Overview of Technology Showcase
Life Long Learning
Media and Information Literacy
Universal Design for Learning (UDL) Computational Thinking (CT) Coding/Programming Technology Review/Preview for Survey Monkey Educational Games Blended Learning |
Life long learning |
Follow me @msrachelsanborn |
As an educator, as well as a community member, I believe that it is important to be self-assessing one's own learning not only during active school or university enrollment but throughout one's entire life. One way to make this possible, especially for adults who have full time jobs and busy schedules, is by using online resources.
Personal Learning Network (PLN) A way of describing a group of people, or sometimes organizations, you connect with in order to learn from their ideas, their questions, their reflections, and their references (Often online global interaction, but from your own personal learning environment). Common tools: Twitter, YouTube, The Educator’s PLN |
Media and information literacy
My Teaching Philosophy Statement of MIL:
Media and Information Literacy, or MIL, is incredibly important in today’s youthful and technology growing society. Young generations, and older as well, have made technology part of their everyday lives. Due do this every growing internet thriving world, it’s crucial for students to learn how they can use technology as well as, unfortunately, how technology can use them. Although there are many benefits of using technology, and I implement online features into my lessons often, at times technology does try to use its users and with this… we must become literate in technology in order to understand how to tell if information is portrayed accurately, what kind of ulterior motive advertisements and other various parts of the internet may have, and how to be overall safe while online.
Some ways that I do implement MIL into my classroom is through discussion and mini-activities that cousin content teaching. Each lesson that does involve the internet also involves a mini lesson on safety, and at the beginning of the school year as well as reminders throughout, students in my classroom will have the opportunity to discuss how different internet posters’ messages may vary depending on their motives as well as discuss various bias that may arise. My students learn how to analyze media and information critically, in order to gain the most accurate and unbiased information possible from their media relationship.
Although in my classroom, I emphasize internet safety and teach skills to my students that help them better use technology in a meaningful and safe way; nothing can replace the role modeling their families play for them. Some things that families can do in order to supplement what students are learning in my classroom is to discuss internet safety with their own kids at home. It’s important that students see their parent’s looking at media critically and show their children that they understand different media sources and outputs contain various biases and sometimes stereotyping as well. A parent’s example of not being “used” by the internet will greatly help children become more successful in my classroom as well as in their own lives. One great website I’d like to share with parents is: https://www.internetmatters.org/. Internet Matters contains many helpful tips and advice for parents on teaching children internet safety as well as including topics such as cyberbullying which is an arising issue with youth in modern society. This website also contains differentiation based on various age groups and grades.
More Information on MIL:
Today's average youth spends more then 9 hours a day consuming media. With technology, young people can instantly share and engage with media messages to find answers, get directions, shop, connect with others, and more. Although media can be used to enhance our learning, it's important to be able to critically think about media because they are texts to be read, analyzed, deconstructed, and reconstructed. Not all media accurately portrays information; therefore, it's crucial for the consumers to learn to interpret advertising messages, check for bias, avoid stereotyping, etc. These skills that technology users must learn can be refereed to as "Media and Information Literacy" (MIL).
Media Literacy: the ability to access, analyze, evaluate, and create media, see this video for more information: youtu.be/bBP_kswrtrw
Information Literacy: A set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. It's about news, ads, etc.) often due to your settings and preferences. See this video for a break down on how Google works: youtu.be/BNHR6IQJGZs
An Official Definition:
A combination of knowledge, attitudes, skills, and practices required to access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights. Media and information literate individuals can use diverse media, information sources and channels in their private, professional and public lives. They know when and what information they need and what for, and where and how to obtain it. They understand who has created that information and why, as well as the roles, responsibilities and functions of media, information providers and memory institutions. They can analyze information, messages, beliefs and values conveyed through the media and any kind of content producers, and can validate information they have found and produced against a range of generic, personal and context-based criteria. MIL competencies thus extend beyond information and communication technologies to encompass learning, critical thinking and interpretive skills across and beyond professional, educational and societal boundaries. MIL addresses all types of media (oral, print, analogue and digital) and all forms and formats of resources. \
(UNESCO Moscow Declaration on Media and Information Literacy, 2012).
The file attached at the end of this post gives 5 key questions of Media Literacy from Center for Media Literacy (CMI). These questions are good to ask oneself when critically viewing a media selection.
The photo below on the left shows key elements of Media and Information Literacy, note that ICT=Information Communication Technology
The photo below on the right shows a framework provided by the Partnership for 21st century Learning (P21). There are various reforms or agencies that have been focusing on MIL-related skills as important 21st century skills for students to possess and there are various other examples such as from UNESCO, ISTE, Common Core Standards, NGSS (Next Generation Science Standards) and more. This P21 visual is just one example. Note that MIL is in purple and is an essential outcome that we aim to thrive for in education.
Media and Information Literacy, or MIL, is incredibly important in today’s youthful and technology growing society. Young generations, and older as well, have made technology part of their everyday lives. Due do this every growing internet thriving world, it’s crucial for students to learn how they can use technology as well as, unfortunately, how technology can use them. Although there are many benefits of using technology, and I implement online features into my lessons often, at times technology does try to use its users and with this… we must become literate in technology in order to understand how to tell if information is portrayed accurately, what kind of ulterior motive advertisements and other various parts of the internet may have, and how to be overall safe while online.
Some ways that I do implement MIL into my classroom is through discussion and mini-activities that cousin content teaching. Each lesson that does involve the internet also involves a mini lesson on safety, and at the beginning of the school year as well as reminders throughout, students in my classroom will have the opportunity to discuss how different internet posters’ messages may vary depending on their motives as well as discuss various bias that may arise. My students learn how to analyze media and information critically, in order to gain the most accurate and unbiased information possible from their media relationship.
Although in my classroom, I emphasize internet safety and teach skills to my students that help them better use technology in a meaningful and safe way; nothing can replace the role modeling their families play for them. Some things that families can do in order to supplement what students are learning in my classroom is to discuss internet safety with their own kids at home. It’s important that students see their parent’s looking at media critically and show their children that they understand different media sources and outputs contain various biases and sometimes stereotyping as well. A parent’s example of not being “used” by the internet will greatly help children become more successful in my classroom as well as in their own lives. One great website I’d like to share with parents is: https://www.internetmatters.org/. Internet Matters contains many helpful tips and advice for parents on teaching children internet safety as well as including topics such as cyberbullying which is an arising issue with youth in modern society. This website also contains differentiation based on various age groups and grades.
More Information on MIL:
Today's average youth spends more then 9 hours a day consuming media. With technology, young people can instantly share and engage with media messages to find answers, get directions, shop, connect with others, and more. Although media can be used to enhance our learning, it's important to be able to critically think about media because they are texts to be read, analyzed, deconstructed, and reconstructed. Not all media accurately portrays information; therefore, it's crucial for the consumers to learn to interpret advertising messages, check for bias, avoid stereotyping, etc. These skills that technology users must learn can be refereed to as "Media and Information Literacy" (MIL).
Media Literacy: the ability to access, analyze, evaluate, and create media, see this video for more information: youtu.be/bBP_kswrtrw
Information Literacy: A set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. It's about news, ads, etc.) often due to your settings and preferences. See this video for a break down on how Google works: youtu.be/BNHR6IQJGZs
An Official Definition:
A combination of knowledge, attitudes, skills, and practices required to access, analyze, evaluate, use, produce, and communicate information and knowledge in creative, legal and ethical ways that respect human rights. Media and information literate individuals can use diverse media, information sources and channels in their private, professional and public lives. They know when and what information they need and what for, and where and how to obtain it. They understand who has created that information and why, as well as the roles, responsibilities and functions of media, information providers and memory institutions. They can analyze information, messages, beliefs and values conveyed through the media and any kind of content producers, and can validate information they have found and produced against a range of generic, personal and context-based criteria. MIL competencies thus extend beyond information and communication technologies to encompass learning, critical thinking and interpretive skills across and beyond professional, educational and societal boundaries. MIL addresses all types of media (oral, print, analogue and digital) and all forms and formats of resources. \
(UNESCO Moscow Declaration on Media and Information Literacy, 2012).
The file attached at the end of this post gives 5 key questions of Media Literacy from Center for Media Literacy (CMI). These questions are good to ask oneself when critically viewing a media selection.
- Who created this message?
- What creative techniques are used to attract my attention?
- How might different people understand this message differently than me?
- What values, lifestyles and points of view are represented in, or omitted from, this message?
- Why is this message being sent?
- All media messages are "constructed,"
- Media messages are constructed using a creative language with its own rules,
- Different people experience the same media message differently.
- Media have embedded values and points of view.
- Most media messages are organized to gain profit and/or power.
The photo below on the left shows key elements of Media and Information Literacy, note that ICT=Information Communication Technology
The photo below on the right shows a framework provided by the Partnership for 21st century Learning (P21). There are various reforms or agencies that have been focusing on MIL-related skills as important 21st century skills for students to possess and there are various other examples such as from UNESCO, ISTE, Common Core Standards, NGSS (Next Generation Science Standards) and more. This P21 visual is just one example. Note that MIL is in purple and is an essential outcome that we aim to thrive for in education.
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Technology Integration Frameworks: TPACK and SAMR
TPACK and SAMR are frameworks to help teachers think about how to integrate technology to meet their pedagogical goals within the context of the subject area being taught. When planning my lessons, I find it beneficial to keep these models in mind. As the world continues to progress, especially in technology, using technology in the classroom can allow a better connection with the new generations who often are incorporating technology in their everyday lives, and also provide new manners in which students can learn through. The TPACK is a framework that guides teachers in knowledge may be necessary to teach with technology efficiently. The SAMR Model characterizes the level of student engagement with concern to technology use. According to this model, technology integration into education can range from simple substitution to the complete redefinition of learning experiences. Both surround the idea that technology can greatly enhance and redefine learning experiences.
ms._rachels_samr_activity_example.docx | |
File Size: | 41 kb |
File Type: | docx |
Universal Design for Learning (UDL)
Educators tend to rely on and repeat techniques they are comfortable teaching with and assume that students are fine with them. But it's important to keep in mind that those techniques may not always work for students and accommodating for individual needs is more beneficial and enjoyable. Therefore, it's essential to have alternative ways to catch students' interest and reflect the differences among them. Universal Design for Learning (UDL) addresses these issues and helps teachers design flexible learning environments that adapt to the variability of learners. The UDL framework helps guide the design of instructional goals, curriculum, and assessment that can be adjusted to each individual student's need (often through technology). UDL also helps teachers make sure they aren't using technology just for the sake of using technology, and making sure teacher work is accessibly to all students. Below is a helpful video that may help explain UDL,an illustration of the three primary brain networks that are activated when we learn, and a chart describing the set of guidelines adaptable to each teaching situation.
Computational Thinking (CT)
Computational thinking (CT) is about looking at a problem in a way that a computer can help us to solve it. "This is a two-step process: 1) We think about the steps needed to solve a problem, 2) We use our technical skills to get the computer working on the problem. These steps involve finding the best solution that solves a problem correctly in the fastest way and using the least amount of resources (time/space)" (BarefootCAS). The Computer Science Teachers Association (CSTA) and ISTE suggest that computational thinking offers students an opportunity to develop problem solving and critical thinking skills by using the power of computing. Developing a CT mindset would allow students to create, design, and develop technologies, tools, or systems that will be instrumental in advancing any field in the future. In addition to CT helping prepare students for computing jobs, it also prepares them to think outside the box and use problem solving skills with or without the support of computers in different areas of their personal, academic, and professional lives. (CT doesn't exclusively equate with computer science or programming, but it represents key computer science practices that can be applied to a variety of problem solving tasks).
Below is a video description of CT from the International Society for Technology in Education (ISTE) and a picture from barefootcas.org.uk/barefoot-primary-computing-resources/concepts/computational-thinking/
Below is a video description of CT from the International Society for Technology in Education (ISTE) and a picture from barefootcas.org.uk/barefoot-primary-computing-resources/concepts/computational-thinking/
Barr, Valerie, and Chris Stephenson. "Bringing Computational Thinking to K-12." ACM Inroads 2.1 (2011): 48. Web.
Coding/Programming
One activity that relies on CT (computational thinking) is coding (aka programming). It's becoming more and more of a skill needed in the workforce and is beginning to be implemented into schools even as young as elementary level. Many states are integrating Computer Science in their standards or as a course offering to prepare students for careers that will require that skill which relies mainly on problem-solving and logic (see bottom left video). As an introduction of coding to students, many schools are endorsing the "Hour of Code" from Code.org. Typically, the Hour of Code takes place each year during Computer Science Education Week (in December) but it is available all year round (see bottom right video). Take the Hour of Code here: https://code.org/learn. At the end of the hour of code, you can receive a certificate of completion.
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Technology Review/Preview for Survey Monkey
Survey Monkey is a free website that allows users to create, share, and obtain feedback on surveys. It allows much creativeness and is very user friendly. Survey Monkey can be useful during self-research projects, big or small, as it’s simple to use and easily shareable via online. An example of how this could be used in an upper elementary classroom in language arts may be students participating in a project of their own, such as coming up with different small things they want to research. I.e. Breakfast Statistics of Our Classroom. In this study, a student may create a survey through Survey Monkey with different questions related to eating breakfast and send this out to other students in the classroom in order to collect data in an organized and sophisticated manner.
The following link is a video introducing Survey Monkey: http://screencast.com/t/ilZavGL8QO
The following link is a video introducing Survey Monkey: http://screencast.com/t/ilZavGL8QO
Useful Websites for the Classroom (and more video tutortials) | |
File Size: | 46 kb |
File Type: | docx |
Educational Games
Arising in modern day American society are games from SIMS to Minecraft, Civilization to PokemonGo. Video games are something that students often spend much time playing which involve technology. This concept is called "gaming" or sometimes "edutainment," where education, games, and entertainment are all involved for the benefit of learning. There are two ways to assess games: Physiologically and Psychologically. PokemonGo is one of the games that would fit under the physiological effects as it provides a starting place in fighting obesity as it encourages physical activity and movement through walking around to catch pokemon, find pokestops, and hatch eggs (see photo below). Minecraft is one of the games that would fit under psychological effects as it would provide an outlet for students to creatively explore technology as they are able to virtually build anything they wish. Through this technological experience, students are able to gain confidence in building a virtual reality as well as express their own ideas.
"Physiological Scheme
Within the physiological scheme, there were seven specific effects of how games relate to learning and development. These include aggressiveness, violence, antisocial behavior, introversion, motor skills, coordination, and obesity. An example of these claims is, “violent video games increase aggressive cognition, physiological arousal and aggressive behavior and affect and decrease pro-social behavior” (Carnagey & Anderson, 2004).
Psychological Scheme
The psychological scheme could further be broken down into four sub-categories about how games relate to learning and development. These include practical skills, cognitive skills, motivation, and social skills, as shown in the continuum of psychological claims in Figure 1. Social skills also encompass identity formation, which also has sub-themes relating to it such as valuing roles and role-playing"
Foster, Aroutis N., and Punya Mishra. Michigan State University. Ch 2. P.36. "Games, Claims, Genres, and Learning." (n.d.).
"Physiological Scheme
Within the physiological scheme, there were seven specific effects of how games relate to learning and development. These include aggressiveness, violence, antisocial behavior, introversion, motor skills, coordination, and obesity. An example of these claims is, “violent video games increase aggressive cognition, physiological arousal and aggressive behavior and affect and decrease pro-social behavior” (Carnagey & Anderson, 2004).
Psychological Scheme
The psychological scheme could further be broken down into four sub-categories about how games relate to learning and development. These include practical skills, cognitive skills, motivation, and social skills, as shown in the continuum of psychological claims in Figure 1. Social skills also encompass identity formation, which also has sub-themes relating to it such as valuing roles and role-playing"
Foster, Aroutis N., and Punya Mishra. Michigan State University. Ch 2. P.36. "Games, Claims, Genres, and Learning." (n.d.).
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Blended Learning
Blended Learning is an approach to learning and teaching. It combines and aligns learning through direct sessions with learning opportunities created online. With Blended Learning, teachers are able to allow more differentiation and construct learning in a positive and efficient manner. They are able to collect web resources in one place and share with just one link, measure student understanding with built-in quizzes, and monitor student progress and adapt to student needs in real-time. The following link provides an example of one of my blended lessons on simple machines, geared towards 3rd graders in the science subject: www.tes.com/lessons/X-Yflt30g_d_IA/simple-machines
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