EEND 675: End of Course Reflection (Part Two)

Just as our computers have folders and files, I have organized the highlights of my EEND 675 learning by module and topic:

Module One

This module exposed me to so many new ideas!  I felt I needed to catch up and FAST!  I had never created a blog, so this required some testing of sites and tools. After creating my first Google site in Module Two, I think I much prefer that platform.  Another new learning lesson was becoming familiar with ISTE.  It is such an essential part of EdTech.  Our discussion post of comparing the student to the teacher standards was so helpful in understanding the elements of the standards and how we can apply them as educators and instill them in our students-very compatible.  We have an important role in modeling the standards in our classrooms.  Also, I was glad to see the incorporation of the G Suite in this module and throughout the course, as that applies to the use of my students’ Chromebooks. 

Module Two

In this module, I created another new digital platform, a Google Site.  Again, this took some practice, posting & re-posting, positioning & re-positioning, importing & deleting, and repeat!  The experience of creating this site may be one of the most important learning moments of this class.  I plan to re-vamp my very structured reading workshop next fall with student portfolios.  Now that I know how to create a Google Site, I think I can teach it!  The portfolios will not only help manage the paper flow, but most importantly, students can chart their growth, collaborate, and utilize digital reading tools to enhance the literacy experience with greater flexibility. In addition, the resource list and discussion posts in this lesson offered so many collaborative learning tools and PBL. Through designing the collaborative learning lesson, I found out about PenPals, a great new program.  I think our EEND 675 class really got into a “groove” with this module and started connecting with each other by teaching area and similar mindsets.

Module Three

I really, really enjoyed this module with resources and discussions about digital citizenship.  This component of ISTE speaks to my interests as a literacy educator and concerned parent/teacher (SEL).  Additionally, understanding the application of the Fair Use Standard and the ease of plagiarism in our digital environment are topics that aren’t discussed sufficiently in schools.  The NPR podcast "Cut and Paste Plagiarism" was especially interesting to me.  Neil Conan was the host and talked about it being a "victimless crime."  Teachers are even hesitant to report it.  My school uses the database turnitin.com as mentioned on the show.  A guest on the show, Michael Williams, noted that a "gotcha atmosphere" is not desired.  We need to educate our students and then enforce the standards.  After this module, I spoke with one of our Digital Literacy Initiative (DLI) leaders in our school about re-vamping the digital citizenship boot camp at the beginning of the eighth grade school year.  He is on board!  I have gathered many resources through this course and from the educators on the PLN page.  In fact, in module six I photographed my students participating in a social media activity which I found through a blogger.  It was fun to be on the “other side” of Flipgrid.  My students use this to post about their reading.

Module Four

In this module I learned about TPACK (the integration & overlap makes sense).  Our school has used the SAMR acronym, but I see that the TPACK  integration model is more authentic to what is going on in the classroom.  On the Schoology Exchange resource in the module, Dylan Rodgers notes a study by Dr. Dorit Maor.  Maor states that TPACK "paves the way for educators to engage students in collaborative learning and to develop the concept of digital pedagogies.  Digital pedagogies may be the concept that can encompass all:  teaching approach, students' attitudes, and desired learning outcomes."  Additionally, I really enjoyed our class discussion about the “other” C of future ready learning.  There were very thoughtful responses that made me stop and ponder.  I felt compelled to offer the C of citizenship since I live that on a daily basis in my classroom and would like to focus on that for a future team-wide project.  The big takeaway in module four:  the research paper!  Something I like about this course is that we dig, dig, dig, with new stuff…and then we stop and think about it.  This was our stop and think about it moment.  The importance of EdTech training and PD for teachers became very evident to me while writing this paper.

Module Five

Again, more great Google tools in this module:  team drives. The collaborative feature of Google is its greatest asset.  This module was also very direct-to-classroom.  I presented the digital resources evaluation tools at my ELA PLC the week following the module.  The article, “Evaluating Open Educational Resources:  A Guide for Teachers” (ACSD 2013) was very informative in that it broke down the evaluation process into goals & outcomes, functional design, and interface.  This makes so much sense.  I also liked the handy checklist for evaluating the formative assessment digital tool No Red Ink.  I am actually putting this forward to our principal after meeting with our PLC (need to finish IAR testing).   The growing diversity of learning needs in my classroom needs the support of the paid version of NRI for writing interventions (guided drafts and peer editing).  I have talked to other teachers about requesting this had not taken the time to put my thoughts in writing-until this lesson!

Module Six

I became a connected educator! I had been hesitant to launch a Twitter account but now see how easy it is to reach out and share with other educators (many who are doing very neat stuff!).  In the Middle East Education Journal (January 2017), columnist Kate Jones defined a connected educator as one who is "passionate and committed...uses their global network of educators, called a professional learning network, to share, learn and develop their work as an educator."  There was a fabulous poster resource of six social media sites in this module which I will post in my classroom.  Found great people to follow:  Jennifer Gonzalez, Kristen Mattson, George Couros, Lisa Plenty, Josh Stumpenhorst (my colleague), Pernille Ripp, Penny Kittle, Techthought.org, and more.  I have already tried out two new ideas from reading tweets from educators.  I love that Twitter is accessible whenever you want to connect. But I also see how you may want to set up your own online limits.  It’s all in finding that balance, which came through in our great discussion posts.   With that said, I found it interesting to “touch base” with authors I read about on their websites.  Benjamin Dryer (Copy Chief of Random House) even liked my tweet!!!

Module Seven

The topic of classroom management of devices is relevant and essential in our schools.  We must collaborate as teachers, administration, and tech staff to establish, model, monitor, and reinforce appropriate use of digital devices.  And consistency of the message is important.  A middle schooler will quickly become confused if usage protocols vary greatly from classroom to classroom.  I have talked with colleagues at other schools who state that devices were hurriedly pushed-in with only consideration of the technical tools, not the usage guidelines and responsibilities.  This module provided multiple articles to guide teachers.  I found the article, “7 Tools to Help You Manage Digital Devices in the Classroom” (ULearning Blog 2018) especially helpful.  As my eighth graders are ready to march off to high school, it is imperative that they feel comfortable and confident in accessing the features of the Chromebook AND understand how to utilize it as an organizational tool.  It states, “When you announce an assignment, quiz, or other exams, encourage your students to add those dates to a digital calendar.”  Also, I learned a new Google tool in this module:  Google Drawing.   I must admit it was fun to create.  I had my students in supervised study use it to create possible cover images for our eighth grade Moving On Ceremony. 

Module 8

This module focused on digital portfolios.  In Denby’s article “4 Tips for Meaningful Student Portfolios,” he shares that it should address the whole student.  It should reflect the student both at school and outside school.  I had never considered this.  Something to talk about with my teaching team.  As noted in my reflection for module two, creating student portfolios in my readers’ workshop this fall will be (should be!) a game changer in the mode and materials used during these sessions.  Currently, students have the option of reading with a paper text or a digital reader.  However, our reading workshop journals which document, collect, and reflect upon their growth as readers, has been recorded in a paper, spiral bound notebook for years.   I don’t see “giving up” components of our learning with this transition, but “adding to” the flexibility and accessibility of literacy.  I envision digital reading logs and journals, Flipgrid student book talks, posting of author blogs and podcasts, Google drawings of book settings, lists of books to read, and collaborative book group entries.  I am pretty excited about this!  I will use Google Sites, as that will complement with their Chromebooks.  I see my students very engaged with the creative and cooperative elements of this project. 


Image Credit:  https://www.llamazoo.com/key-edtech-trends-to-watch/