TEACHERS

Session 8

1

Present a summary of your technology modified lesson including your reading connections and feedback that you’ve received.


2

  • As a presenter, look to address the following points:
    • -What was your process (e.g., why this tool? steps? challenges? successes?)
    • What is your final product?
    • How might you alter or extend this work for greater impact (e.g., meet more standards, increase diversity, additional assessments, differentiation, etc.)
    • How did your creation process connect to other elements of our coursework (readings, TED talk, activities, rubrics, etc)?
  • As an audience member, choose at least one rubric or assessment tool that we have discussed in class to evaluate your classmates’ Maker projects.  Examples include:  ISTE standards,  Common Core Standards, Triple E FrameworkText Critique Schema, and U of W’s podcast rubric.

 3

  • Please provide a summary of your “Follow an Educator/Theme” assignment.
  • Now that we’ve reflected on our experience following educators and educational themes,  let’s read an article about expanding your Personal Learning Network (PLN):


 

4

  • In Session 3 you played AgainstAllOdds and in Session 6 you played Digital Compass. In both games the play experience is centered on a decisionmaking mechanic. Today we will also work on creating a game revolving around the decion-making mechanic. Let’s discuss a new way to use Google Forms:  A Choose Your Own Adventure Novel:

https://docs.google.com/forms/d/e/1FAIpQLSfgyottuKENMA2-ZxrFudvtY3nOQt-p34B0Jn4YwZ0DKX0x2Q/viewform?embedded=true

  • Now it’s your turn to create a Choose your own Adventure (CYA). The theme of your CYA can revolve around any theme or issue discussed in this class, including: Digital Citizenship, Gender Fluidity, and choosing technologies for your lesson.  Below is a tutorial on how to create it:

 


5

Exit Pass: Please complete THIS Google Form to let me know about your course experience.  Be as critical as possible so that I can improve my content and approach in future work.

Session 7

1

  • Today’s session will begin with a discussion of symbolism.  We will be using tools and lesson ideas provided by StoryBoardThat.

  • StoryBoardThat provides an excellent description of the value of Theme, Motif, & Symbols and its relation to storyboarding:

One of the beautiful things about stories are the underlying lessons, morals, or critiques they contain. Teaching students to identify these hidden messages brings greater depth to their literary experiences

…[storyboarding] allows the visuals or symbols to tell the stories, making the ideas easy for students to understand and expound upon. With storyboards, students can reflect abstract ideas in a concrete manner…

  • Begin by spending 20 minutes looking through Theme, Motif, & Symbols StoryBoardThat projects and lessons anchored by THIS page.  Some great examples include: Wonder, The Fault in our Stars,  The Catcher in the Rye, and Thirteen Reasons Why.
  • Sign into Storyboard using my username and password
  • Next, create a StoryBoard containing:
    • 3 Characters from Symptoms of Being Human
    • A symbol that represents each character from within the story (e.g., Solo’s backpackand a symbol representing them from your “imagination” (e.g., a male and female symbol mixed together)
    • An explanation of each symbol
      • For help finding a symbol from your “imagination”, check out The Noun Project.
        • Sign in using my username and password
        • Download an image (as an .svg)
        • Upload it to StoryboardThat


2

  • For an instructor whose area of academic research is in Educational Makerspaces, we sure did not use a lot of low-tech tools for creative production in this class.  Today, we will try to make up for lost time by working with sewable electronics.
  • Before we start, let’s read The “Unstructured Classroom” and Other Misconceptions about Constructivist Learning to present an ideological foundation for the types of Maker activities we’ll be doing today.

3

  • Your assignment today will be to choose a character from Symptoms of Being Human and design a bracelet to represent them.
  • To prepare for our work with the sewable electronics, we’re going to use a kit called LightUp to explore the concept of an electrical circuit.


 

4

  • Now, we will be using electronic thread, a battery, and an LED light to create the bracelet.

  • Next, we will create custom buttons to decorate your bracelet.
    • The buttons should include a character symbol you chose from your StoryBoardThat.
    • HERE is the tutorial for this:

  •  If you enjoy doing this, you can learn more by exploring the book below:


5

Share out your school librarian/technology teacher interview results.


6

Homework:

  • Complete your Makertime Project
  • Sixth blog post: Personal Learning Network.
    • In session 8, we will be discussing how to further develop your Personal Learning Network (PLN).  In advance of our discussion, take this time to reflect on your experience following educators and educational themes.
      • Which educator(s) or educational theme(s) did you follow?
      • How did you find them?
      • How did you interact with the text?
      • What did you learn?
      • What “push furthers” and/or follow up questions for this person (or people) would you present if you were to continue to engage with them online?

Session 6

1


2

  • The preceding article was clearly geared toward older students.  Let’s do a discussion exercise based on a tool called the Six Thinking Hats designed by Edward de Bono.
  • Below are two representations of the Six Thinking Hats. Click on them to enlarge:

  • The discussion prompt is as follows:  Which of Davis’ “9 Key Ps” of digital citizenship belong in the lower elementary classroom curriculum? What would  these lessons look like?


3

  • As discussed in Session 3,  serious games offer an alternative to traditional text that can sometimes lead to increased engagement and deeper understanding.
  • Having read an article, watched videos, and created a mindmap on digital citizenship, see if/how playing Common Sense’s game titled Digital Compass informs your growing understanding. Click on the image below to play:

  • Beyond the educational and social implications of Digital Citizenship, we should briefly address the safety concerns associated with this issue.  Watch/interact with the video below:

 

4

  • Not to get too political, but one of the hottest topics these days in Digital Citizenship is the issue of “Fake News.”  How do we develop our abilities to critically analyze the information presented to us and determine its source, veracity, and intentions? While this issue is definitely suited for upper elementary and beyond, it is worth a short discussion on how to broach this topic, considering the educational value and political ramifications.
  • Watch the two videos below to initiate our discussion:

5

Next, let’s engage in some practical exercises designed to help students evaluate information.  Click on the image below to begin:


6

Lastly, although Fair Use was alluded to in What Students Need to Know About Digital Citizenship, here is a video that provides clear guidelines:


7

  • There are tens of thousands of educational apps. How does an educator choose from amongst them? Let’s address this issue by reading the following article entitled How to Choose a Learning Game:

  • Click HERE to view a very general rubric created by the CUNY Library Faculty Committee to evaluate learning games.

  • Now Click HERE to view a rubric for students to review apps.

 


8

Next, play two games on an iPad:

Todo Math

Metamorphabet


9

Finally, using Google Docs, work with two partners to create a PK-2nd grade rubric for schools to evaluate learning games.  Before starting, use “5 Basic Elements of Game Design” to help refine your rubric,


10

  • It’s Makertime!  At this point, you should be approaching completion of this assignment.  Click HERE to review how you will be assessed.

11

Homework:

  • Complete your fifth blog post:   This will be an alternative text post–
    • Create a Digital Citizenship Infographic using Piktochart.
    • Your infographic should address the key components of digital citizenship including strategies that promote these skills and understandings.
    • Download the infographic and post it on your blog (email me if you have difficulties).
    • Here’s an example of an infographic:

  • Complete your third modified lesson
  • Complete technology expert write-up

Session 5

 1

  • Now, let’s watch a TED talk from Carol Dweck on “The Growth Mindset”. Click HERE to view it.
  • As you’re watching it, consider how this applies to not only your students’ approach to learning in your classroom, but how it applies to your own work here in our Critical Use of Technology for Literacy course.
  • To further unpack the notion of the Growth Mindset in the classroom, let’s read: Nurturing Intrinsic Motivation and Growth Mindset in Writing (Conley, 2014).  Start at the “Growth Mindset” section.
  • Finally, read the first section of The Perils of “Growth Mindset” Education for a critical perspective on the theory.

    2

  • Graphic organizers have been a comprehension and pre-writing strategy used in schools for decades. Done right, they promote higher order thinking in students, including the critical literacy skills addressed in this class.   Using Google Drawings to create graphic organizers adds affordances not available in print versions. For instance, one can create graphic organizers that can be completed collaboratively (both synchronously and asynchronously), done outside of school, shared widely, and include images.
  • Look at some examples of Google Drawings graphic organizers within THIS folder by clicking HERE.
  • Within the folder, there is a “Fishbone Diagram“.  Using this template, I began a Growth Mindstate template. Make a copy of it and fill it in using the following prompt:  How do we develop the Growth Mindset in students?  What are the theory’s shortcomings?

3

  • Podcasting is a fantastic way to bring out student voice and address a wide variety of standards.  While the scripting requires thoughtful planning, implementing the technology need not be complicated.
  • Begin by using this rubric to assess the following podcast created by my students (hint: it lacks a ton of necessary elements).
  • Contrast the Teen Pregnancy podcast you just listened to with the domestic violence story recorded below:
  • Is this “Domestic Violence Story” a podcast?  If not, what is it?  Can it still be assessed through the podcast rubric or should it be assessed with a tool like the Text Critique Schema? 
  • In what ways do these podcasts address the ISTE Standards?

4

  • Your assignment is to create a Symptoms of Being Human podcast that addresses at least three of Epic Reads Book Club’s questions (numbers 4-9 seem most appropriate)
  • Choose up to three partners.
  • Create a script using THIS shared document.  Try using the voice typing feature in Google Docs to get your thoughts out quickly.  Click HERE for a quick guide on how to do it.
  • Now, watch this video on how to record your podcast using Audacity:
  • Record your podcast and add some music!  For catchy title ideas click HERE.
  • Let’s take a listen and evaluate your podcast using this podcast rubric.

4

  • In our case, we will be using Google Docs to facilitate this process.  Begin by opening our Pass-the-Reflection document by clicking HERE.  Now, answer the prompt next to your name for two minutes.  When the two minutes are up, locate another student’s work and continue writing from where they left off.  Repeat the process until I call time (using one of THESE timers).

5

It’s MakerTime! Continue to create a “product” that seeks to change people’s attitude or perception of a topic that is important to you. You may use techbrarian.com to locate a social issue.

Click HERE to review your assignment.


6

Homework Assignments:

  • Write a blog post that addresses the following questions:
    • Why is it important for youth to produce original content with technology-based tools?  What obstacles do many low socioeconomic youth face concerning opportunities to create such content? What are some solutions?
  • Complete podcast
  • Write up your School Librarian/Technology Teacher Interview
  • Create your third technology modified lesson plan
  • Critique your classmates’ second technology modified lesson plan
  • Symptoms of Being Human, Chapters 27-36
  • Finish your Follow an Educator Log, Week 3

Session 4

1

2

  • Now, let’s have a Twitter Chat to discuss your thoughts on these two tests.  Watch the video below to see how:
  • Here are some possible discussion areas for our chat:
    • Do these tests accurately identify students’ strengths?
    • What did you discover about yourself when taking these tests?
    • What surprised you?
    • How would you improve these tests?
    • How would you use these tests in a classroom?
    • What are you left wondering after taking these tests?
  • For more information on Twitter in education click HERE.

3

  • Repeat the process with the following song by one of my 7th graders.  Lyrics can be found HERE.

4


5

Now it’s time to create our own songs.  To facilitate the process, we will be working through a “Build-a-Song: Cyberbullying” unit that I teach with middle schoolers. Because this is a multi-week curriculum, we will only be completing activities from days 2-4.  Click on the image below to enter the unit:

 


6

It’s MakerTime! Continue to create a “product” that seeks to change people’s attitude or perception of a topic that is important to you. You may use techbrarian.com to locate a social issue.

Click HERE to review your assignment.


7

Homework Assignments:

Session 3

1

  • In session 2 we briefly spoke about your assignment to conduct a school librarian/technology teacher interview.  Again, click HERE for the specifics of the assignment.
  • To delve deeper into the best practices for conducting and writing up an interview, let’s take a look at a resource provided by ReadWriteThink.  Click HERE to read through it.
  • Finally, choose a partner and interview them about their current job.  Take a moment to think up questions that will provide a rich picture of who they are and what they do.  Next, conduct the interview.

2

      • We are now going to focus on gaming and critical literacy.
      • Begin by playing a game called AgainstAllOdds.
      • We are going to use this Text Critique Schema to evaluate this game.  Use Google docs to answer the question.  To do this click File –> Make a copy.

3

  • Taking notes has been a key learning strategy taught and utilized throughout the ages.  Yet simply writing down information does not, by any means, guarantee one has absorbed or made meaning of what has been presented. One contemporary educational approach to meeting the aforementioned learning outcomes is called Sketchnotes.  Click HERE to watch a slideshow about it.

4

  • We are now going to read Digital Literacy Fundamentals (Media Smarts).  As we are reading it, create a Sketchnote.  Once you are finished, take a picture of it and upload it to your blog or email it to me.

5

  • Now it’s time to design our own game using a program called Scratch.   Scratch is a drag-and-drop coding environment that lets you create games and share them with millions of visitors.
  • Here is a TED video of Mitch Resnick, the inventor of Scratch, explaining the notion of digital fluency and game programming:
  • Today, we will be following a set of instructions to create an “obesity maze“.  This is a multi-day project, so do not expect to finish it.  However, you may choose to adapt this game to suit your MakerTime” project.
  • Click HERE to see the Scratch instructions.
  • Now, complete Part 1.

6

As part of your coursework, you are asked to modify three lessons through technology integration.   Click HERE for the specifics of the assignment


7

It’s MakerTime! Continue to create a “product” that seeks to change people’s attitude or perception of a topic that is important to you. You may use techbrarian.com to locate a social issue.

Click HERE to review your assignment.


8

Homework Assignments:

  • Write a blog post that addresses the following question:
    • How can games promote critical literacy in ways unique to the medium?  Please include at least two references to the Digital Literacy Fundamentals article
  • Begin working on your School Librarian/Technology Teacher Interview
  • Use Canvas to create a book cover and back cover (including blurb) for Symptoms of Being Human.
    • Choose “Kindle Cover” in Canvas
    • Here is a quick lesson plan for creating blurbs
  • Create your first technology modified lesson plan
  • Symptoms of Being Human, Chapters 10-17
  • Enter in your Follow an Educator Log, Week 2

Session 2

1

  • We’re going to begin by reading some of our blog posts based on the Mo Willems author study Webquest. 
  • Now take a few minutes to comment on each other’s blogs.  Go to our shared spreadsheet by clicking HERE and comment on students’ posts until I call time.
  • To reflect on your blogging experience, enter some thoughts using THIS AnswerGarden page.


2

  • Next, let’s take a look at this Slideshare about student blogging presented by Daniel Gibson:

3

  • Before reading the discussion questions, take a look at this image.


4

  • Now let’s discuss the first four chapters of Symptoms of Being Human. Using questions 1-3 found HERE, I created a quiz with a game-based learning platform called Kahoot!
  • Here is a quick tutorial on how to create a game-based discussion in Kahoot!.
  • Now, log into the game by going to kahoot.it.  Alternatively, you can download the app on your tablet or mobile device.  For Android devices click HERE.  For Apple ios devices click HERE.   Enter the Game PIN:  945527

5

  • We will now learn to use an animation application called GoAnimate.  It costs about $100 per year.  However, I have an active account that you are free to use for this class and the classes you teach next year.
  • For your GoAnimate assignment, pretend that you are Riley Cavanaugh from Symptoms of Being Human.   Use GoAnimate to create a  scene wherein Riley tells her friend Solo that she is gender fluid and explains what the term means.
  • Next, we will have a GoAnimate share out.

6

  • We are now going to do a read-aloud of the book Ada Twist, Scientist by Andrea Beaty.  Click HERE to view it (ask for password).
  • As we read the book, I will be demonstrating the “think-aloud” strategy:  modeling how adept readers make meaning from a text.  To learn more, watch THIS video.
  • Click HERE for Andrea Beaty’s study guide.   Locate the “Discussion Questions” on page 4.
  • Using Kahoot! create a survey to facilitate a classroom discussion.

7

  • As part of your coursework, students are required to conduct a school librarian/technology teacher interview.  Click HERE for the specifics of the assignment.  Let’s take a moment to read through it together and discuss interview techniques and strategies for helping connect interview questions with our critical literacy and technology focus.
  • To help facilitate the discussion, let’s watch a Brainpop video that I often show my students on the interview process.  Click HERE to watch it (ask for the password)

8

  • So far in this course, our discussions and activities pertaining to technology in the classroom have focused exclusively on “high-tech” digital tools.  However, another approach to generating powerful acts of critical literacy involves the addition of “low-tech” tools.  The concept of blending high-tech tools with low-tech crafts and pre-industrial tools is called “Making”.   The learning spaces in which these activities occur are called “Makerspaces”.
  • Click HERE to read an article about them.
  • As part of this course, we will be including “MakerTime” during sessions 2-6.  The MakerTime culminates with an assignment.  Click HERE to read it.

9

Homework Assignments:

  • Write a blog post addressing the following question:  Besides utilizing blogs as a pedagogical notebook, describe, in detail, at least two ways they can be utilized in the classroom.  How does each way meet Common Core standards?  Please include a visual thinking strategy (VTS) in one of your usage descriptions.  For more information on VTS, click HERE.
  • Begin working on your School Librarian/Technology Teacher Interview
  • Symptoms of Being Human, Chapters 5-9
  • Finish your GoAnimate project
  • Continue your work in following an educator or educational topic on social media.  Again, a list of educators to follow can be found HERE and your full assignment can be seen HERE.  Use THIS FORM to track your progress.

Session 1

1

  •  Hello!  I’m Dr. Lahana.  In order to learn a little more about me, check out a couple of recent project from my Social Action themed  Educational Makerspace:
  • For the first part of our session, we’re going to get to know one another.  Perhaps you had a chance to take the student survey?  If not, click HERE to do it.  If you’ve finished, move onto other parts of this post, while others complete it.
  • Now, I want to learn a little about you.  Click HERE to answer one or two of these random questions.  Be prepared to discuss your answers during your introduction to the class.

2

  • Next, we will look at the results of the survey and talk a bit about how Google Forms works.  Click HERE for some ideas on how else Google Forms can be used in schools.
  • Below you will find an example of how to create a visual quiz using Google Forms.  As you watch it, consider the advantages over paper and pencil quizzes.

3

  • This class is about the role of technology in promoting critical literacy in the classroom.  For our first discussion, we will begin by reading a short article entitled Is technology a gimmick in your classroom?   Click HERE to read it.
  • Henceforth, as we look at the integration of educational technology into the classroom, consider how the tools and accompanying pedagogy relate to the Triple E Framework presented in the article.  Do they engage, enhance, and/or extend what students accomplish in and outside of the classroom?
  • To help us organize our thinking around the themes presented in this class, we will be using a visual thinking (also known as mind mapping) application called Padlet.
  • Here are some questions to guide our first mind map:
    • What is the role of technology in the classroom?
    • What are educational technologies that you or your colleagues use?
    • Do these educational technologies engage, enhance, and/or extend what students accomplish in and outside of the classroom?

4

  • A common theme throughout this course will be how the use of technology in education connects with standards-based pedagogy.  To address this, let’s begin by reading the standards laid out by  International Society for Technology in Education’s (ISTE).  View them by clicking HERE.

5

    • Beyond Google Forms, we will be using Google Docs and several Google Chrome extensions throughout this course.  Therefore, it is essential that you create a Google account at this point.
    • Speaking of Google extensions, click HERE to install an app called Evernote.  Evernote allows users to collect websites, documents, and images from their Internet browser.  Once collected, you can view them offline on your computer or mobile device.  Evernote also allows users to create notes and highlight the resources they have archived.
    • As we read through the next section, use Evernote to capture pages from the Webquest and take notes about your observations.

6

  • There are a massive number of Common Core standards pertaining to English Language Arts.  Instead of going through all of them (you can by clicking HERE), we will view them in the context of technology-infused lessons.
  • Today, we will analyze an author study Webquest about Mo Willems.  Click HERE to navigate it.
  • As you are going through the Webquest, consider the role that each technology plays within it.  Is it used to engage, enhance, and/or extend the learning experience?
  • Refer to pages 11, 13, 19-20, and 23-24 of the Common Core standards.  Which kindergarten standards does this Webquest address and which ones does it not?

7

  • We will now be creating blogs using wordpress.com.  It should be noted that all the technology-infused products we create in this course (e.g., your Choose your own Adventure form) can be placed inside of (embedded into) your blog.
  •  Watch the following tutorial on how to set up your blog:

8

Here’s a quick tutorial on how to create and publish your first post:


9

Here is the topic for your first blog post:

  1. In your own words, summarize the Mo Willems author study Webquest, including how videos, games, and print are used.

  2. Choose one Common Core Standard that this Webquest does not address.  How would you modify the lesson so that it does?

    *Bonus: Name an ISTE standard that this Webquest does not address.  How would you modify the lesson so that it does?


10

As part of your coursework, please begin following an educator or educational topic on social media.  A list of educators to follow can be found HERE.  Your full assignment can be seen HERE.  Use THIS FORM to track your progress.


11

Homework Assignments:

  • Please purchase or download for free (ask me for the password) Symptoms of Being Human.  Read Chapters 1-4.
  • Complete your “Mo Willems author study”  blog post (if you have not done so.)  Click HERE to see how your blog posts will be assessed over the course.
  • Begin following your educators/themes and recording your activities and reflections.  Click HERE to see the specifics of the assignment.  Use THIS FORM to track your progress.
  • Add your name to the list of student blogs by clicking HERE.