Google Apps

Google apps are becoming very popular in the school I teach at. In a way, I feel they are the gateways to technology use. When I first started using technology in my class, I started with Google docs. I then expanded to Google slides, then sheets. After I got those down, I was more confident to try other things such as sites. Google apps helped me to build technology confidence because they are easy to use and integrate into my curriculum.

I am now trying to transfer and build my curriculum in my Google drive. Having everything in the cloud allows me to access it anywhere versus having to run to the school so I can connect to the server. I also like using Google forms as an embedded quiz within my website. It is a great tool for formative assessment.

Google apps such as Google docs allow me to provide feedback for my students instantly. It also makes grading easy when looking at revisions because I can check the revision history. My students enjoy using the Google apps and have created some great papers, and presentations with them. According to our Module seven notes, "Students are continuously using real-time collaborative tools such as Google Apps and other social networking tools (recall the discussion from Module Five) to work together on homework or projects outside of the classroom without prodding from teachers" (para. 8). I have witnessed my students collaborating on papers and peer editing them without me asking them to do so.

In my current college class, the Google App, Forms, allowed me to survey my classmates over standards-based grading. I was interested to know what my classmates thought about this type of grading system because I have recently changed my grading to standards-based. I really like this new grading system, but I have only been using it for a year, so I was thankful for an opportunity to gain insights from my classmates who have been using it longer.

Click here to view the results of my survey

The survey showed that 4 out of the 5 standards-based graders felt that the grades their students earned accurately showed what they know and can do. Only one out of the three traditional graders felt that their students' grades accurately represented what they know and can do. Four out five of the standards-based graders felt that their grading system helped to foster a growth mindset rather than a fixed mindset. These results helped to reassure me that I am on the right track with my grading.

My Google App journey is yet to be done. I know there are a lot more out there that I have yet to use. As the years progress, I plan on trying out new apps in my classroom. If you have any to recommend, I would love to hear from you!

References:
(2015). Module seven: Productivity application: Google Apps. [Class Lecture]. Department of Education, Southern New Hampshire University, Manchester, NH.

Module 5 Blog Post: Social Media

Using social media in schools is a debatable issue. The district I teach in just recently released the web filter on Twitter and Facebook at school, but only for teachers. Fear seems to be the biggest deterrent in using social media in schools and while being fearful is an honest response, it should not be the only decision making factor. Below I have outlined the pros and cons of social media in schools.

Pros:

According to Lave and Wenger (1991) "It is widely accepted that learning has a strong social component and that this learning is situated in our relationships with others" (as cited by Solomon and Levin, 2010, p. 80). This is where social media comes in. It is a way for our students to collaborate with their peers which will aid in their comprehension of skills and concepts. According to Surowiecki (2004), "There is some evidence that the large number of humans engaged in Web 2.0 may be the key to innovative thinking and problem solving" (as cited by Solomon and Levin, 2010, p. 85). In order for our students to learn how to communicate in a civilized and educated manner online, we have to model this in our schools so they could one day be an innovator or problem solver like Surowiecki mentioned.

It is important to note that social media is not limited to just Twitter and Facebook. Sites such as Youtube, Blogger, and wikispaces are also considered social media sites. These sites offer creative ways for students to interact and learn from one another. This sites also allow students to be contributors and innovators online which allows them to start creating a positive digital footprint in their wake.

Social media can really have a positive impact on education. According to a study conducted by the University of Minnesota "on student use of social media, students who are already engaging in social networking could benefit from incorporating it into curriculum" (as cited by Module five notes, 2015, p. 2). Christine Greenhow, a researcher, states, "By understanding how students may be positively using these networking technologies in their daily lives and whereas the as-yet-unrecognized educational opportunities are, we can help make schools even more relevant, connected, and meaningful to kids" (as cited by Module five notes, 2015, p. 2). According to Cumberland (2014) social media in the classroom increases classroom participation and collaboration (para. 2-3). They also help parents, teachers, and students up-to-date with daily classroom lessons and assignments (Cumberland, 2014, para. 6).

While some may worry about the safety of social media there are safe social media options if a school is worried about safety such as edmodo, schoology, moodle, and Google classroom.

Cons:

As we all know the very essences of social media is in it's name. It is a social site and with this comes challenges, especially when dealing with adolescents. One of the main concerns is cyber-bullying and harassment. Teachers can delete inappropriate posts or report them, but once it has been posted the damage has typically been done. Cumberland (2014) points out that "social media can be a distraction in class" as well as detract from face-to-face interaction which is also an important skill (para. 8-10).

In Summation

In my opinion the pros out weigh the cons. It might be scary to use, but learning how to communicate online is an important skill for students. We cannot let fear dictate our future.


References:

(2015). Module five: Social networking tools and social media. [Class Lecture]. Department of Education, Southern New Hampshire University, Manchester, NH.

Cumberland, S. (2014, February 21). 5 pros and cons of social media in the classroom. Retrieved
           March 11, 2015, from School is Easy Tutoriing website:http://www.schooliseasy.com               /2014/02/social-media-in-the-classroom/

Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: ISTE.

 

Digital Citizenship - Slifer Module 2 Blog Post

Digital Citizenship

by Erin Slifer

 

When I got married and changed my name 2 1/2 years ago, I felt a sense of loss at leaving my digital footprint behind and having to start over; however, it has allowed me to see that I never really lost anything at all. I gained a blank canvas to showcase myself as an educator. A person's digital footprint is really a gallery of what a person has done in their life as well as a way to display one's technology or career know-how. I am currently building my digital footprint. Sure I have Facebook, Twitter, etc that will pop up when searching my name, but that is not what I want to represent me. One of the first things that pops up when you search my name is my class website. Next is "Cadre Learning" where I participated in a summer workshop building my technology know-how. Links that represent my growth as an educator are what I like to see when I Google my name. I am building my footprint one digital step at a time.

My digital footprint is important because it is a way of showcasing my abilities, successes, etc. to the world. It is important that I be a responsible digital citizen. Learning digital citizenship is a powerful skill because I have learned how photos, articles, and sites can impact my image. I want to represent myself as a role model, an educator, and a mom; learning digital citizenship helped me to not represent myself in a negative light.

Just as I have learned digital citizenship it is also important for students to learn it, too. This should start at an early age, but I believe we should not put a negative spin on digital footprints. Ferriter (2011) states that students are taught how their digital footprint could lure predicators and to watch what they say and post online (para. 4-5). While this is true, Ferriter (2011) sees "digital footprints as potential tools for learning, finding like-minded peers, and building reputations as thoughtful contributors to meaningful digital conversations" (para. 5). It is important for students to see how their digital footprint can help them to showcase their abilities to potential employers, colleges, and peers. It is a way to network with others interested in the same things.

Learning about digital citizenship and digital footprints should start in Kindergarten, maybe even earlier. If three year-olds are playing games online then they need to learn the appropriate rules to playing online, but it should also be an avenue for them to display their learning. Kids need to know about the dangers, but they also must not be scared away from showcasing their talent online. Richardson (2008) states:
           More than ever before, students have the potential to own their own learning—and we have    
           to help them seize that potential. We must help them learn how to identify their passions; build
           connections to others who share those passions; and communicate, collaborate, and work
           collectively with these networks. And we must do this not simply as a unit built around
          "Information and Web Literacy." Instead, we must make these new ways of collaborating and
           connecting a transparent part of the way we deliver curriculum from kindergarten to
           graduation. (para. 15)

Richardson (2008) would argue that digital citizenship should not be a class that is offered, but one that all teachers offer in their day-to-day curriculum. Just as we integrate technology into our curriculum, we must integrate digital citizenship skills, too.

References:

Ferriter, W. (2011). Digitally speaking / Positive digital footprints. Educational Leadership,
      68(7), 92-93.

Richardson, W. (2008). Footprints in the digital age. Educational Leadership, 66(3). Retrieved from www.ascd.org/publications/educational-leadership/nov08/vol66/num03/Footprints-in-the-Digital-Age.aspx

Module 1 Post

Role of a Technology Specialist and Today's Students and Teachers

To me a technology integration specialist is someone who is a continuous learner and shares what they have learned with their coworkers. A technology integration specialist works one-on-one with teachers to help them integrate technology into their curriculum. They also help to plan professional development over technology based on the needs of the teachers within the district or school (Meltzer, 2012).

While the video below was taped in 2000, it gives insight into what a technology integration specialist does when working with teachers.

 

Coincidentally, today I was in my Teacher Leadership Grant Writing Committee meeting discussing the types of leadership roles we would like to create for our TLC grant and one of those roles was a technology integration specialist for the district. We discussed what we felt the role of a technology integration specialist would be and we did not just limit the position to helping teachers, but also felt that the Tech. Integrator should work with students. Not only would they help develop technology skills with students, but also help students learn the Common Core 21st century employability, civil, and financial literacy skills.

 

 

According to "the Pew Internet and American Life Project's Teens and Social Media (Lenhart, Madden, Smith, and Macgill, 2007) details that 64% of online teenagers (aged 12 - 17) engage in at least one type of content creation" (as cited by Solomon and Schrum, 2010, p. 3). This means that today's students are being innovative online. They are sharing what they create online with the world. They create Tumblr pages, Facebook pages, videos, music mashups, and more. Solomon and Schurm (2010) go further and say that "content creation is not just about sharing creative output; it is also about participating in conversations fueled by content" (p. 3). Our students are engaging online in digital communities; it only makes sense to do this in schools, too.

 

 

Teachers engage with technology outside of the classroom, too. I am Facebook and Twitter friends with several of my coworkers as well as teachers in other parts of the country. Social media is a great way to connect with others and learn about what works in the classroom. Even though we as teachers engage with technology outside of the classroom, we do not always engage with it inside of the classroom. This is in part due to inadequate technology training (Meltzer, 2012, p. 16). This technology gap with teachers can be addressed by a technology integration specialist when planning professional development.

 

A technology integration specialist is a necessary role in schools. They help teachers and students develop the technology skills needed to compete in today's world. 

References:

Meltzer, S. (2012). Step-by- step professional development in technology. Larchmont, NY: Eye on Education.

Solomon, G. and Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: ISTE.