other media to communicate the information which may be a skill that is called upon when the student is in the working world.

International Society of Technology in Education. (2007). ISTE Standards: Students. Retrieved from ISTE: https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Ithaca College. (2016). Project Look Sharp. Retrieved from Project Look Sharp: http://www.projectlooksharp.org/Resources%202/6MLConcepts.pdf

Oxfam. (2015). Education for Global Citizenship. Retrieved from oxfam.org.uk/education: file:///C:/Users/Beth/Downloads/Global_Citizenship_Schools_WEB.pdf

Web 2.0 Tools

        Since there is very little in Google Classroom that fully supports math curriculum at the moment I plan to use Google Classroom as a communication piece. Google Classroom will allow me to communicate with my students about when there are large assignments such as projects due as well post when the next test will be. It will also allow me to put copies of my notes and assignments online. This will allow students who are absent to catch up as well as students who may have missed a piece of the notes to go back and fill in the blanks when needed. Also attached to that I would like to try to use Google Keep with my students. This is a tool from Google that is like a post-it note. Students can download an app to their phones in some cases so that they can keep notes and other important things right at the touch of a button. Students can add notes about school assignments and add reminders. For example, if students are working on a project that is due in a week students can set-up Keep to remind them on a daily basis to work on the project. This will help students stay on track with long term assignments. Part of our job as teachers is teaching students organizational skills and both Google Classroom and Google Keep allow students to stay organized without undue stress added into the students' lives. There are other tools out there that students can use as well. 
          One of the tools that I personally enjoy using is Diigo. Although it does not have substantial math applications in the gran scheme of a classroom Diigo is very useful. For instane, students are working together on a project where they have to find information online and then create a presentation. Diigo allows the students to work individually and then to collaborate fairly easily. Diigo is a tool that allows students to bookmark webpages and add highlights as well as notes to the page. Students can then share their library with classmates in a group and then collaborate from that group to create a presentation in another tool like Google Slides or Prezi. There are really too many tools to account for in the classroom. The important thing is that teachers allow students to bring in their experience and try out the different tools before passing a judgement on the tool. Students may have some great resources beyond what we know. Between what teachers know and what our students bring to the table, we can create an engaging and meaningful education for all our students. 

Evaluating Technological Tools

            Creating a local and global learning network can be a scary prospect for educators who are unfamiliar with technological tools. There are many tools out there that educators can use to connect with other educators and build their personal learning environment. Building the professional learning network of any educator not only allows them to enhance their knowledge but also allows the educator to enhance the learning environment in the classroom (Caron, 2013). Below we will look at three technological tools that can be used to assist educators in building their professional learning network.

            Boasting a set-up similar to Facebook, one of the more popular ways to grow your professional learning network is through Edmodo. The set-up of Edmodo is extremely similar to Facebook but with the intention of focusing on educators. You can have students, parents, and coworkers linked to your account. You can make posts like you would on Facebook to share resources or just to start a conversation. There are apps that you can add as well as add events to a calendar so that all the people attached to your profile can see what you have scheduled. My district actually uses this as part of our technology committee.

            The technology committee in my district consists or teachers, administrators, SAU personnel, technology support as well school board members. Since we do not see these members on a regular basis except on days when we are meeting, Edmodo allows us to stay in communication in between meetings. We send each other articles, apps and other resources that are about whatever issue we are currently dealing with in the committee. It truly provides us a way of staying connected without having to send constant emails about the information.

            Another site that is used by people looking for a fairly controlled environment is Linkedin. Similar to Edmodo Linkedin allows an educator to connect with individuals that the educator already knows. The educator could then connect with the connections of friends but would have a hard time finding educators that are far outside of their original learning network. Educators are still able to post information and send information to friends just like in Edmodo. In Linkedin however educators are able to connect with people who are not involved in education. There may be connections that educators want to make with workers in a specific field and Linkedin would allow educators to do this in a safe environment. Messages can be sent as well as different groups joined. Most importantly the news feed not only includes the people that the educator is connected with but also includes information about trending items specific to the educator. I have used Linkedin to stay connected to past coworkers or classmates.

            My Linkedin account consists of people I have met on jobs outside of the classroom as well as old classmates who are now teaching in other districts. By keeping in contact with these people I am able to communicate with them if I am looking for resources. In the case of connections outside of the education world, I have them so if I need to contact them for a student or in some cases they are willing to make presentations to students about how they use the information from the class in their everyday life. Both of these technological tools are great for creating a local professional learning network but lack the ability to make a truly global learning network. If an educator is looking to have a global learning network they should be looking at another technological tool.

            The tool I would suggest to start with in terms of a global technological tools would be Twitter. Twitter allows people to connect with anyone around the world quickly. Unlike the previous two tools an educator does not need to know the individual they are connecting with before making the connection. An educator could connect with an educator that lives around the world without needing approval from the educator first. Unfortunately, individuals almost need two separate accounts. One account for strictly education work and one account for personal connections. Without two accounts Twitter can be overwhelming at times. It is a great place to connect and send quick messages as well as sharing resources quickly but for someone like me it is difficult to maintain.

            I originally used Twitter as a means to stay connected with friends and now that I am also using it for educational purposes it can be very overwhelming. I find at times that I am scrolling through many tweets looking for the educational references and resources. I do enjoy being connected and following educational leaders from around the world however. I have come across many great resources through this avenue but do not like to be on Twitter as there is so much coming at you at once. There are advantages and disadvantages to each of these tools.

            It is important to keep in mind what the goal of your professional learning network is before choosing a tool to use for that network. Both Edmodo and Linkedin allow you to connect with individuals that you already know as well as connect with people your connections know. Twitter allows you to connect with anyone you can find without permission from the individual. This allows you to see and have access to all the resources that individual has to offer. In all cases you can connect and build your learning network. 

Moral and Legal Issues

            There is a key difference between the moral issues with using technology and the legal issues with using the technology. Speaking morally we are talking about what SHOULD or SHOULD NOT be done with the technology. While looking at the legal issues with technology we are discussing what MUST be done or MUST NOT be done with technology. Below we will look at some of the laws that have been put in place to protect us when using technology. We will also look at how these laws affect our ethics with technology and what some of those main components of our ethics are in terms of technology. 

Legally we have to abide by the following laws when it comes to technology specifically in the classroom:

CPPA – Child Pornography Prevention Act (1996) – This law states that when any program that is created with young people as the target must not contain ANY digital pornography. In 2000 non-obscene images of teens were allowed to be used once again (Lamb, 2010).

COPA – Children’s Online Protection Act (1998) – One of the main components of this law was that children under 13 could not have social media accounts. This was later overturned and ruled unconstitutional. Many sites still require that any person signing up must be over 13 years old but it is no longer a law (Lamb, 2010).

CIPA – Children’s Internet Protection Act (2000) – This is one of the major laws that schools have to follow. This law states that there must be protection measures in place before students under the age of 17 are allowed to access computers. If these protection measures are in place then the school can get discounted services (Lamb, 2010).

BDIA – Broadband Data Improvement Act (2008) – Any state that receives federal funding for services must be teaching minors how to appropriately behave when online (Lamb, 2010).

         These laws have been put in place to assist schools in providing students with safe environments to learn. With the ever changing technology there will be a constant need to change the laws. There is conversations happening now about some of these laws and how they may need to change based on the capabilities of the technology. BDIA is a huge part of what we are talking about in terms of digital citizenship. Students not only need to know what they are allowed to view online but also need to be taught what the expected or ethically behavior is when accessing the technology in the classroom. This is where it gets away from what the state and federal government say can be put online as well as accessed and more towards what the students should or should not be putting online or accessing.

          It is important that all schools or classrooms that are using technology have an acceptable use policy. This policy states what should and should not be done while accessing the technology in the classroom. This acceptable use policy should be written with the assistance and cooperation of teachers, administration and students (Faust, 2008). With all parties involved in the conversation there will be more buy in by all parties. The teachers need to be modeling appropriate behavior as well. This means that teachers are discussing with students where the materials being used for a class are coming from as well as how as teachers the resources were assessed. Teachers also need to talk about what type of information should be posted online and what should not. It is important that students understand that personal information should not be posted online for anyone. It is also important that students understand their digital footprint and that deleting something from a wall or post does not delete it permanently. The acceptable use policy becomes crucial when discussing what should and should not be posted.

Faust, M. (2008, January 15). Teaching Ethical and Legal use of Technology in the Classroom. Retrieved from Slide Share: http://www.slideshare.net/Mrs.Faust/teaching-ethical-and-legal-use-of-technology-in-the-classroom

Lamb, A. (2010, November). Social Technology & Digital Citizenship. Retrieved from Eduscapes: http://www.eduscapes.com/sessions/socialtech/

Using Blended Learning to Promote Global Education

         Blended learning is an opportunity for students to learn the same material that they are being spoon fed in classrooms right now but instead learn it in a very personal way. “Blended learning includes an intentional shift to online instructional delivery for a portion of the day in order to boost learning and productivity (Bailey, et al., 2015, p. 3).” Students are able to using this model work through mastered topics at a faster pace and spend more time working on topics not already mastered (Bailey, et al., 2015).  Since the current generations have embraced technology they will have motivation to learn using the technology (Rubin, 2014). In addition to using the technology to learn the material in their individual classrooms students can reach out to classrooms all over the world to discuss topics, problem solve, as well as collaborate on any project.

            Global learning is about the ability for students to not only learn about cultures from around the globe but also to be able to problem solve, think critically, and collaborate to reach a common solution to a common problem. By having a blended learning community in an individual classroom students are able to begin a project on their own, to brain storm ideas on paper and then reach out to a classroom or student somewhere in a different country or state and work together to discuss the brainstorming as well as then put into action what the students have discussed. Global education opens the doors for students to be working with students from all over the world as well as having in-depth and meaningful discussions from the comfort of their own home. That comfort level will allow students to open up and engage while learning from other students from all over the world

Bailey, J., Duty, L., Ellis , S., Martin, N., Mohammed, S., Owens, D., . . . Wolfe, J. (2015, Summer). Blended Learning Implementation Guide 3.0. Retrieved from Digital Learning Now: http://digitallearningnow.com/site/uploads/2013/09/BLIG-3.0-FINAL.pdf

Rubin, C. (2014, January 23). The Global Search for Education: Got Tech? United States. Retrieved from Huffpost Impact: http://www.huffingtonpost.com/c-m-rubin/got-tech_b_4159856.html

Tools for Global Communication

            Communicating across the globe is an essential part of working in today’s economy. There are many different ways to aid that communication. There is email, chat, as well as social media sites. There is a different setting for each mode of communication (Alton, 2014). In the world outside of education there are times when you should be emailing with your global counterparts and there are times when using a chat forum is acceptable. In order to learn these appropriate times the classroom needs to have access to these tools. Classrooms need to be able to access emails as well as being taught the language used in different situations. It is also important that students have access to resources that describe how different countries might refer to commonly used terms. Trying to understand the customs of the people you are talking to will help the students learn what it is like to be in the working world that is so globally connected (Alton, 2014). There are many books that are used in the classroom that are available online. Mathematics book companies such as Glencoe offer online resources. The resources can include the ability to connect with a tutor and receive help right there, almost like an IT technology help assistant. In order for these tools and resources to work though there are certain things that a school would need.

            First of all as stated before a school would need the resource of having access to email. A school would then need the resources for students to be on computers and have access to the internet. It comes down to having the infrastructure within the school to support having multiple computers accessing the same software, websites, chat, or emails. Schools also need to have resources in terms of classrooms and other teachers that are acceptable for students to connect with on a regular basis.

Alton, L. (2014, August 28). 7 Best Global Communication Methods for Business.