At the heart of ISTE standard 4 is the desire for educators to prepare students with the skills, knowledge and capability to handle technology responsibly and with discretion. For younger elementary age students raised in a digital saturated environment it can be hard for some to distinguish what is appropriate, safe, and beneficial and what is not. As a teacher, my role is to guide my students to best evaluate their resources and choose appropriate responses and solutions to the various situations an online reality may bring.
According to a professional development study done by EdSurge (2014), teachers report getting the most value out of informal learning opportunities such as using twitter chats and online learning communities (p. 9). By learning to engage in social media platforms to extend learning teachers can then take those platforms and introduce them in constructive and creative ways into their classrooms (Tucker, 2016). Read More »
What are ways that I can model digital citizenship to students and invite them to participate in positive, safe and proactive ways with an evolving digital culture?
According to Lindsay & Davis (2010), digital citizenship is about “transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects” (p. 12). Within their statement there is an aspect of strong leadership, willingness to go beyond normal technological comfort zones, and a desire to know a student’s experience with different technologies. As an educator the skills may not be easy to develop at first, but the excitement, innovation and willingness to engage other educators and students around what they see and do through computers, tablets, phones, and the internet are a pre-requisite of a growing learner.
ISTE Standard 1 charges teachers to blend their expertise in content knowledge with creative, collaborative and innovative technological tools. For this project, I worked with another teacher and combined our common experiences living, traveling and studying abroad to create an informational personal narrative. Our target audience were Americans who would be interested in traveling abroad or who enjoy international experiences. Another audience reflected in the personal narrative context would be friends, families, and students who we would enjoy sharing and celebrating our lives and stories with. In a formal educational setting this may be a good example to showcase how students can work together on a project, contribute evenly, and find a common theme to create a consistent narrative story. For a more informal educational setting, using digital storytelling and videos to share creative content that students produce, even if it may be a simple PowerPoint or slideshow, is a great way to build classroom community and for students to see the value in exploring new ways of expressing themselves
What skills or attributes of an innovative educator, such as problem-solving and flexibility with technology, can I model to 3rd grade students and connect to their development in digital fluency?
What digital-age tools can I use to effectively design, develop and evaluate learning experiences in a 3rd grade classroom that students can extend or access beyond the classroom?
With the internet at our fingertips, teachers today have access to a multitude of online resources to choose from the enhance learning in their classrooms. Professional development and practice exchanges are no longer limited within school communities, conferences, and local teacher trainings. According to the eighth annual PBS teacher survey on media and technology, one-fourth of teachers in 2010 joined online communities to exchange resources, get information or advice, and connect with fellow teachers from around the world (PBS and Grunwald Associates, 2010). Even while evaluating my own question on digital-age tools and resources I can use in the classroom, I am able to share in online discussions with teachers in my program in other school districts and countries.
According to Arizona’s Technology Integration Matrix (TIM), technology can be integrated into the curriculum to enhance the collaborative aspect of a classroom’s learning environment. As students and teachers progress through the levels of technology integration, students learn to master and use technology to create, organize and manage learning tasks. Yet in order for the progression to occur, the primary use of technology must shift from the teacher to students. With the goal of achieving collaboration between students, my initial question was, how can a 3rd grader use technology to bridge that gap between teacher and student collaboration?Read More »