ALISSA’S EDUW 692 RESPONSE LOG

Module BORN DIGITAL CHAPTER/RESOURCE LINK RESPONSE TYPE

DESCRIPTION

1 SAMR Model Links See written response below

table

2 Born Digital Introduction/TPACK Link Check out my response using

this FlipGrid Link (password:
flipgrid692) and also see my
written response below

3 Chapter 1 of Born Digital; Padlet Link and see written

OER Link response below

4 Chapter 2 of Born Digital See written response below

table

5 Chapter 3 of Born Digital; Website Construction Article See my response in this

shared Google Doc:
Module 5 Responses

6 Chapter 4 of Born Digital; Digital Bloom’s Taxonomy See my slide in this shared
Google Slides Presentation:

7 Chapter 5 of Born Digital

8 Chapter 6 of Born Digital; Moore Article FlipGrid Response

(password flipgrid 692)

9 Chapter 7 of Born Digital See written response below

table

10 Chapter 8 of Born Digital

11 Chapter 9 of Born Digital

12 LMS Articles and Chapter 10 of Born Digital

13 Google Ed and Chapter 11 of Born Digital

14 Chapter 12 of Born Digital; Digital Literacy

15 Born Digital Final Reflections

16 Course Final Reflections

Module 1: Proponents of the SAMR model suggest we have succeeded when we have
reached the top of the SAMR ladder (e.g. redefinition). Alternatively, other educational
technology advocates suggest to use only as much technology needed to attain the
learning objective. What are your thoughts? Could SAMR push us to use too much
technology?

As educators, we know that technology is a tool that complements instruction. As

technology continues to advance, there are many new and exciting revolutionary
innovations surfacing. Technology is a very powerful instructional tool when used in
meaningful ways. It encourages creativity, reinforces foundational content knowledge,
and helps individuals stay connected. When deciding what is too much for students;
parents, educators and the community need to collaborate to best teach and model
digital citizenship. I think the SAMR Model encourages critical thinking and increases
students engagement all while helping to make learning visible. Teachers should use
this framework to assess and evaluate technology use in the classroom and use SAMR
when setting student instructional outcomes. I understand that the SAMR Model is the
ladder toward using technology in the most effective ways and encourages teachers to
be reflective practitioners who know their impact. If you’re reaching the top of the
ladder, I feel you are making that much more of a difference in education.

Module 2: Reflect and respond to this statement from Palfrey, the author of Born
Digital. “As teachers/educators of young people growing up in this increasingly complex
and interconnected world, we need to take both the challenges and the opportunities of
digital culture seriously.” In your opinion, what is the most critical challenge or key
opportunity facing us?

I think the biggest obstacle to the digital age is fear. Parents and educators are fearful
of the impact of the internet young people. They fear students may share information
online that puts them in danger or be exposed to internet crimes while unsupervised.
Many fear students will fall victim to online predators and bullies or worse, use their own
knowledge of the internet in the wrong ways themselves. However, our job as teachers
and parents is to put these threats into perspective and realize the great opportunity
before our students.
Our future generations have tremendous opportunities in store for them, not in
spite of the digital but because of it. Parents and teachers are on the front lines. We
have the biggest responsibility and most important role to play. Solutions to the
problems facing the digital age start with promoting traditional values and common
sense along with letting young people be our guides into this new connected way of
living. As a parent myself, I care deeply about the world our children are growing up in,
about friendships, safety, and how young people engage with society. I am eager to
read this book and help my students and family become more active, caring, and global
citizens.

Module 3 (Padlet): 1. What do you feel is the major take-away from Chapter 1 of Born
Digital?
In chapter 1, I learned that (contrary to my initial assumption) young people have
not changed that much, rather the manner in which they express themselves. As an
educator and parent of a young 3 year old, I am reading very closely knowing that I play
an important role in setting the "digital stage" for my first graders and in parenting a
young person born in the Internet era. This chapter helps me to see the importance of
teaching digital citizenship and how to help young people manage their social identities.
Our "social identity" is becoming more and more visible and accessible in the
digital age. This means, it is most important to teach young people about the
consequences of their actions in the digital spaces they create themselves in. Parents
and teachers who worry about the digital age are right that some aspects of online
engagement could be cause for concern. While the possibility of greater exploration in
identity formation offers many possibilities in terms of personal development, the risks
are real. We can take these risks more seriously when we are knowledgeable about
user content and inform young people about appropriate disclosure and privacy, internet
safety, and consequences of their actions. Our first step is to prepare our children about
what their current lifestyle means for themselves, their friends, and for the way they
relate to each other and to their society. So often, people make decisions in favor of
convenience and it's time for educators and parents to feel in control of technology
rather than be in fear of it.

Module 4: Reflect on your own digital dossier after reading Chapter 2 from Born Digital
and after viewing this video. How aware are you of the digital tracks you are leaving
behind? Speculate on how aware you think your students are of the digital tracks they
are leaving behind.

I frequently visit Facebook and find myself posting about my son’s new
milestones, housing projects and renovations, family/friend gatherings, etc. The list
could go on! My favorite place to shop is Amazon and I use many apps for teaching
and recreation. This chapter on digital dossiers opened my eyes to the reality of the
world wide web. Since I have never been threatened or victimized on the internet, I
have been very uninformed and naive to the present dangers of my online identity and
haven’t realized the amount of data I am responsible for (including the digital content
about my son). I found the information of the sonogram to be interesting...yes, I posted
several pregnancy pictures and didn’t even think about it being the first piece of digital
information shared about my son. It really makes you stop and think. My son will grow
up in the digital era and I am glad this book and other resources will prepare me as a
parent and educator to teach digital citizenship and responsible technology use.
I teach first grade and I am sure this information would shock most parents. I
hear of many parents putting their children in front of the screen and letting the
technology “babysit”. This is affecting the way children interact with peers, collaborate
and work together, problem-solve, think critically, etc. When something provides
instantaneous feedback like a smartphone or iPad, it becomes a hindrance on their
attention span and I find that the school day isn’t as engaging for children of the digital
age. I remember being in grade school and I truly felt that everything my teacher did
was enlightening, fun, and significant in my education. Now, more than ever, I feel that
so many students need to be “entertained”, given “a carrot” or a reward to participate in
the classroom. I don’t think students or parents today realize the impact of technology
nor are they aware of the digital footprint many children are creating.

Module 5: Module 5 Responses

As we have read in the first few chapters of the Born Digital text, our learners are
growing up in a technology-mediated world. In many respects, they are growing up in a
very different world than we did. Technology is changing the way people acquire and
consume information, build and communicate knowledge and even interact and form
relationships.

1. Identify and share resources and methods you have used to educate your
students about safe and private online activities
2. What is our role, as teachers, to inform our students about this new digital
reality?
3. What is your major takeaway from this week's readings?
Module 6: Google Slides Responses
Chapter 4 of Born Digital explores the topic of Internet safety. It is a matter of concern
for parents and educators alike considering the amount of time young people spend
connected.

1.What do you feel are the most important rules of netiquette (the correct or
acceptable way of communicating on the Internet)?
Module 7: Read this brief article, "Making the Leap: Students as Creators,
Not Consumers". Then think about the question posed in the article: One
way forward is to change the way we see students — no longer as
consumers, but as creators of their learning. The 2016 K-12 Horizon Report
identifies ‘students as creators’ to be a key short-term technology
adoption trend, impacting upon education within the next one to two
years. Deeper engagement, and the development of entrepreneurial,
critical, and creative skills are considered to be positive outcomes of
allowing students to take control of their own learning, so that they may
set their own goals and design ways to meet them. This is simple enough
to say; but how might this be enacted?

This article really resonated with me and made sense. I understand the
comparison of education and hot lava and it reminded me of my professional
responsibilities as an educator in today’s growing technological era. Fear of the
unknown has long stopped me from moving forward and embracing new
technologies benefiting education. This article helped me realize the need for
change. “Students have ceased to be seen as empty vessels that must be filled
with as much information as possible in twelve short years. Now, the challenge is
to teach students how to find, evaluate, interpret and remix information — and to
use these skills to create new content to share.”
There are many ways that this new paradigm can be achieved. Planning
curriculum based upon inquiry learning or design thinking may be the first step
towards achieving greater student participation in learning. Both approaches
place the focus upon students becoming active investigators as they work
towards developing a response to a personally meaningful question or problem.
One way we achieve this at Sam Davey is our project-based learning approach
through our series of STEM activities (Engineering is Elementary Curriculum) We
have passed an initiative that promotes greater independence and choice,
student driven assignments, hands-on curriculum, and creative technology
infusion within the classroom. In my classroom, we use Symbaloo to grant safe
access to internet activities and services used for research projects, sight word
practice, reading (RAZ+ Kids) games and apps that compliment our learning, etc.
It is an organizational tool that helps manage students’ Internet consumption
and aids in our learning.
Another idea is through a makerspace. A makerspace is a creative DIY
space where young people can explore their own interests and make new
discoveries with creative, educational tools for inquiry. It encourages students to
find their passions and share them with others.
I found IdeaPaint to be an interesting way to engage students of all ages.
Teachers can transform classroom walls, desks, hallways, or lockers into a
whiteboard to allow for creativity to flow within the school. This reduces the use
of paper and allows for students to collaborate, create, and share.

Here is a list of more creative ways to transform learning.

From the reading: With an iPad, tablet or laptop, students can easily create
videos, animations, tutorials, movie or book trailers, a podcast or audio book, an
infographic, a blog post, or a Wikipedia page. Even the standard essay can
become a multimedia hybrid with the inclusion of hyperlinks, YouTube clips, or
annotated images. Students can create interactive installations by combining
physical technologies such as the MakeyMakey with posters or artwork, or
choose to bring a sculpture to life using squishy circuits. Students can create
connections with peers or expert mentors from all over the world using
communications technologies such as Skype or Zoom, and can contribute to a
huge number of citizen science projects, such as on Zooniverse or BioCollect,
where their research is used in real-life scientific projects.

The time to change education is needed now more than ever and these
ideas can shift our thinking and ground ourselves in the idea that students are
creators not consumers of education and begin a more student led approach to
teaching and learning.

“Learning ceases to be an act of consumption, and becomes an active, creative

endeavour.”

Module 8: FlipGrid Response (password: flipgrid692)

I chose to focus on the video series from this week’s readings and the question:
Where do we strike a balance between protecting the content holders
(musicians, artists businesses) that produce files and the people that want to
be involved in that culture? How do we create law going in to the future
protecting both parties?

This is a really tough question but one that needs to be asked. It will hopefully
prompt important discussion in shaping the rules of how to respectfully
borrow from other authors and start to address the issues of copyright
infringement. Legal change is necessary to combat the problems with
copyright but how? With so many technologies existing to make exact copies of
downloaded music and art, I see there being a threat to the conventional sale of
sound recording but I feel the response should not be trying to squash these
the threats but rather rethink traditional avenues and help educate young
people and policymakers alike. A reworking of copyright law in music would
accommodate the inevitable online and offline products used in illegal file
sharing. I will tell you that I didn’t always “fairly” download music and the
way in which social groups create and share CD’s for others using devices has
only got more complicated as the digital age has manifested over the years.
One option could be to require renewal registration after a short initial term on
mobile devices or apps that allow file sharing. This will grant that all parts of
the music industry continue to flourish while letting others participate in the
culture appropriately.

Module 9: A big portion of our work as teachers is to inspire--not only to instruct,

communicate, assess. In what ways have you used technology to inspire your
students?
● Can you share an example or a link to this inspiration?
● If you haven’t yet used technology to inspire, think of a way in which you
could do this in your classroom.
Technology has strengthened and improved my instruction in many ways.
Teaching with technology deepens student learning, engages different learning
styles (allows for differentiation), encourages creativity and innovation, all while
supporting instructional objectives. One challenge to technology is selecting the
“best” tech tools. This course has helped me identify and integrate engaging
learning opportunities for students. Many times I found myself developing a
pessimistic and negative attitude toward technology because we lack 1:1 devices in
grades K-2. As a result, I initially felt this class wouldn’t benefit me and wondered
if I would be able to learn anything or implement the recommended resources into
my classroom. Boy, was I wrong! I’m doing more now with one iPad than I ever
thought possible and I now have a more positive mindset on the benefits,
opportunities, and uses of technology.
One technology tool that has enhanced my practice is the app: Symbaloo.
With Symbaloo, all of your favorite websites are at your fingertips. I use Symbaloo
to pool important educational videos, research web pages, games, etc. It allows for
greater organization and saves me time in preparation each year because every
webmix I create is saved from year to year. Symbaloo itself is the platform I use
to integrate appropriate online educational services for first grade students. I
teach and model computer navigation and basics, safe-browsing and digital
citizenship all through use of Symbaloo. Below is my Symbaloo for our animal
research project at the end of the year. Students have access to child-friendly
search engines and engaging animal websites where they draw an interest in one
animal and write a report. They learn how to search relevant information about
their animals, organize and plan, draft, edit, and share research within our
classroom community.
 Another way technology has inspired my teaching is through the app:
Educreations. When using Educreations, I am able to voice record, draw and insert
images, and ultimately share my screen and my thinking with students. This form of
creating lessons proved to be very engaging and stimulating to students. They liked
watching the visuals and dynamics on the screen and learning through multimedia
expression. It was beneficial to be able to review the screencast with my students
after grading and assessing individuals. I would like to begin sharing these with
parents and compile more online lessons for each math unit review.
Lastly, I enjoy using FlipGrid to engage learners in content. They liked being
able to process the information and answers as a team while learning through a
jeopardy-style game. FlipGrid encourages cooperation, communication, and problem-
solving-an area all first graders need practice. The 2D/3D Geometry math game I
created doubled as a fun learning experience and math review before our unit test.
The energy in the room was incredible and I heard many students complimenting
each other, high-fiving, and cheering each other on. I look forward to creating
more cross-curricular lessons using FlipGrid.
Technological literacy will be a valued skill in students' futures and careers;
therefore, we should help them use technology effectively and efficiently. We
need to engage our students in conversations about the appropriate application of
technology and allow them to help us clearly define accepted applications, as well as
inappropriate practices and the resulting consequences. Technology is an important
part of youth culture and is aiding in the definition of an individual's identity. We
must embrace the challenge as parents and educators and spend time learning the
best digital practices to continue inspiring and motivating young people in the
digital era.