Just this week it hit me that I have come to more than just the end of this class but the end of my time spent in classes taught by Alec and it feels a little weird to know this will be my last summary of learning! I’ve been lucky enough to have the opportunity to take all 5 grad classes offered by Alec throughout my program and I have to say, if you are new to your degree and passionate about educational technology, take them ALL! They’ve changed how I run my classroom and how I think about preparing my students for their future!
Without further ado, my summary for #eci830…
This summer I will finish up my Masters degree and I am thinking come the Fall I will be feeling a little lost without blogs to read, twitter to check and posts to write… don’t worry too much, I am sure I will find something to spend my time on!
Technology is a force for equity in society – yes or no?
This week the two sides of the debate were challenged with the task of debating a question that can easily have a strong argument on either side but has left me feeling like Kari described in her post, dazed and confused! This is a first for me this semester! In all of the other debates, I have strongly sided with one of the arguments and never really wavered. Then this week came along and much like Shelly described in her post, I am sitting on the fence and after reading her post I wanted to post the link here and say ‘ditto’ because she about summed it all up too!
I think it would be fairly easy to relate this weeks debate topic to a variety of different social justice initiatives and conversations. After all, social justice typically deals with tackling an issue that has placed an individual or group of individuals at a disadvantage. I decided to tackle the definition of equity in relation to social justice and searched for a way to help me best understand just exactly what equity might look like and came across this explanation:
Equity has to do with everyone having access to fair and equal treatment under the law, regardless of race, social class or gender. Social Justice extends the concept of equity to include human rights as part of the social contract. – Shoreline Community College
Though I like this explanation I think it is important to understand that there is a difference between fair and equal. What fair and equal looks like in schools, specifically, can be very different dependant on student experiences, teacher reactions and school atmosphere.
If we break down this weeks debate topic and talk specifically about how technology can help to create equity in education we need to remember that it can’t be just about the technology. There is a human element to education that we can not do without. We need compassion, intuition, conversations and relationships established in order to work towards creating environments that provide students with equitable opportunities for learning. Without these pieces in place, I don’t agree that technology can help to create equity in education.
Perhaps I have simplified it too much but I think that the conversation this week is about how we as teachers implement technology into our classrooms, not the technology itself.
Both sides of the argument this week brought up the idea of accessibility and affordability and both made great points. In society, we have schools that have parent councils that are able to provide their schools with more access to technology and then we have schools on the opposite end of the spectrum. Though there may be frustrations and learning curves along the way, I think school divisions working towards creating equitable access across all schools in their division is a move in the right direction. I may ruffle a few feathers with this one but I really don’t think we need to have a classroom of 27 students, with 27 devices in order to be able to use technology in our classrooms. In fact, I think if that is how we are using technology, we are missing the mark. I believe all it takes is a little bit of creativity, some thought out planning, trial and error and a willingness to adapt and change in order to see how we can create equitable opportunities for our students.
It may be because it is June and I always have a hard time letting go of the students that I have spent the last ten months with but this video really hit home and reminded me of the power we hold as teachers.
I think the key word here is flexibility! If we let go of our need for all students doing things in the same way, we open ourselves up to an endless world of possibilities. If we have a student who has access to technology at home and the support to work on a project at home, great! Have a student that doesn’t? That’s fine too, learning looks different for everyone and it can be shared and communicated in many ways.
For the purpose of this week’s post, we are talking about social media and whether or not it is ruining childhood. The need to make that clear is important because the conversation around social media can often lead into one about technology as a whole and they are most certainly two different things.
I’ll start right off the hop by telling you I do not agree that social media is ruining childhood but I do believe there are things that society, schools and families are doing or not doing with social media that are ruining childhood for today’s youth. I do know that kids will be kids and there are certain things we can’t control but that can be said about anything, not just social media!
We could lump society, schools and parents into one conversation but I think there are things that can be done, separately on all three levels to show kids just how powerful and positive social media can be, as opposed to just the negative.
Wouldn’t it be great if our society decided to care a little less about things like the tide pod challenge, the lives of celebrities, who is wearing what and spending a little more time encouraging people to share about their real, everyday lives? Also, what if we made the decision to judge others a little less and celebrate a little more? I really think we would start to see the positives side of social media if we decide to stop saying things like, “their food posts are so annoying”, “why do they post about beachbody so often”, “I can’t stand all their baby pictures” or “no one cares about your workout”.
What happens if that one post, shared by that one person, was the one positive thing they were able to find in their day and here we are, tearing them down for it?
When I think about my job as a teacher and what I want my students to be able to walk away from my classroom being able to do, I think about preparing them for life outside of school, beyond their time in the K-12 education system. Some might argue that social media should not play a role in schools because it adds no value to a child’s education… I disagree. If we are preparing kids to be critical consumers, people who can work collaboratively with others and individuals who will create opportunities for themselves then I think social media needs to be part of their education. I am not saying it needs to be everything, it shouldn’t, but if we are not teaching students how to navigate social media appropriately, how are they going to manage the pressures one can feel from social media in their everyday lives?
If we bring social media into our classrooms, we allow students to explore this world in an environment that is safe, controlled and monitored. Now, this certainly looks different in different grades and the conversation changes when it comes to students with their own devices. However, when we look at modelling appropriate use through classroom accounts, we have an opportunity to show students the positive side of social media. As my classmate Shelly mentions this week, we are in Uncharted Territory and need to ask a few questions before we decide to accept or negate social media’s impact on childhood today. As always, there will be things that come up that aren’t all about the positive but those are real-world examples and most importantly, teachable moments!
When Eric Meyers, an expert on youth online behaviour weighed in on the recent tide pod challenge he pointed out that social media is in fact just a tool and not the reason for the challenge itself.
“It’s not that social media is compelling young people to do this,” Meyers said. “Social media is simply a tool by which they can do this and gain gratification by other people. So it amplifies some of the effects of young people’s natural tendency towards risk but it’s not the actual cause of risky behaviour.”
While risk is a natural part of adolescence, Meyer said parents and school officials can play a role in talking with teens about balancing risk with acceptance – but the effectiveness of the message is in the delivery.
We need to find a way to bring schools and families together to help build an understanding of how youth are using social media. As educators, we have an understanding of brain development and how youth make decisions. We understand this in different ways than families, who tend to know more about how kids are making decisions based on peer influences. Bringing these two realms of understanding together can show our kids that we understand the pressures placed on them by social media and we want to work with them to help them understand and make decisions.
Social media harnesses a lot of power, how we look at it and interact with it, determines the power that it takes.
“…there is a time and a place for tech – there are so many wonderful tools out there to stay connected to family members, to learn and grow, and to explore new concepts and ideas. But we need to make sure it doesn’t come at the expense of the blanket fort.” – Kid Complicated: Childhood Isn’t What It Used To Be
As a kid growing up I feel like my life outside of school was pretty much a mirror for how things went at school. Things were pretty mainstreamed and many people followed a pretty similar pattern in their day-to-day lives. I remember ‘way back’ when you had to go to the store to buy groceries, get your photos printed – then physically go to a family gathering so everyone could see your pictures, the local newspaper took pictures at school/community events and printed them in the next weeks issue, you had to walk in to another room and pick up the phone to call someone, you checked the monthly calendar to see who was having a birthday that day and opened the fridge to see what was inside.
Kids today are living life, outside of school, in a society that is completely consumed by technology and the rate at which that is increasing is exponential. You can order your groceries online and pick them up a few hours later without stepping foot in the store, be at a community event where your picture is snapped and be seen online in a matter of seconds – some call this news, check Facebook to ‘remember’ which family member or friend has a birthday today, pay for your child’s school hot lunch on your phone – never mind take your phone with you everywhere you go, pay all your bills online, print pictures, put them in ‘the cloud’ or AirDrop them to a friend, ask Siri to call someone for you and then get her to help you with your kids math homework!
So, if our society is being consumed by technology, what happens when technology isn’t present in today’s classrooms? Confused kids… that’s what happens!
Now before you go and hit that comment button to tell me that it can’t all be about technology all the time, check out my thoughts on balance from last weeks post – Meet Me In The Middle?.
Since we’ve got that out-of-the-way, let’s dig a little deeper into why I agree with Channing and wholeheartedly disagree with the debate topic from class this week: Openness and sharing in schools is unfair to our kids.
I’ve said it many times before but I believe that as teachers, it is our job to prepare our students for their future, by giving them the skills they will need to be productive members of society. These preparations have to be purposeful and not done on a whim. When I was a kid growing up in a small town Saskatchewan classroom, my teachers didn’t just hand out the papers to us and say figure it out. They gave us the tools for what we needed in order to understand and complete the task at hand. There were projects that we had to be worked on and problems to solve. Sound familiar? If you’re involved in education, I believe it should, as this is what teaching and learning look like.
Teaching and learning really are no different today. However, the options for creating learning opportunities are endless! The tools for learning, that we now have, are greater and more wide-reaching. When we know that social media can, as shared in Exploring the Potential Benefits of Using Social Media in Education, provide our students with opportunities to create, collaborate, communicate and engage in the learning process – why wouldn’t we teach them how to do that?
If we aren’t bringing technology into our classrooms, how are our students supposed to know how to navigate the world outside of school? They need opportunities to explore social media in a safe and guided environment so they can make informed decisions when they walk out of the school doors.
The question this week was whether or not it is unfair to openly share our students work and pictures online. I believe there are a few things we can do that ensure we are being fair to our students when sharing online:
We need to have division-wide procedures in place that teachers can clearly access/understand and be able to follow.
As a teacher – get informed. Learn about your division’s policies and ask for clarification if you do not understand.
Involve students and their families in the choice to post online and honour their personal preferences.
Educate students and their families on how to appropriately and safely navigate the social media world
When we share without a purpose or specific intent, then we fall into the unfair category. Scott McLeod offers some insight into how school divisions, schools and families can approach the sharing of student photos. I feel it is important to mention that I think if we are sharing things without due process and specific intent, I think it is our teaching practices that we need to question, not whether the sharing is or is not fair.
This week in #eci830 my group was tasked with the challenge of presenting an argument that suggested schools should not be teaching anything that can be googled, our opponents argued the opposite. What was ironic about the debate was that both sides spent a fair amount of time talking about critical thinking skills.
In our opening statement, my group discussed the need for educators to understand that:
Knowledge is changing at a rapid pace
Schools need to prepare students for that change in knowledge
Whether someone felt they agreed or disagreed with the idea that schools should not be teaching things that can be googled before the debate, I think you’d have been hard-pressed to find someone who didn’t agree that critical thinking skills are vital to student future success, after the debate! So if critical thinking is so important, just what does that look like and what does it mean?
What I found most interesting about this video was that it really doesn’t matter where in the world you live, what language you speak or your life experiences – critical thinking skills are valuable!
Every day we are bombarded with information all around us. Whether it is in a store, on a billboard, on social media, the radio or pretty much anywhere we go – there is something to be consumed. As educators we have to ask ourselves, what are we doing to prepare our students for the overwhelming amount of information they are being exposed to? Though both groups in the debate disagreed in some areas, Kristen highlighted in her blog that we did agree on the idea that critical thinking is something students NEED to have an opportunity to practice.
So we then have to ask ourselves how are we providing our students with these opportunities? I believe that we need to change how we look at learning, as a whole, in order to truly prepare our youth for a world that we don’t yet fully understand. The skills students will need to be successful are not things that can be memorized or copied. Rather, they are abilities that these individuals will possess! I believe that when we give students the skills they need, to learn about the things they are passionate about, they will internalize (I like that word better than memorize) the information they need to be able to share their knowledge and passions.
If we truly want to provide opportunities for students to develop critical thinking skills I think there are a few changes we need to make in education. Often times while planning units and lessons I have found myself questioning some of the things in our Saskatchewan Curriculum. Not because I don’t think learning is important but rather because I don’t think we allow for enough autonomy in our students learning. Now, dependant on the age of your students, this certainly looks different but I think it is possible. As a bit of a side note, I do think we need concrete knowledge in areas like reading, writing and math but I do believe there are ways to provide student choice in these subjects as well.
Some changes I would make in my education dream world…
Change the mindset around the role of the teacher from the knower of knowledge to a guide for students
Provide guiding questions rather than answers/final destinations of learning in curriculum documents
Integrate digital citizenship skills into all areas of the curriculum as a mandatory piece
Eliminate traditional grading practices in the K-5 classroom
Remove the idea that students of a certain age need to meet a certain ‘level’ by a certain time. Keep growth and development as a staple but remove the constraints of time.
In the real world, I believe we must seek to find balance in our classrooms, finding the middle ground for integrating tools like Google and learning skills like how to read!
All week I had this song in my head and I think Zedd, Maren Morris and Grey say it perfectly… meet me in the middle!
” I just don’t have the time to learn about all this new technology I’m supposed to be using.”
Does anyone else worry about the state of education when they hear these words? Maybe it’s just me, but I think we have a problem if this is how some are looking at technology in education.
Now, don’t get me wrong, I get it – we are busy! We have about 101 things on our plates each day that we need to accomplish in order to feel like we are properly supporting the students in our schools. Most days, I feel like I get done about 25% of the things I set out to do. There are also those days where I feel like a super teacher because somehow I have managed to cross EVERYTHING off my list… until I make another but I’ll take the celebration while I can.
This week in #eci830 we were tasked with the creating a response to an in-class debate on whether or not technology in the classroom enhances learning and both sides of the debate presented valid points. Prior to the debate, I would have told you I was 100% on the agree side of this statement and I still am but the disagree side challenged my thinking! If we aren’t challenging what we think we know, then are we really learning?
While reading the article from the quote below there were two phrases that continued to come to my mind: hidden curriculum and teachable moments.
“Students may be more enthusiastic about studying a subject if they are preparing a PowerPoint presentation or a video clip instead of a written essay. However, they might spend more time and effort on the presentation than researching the subject, and complete the project knowing very little about the subject.“ – Negative Effects of Using Technology in Today’s Classroom by Timothy Smith
I certainly do not believe that technology is going to be the ‘be all end all’ in education but what I do believe is that it is not going away. If we think back 10 or even 5 years, the changes in technology in our world are enormous. As educators, we are tasked with the job of preparing our students for life outside of the K-12 education system. If we are truly preparing them for that world then we need to realize that how we have taught in the past is not going to work. We can’t expect to continue to use teaching methods from 20-30 years ago and integrate technology all at the same time. There simply are not enough minutes in a day for that and I’m not convinced that makes for best practice! Removing some of “what we’ve always done” and thinking in ways that allow for engagement of all not only benefits students but also allows the teacher to engage in the learning process with students. I think this is why I kept going back to the idea of teachable moments and the hidden curriculum.
When teachers are willing to let go of the idea that they need to be the one who holds all the knowledge and embrace that learning alongside students is also learning, we are in a space that then allows for a change in teaching practice and pedagogical growth. For me, this does not mean that we need to see technology used all day, every day in our classrooms. To me, this means balance. When bringing technology into the classroom, balance combined with informed and intentional teaching practices, in my opinion, is what creates learning environments that will prepare our students for life outside of the classroom.
I this video I see a few things: students who are engaged, collaboration, hands-on learning, technology, pencil paper tasks and excitement for learning.
What would I change about this learning environment? I don’t think we should remove technology from the main classroom, I think we need to integrate it into what we are already doing. There is no doubt these students are learning and developing problem-solving skills. However, are they seeing the connections that can be made with what they are doing in their classroom? Perhaps a better understanding of the school set up here would be helpful.
What do you see or think about how these students are engaging with technology?
There is something about learning that I find interesting. When I began this semester I wasn’t sure if I had made the right choice in choosing another class based on educational technology. I am passionate about #edtech but understand that there is so much to be learned through taking a masters program and maybe I should ‘spread my wings’ a little. I found myself wondering if I might be learning some of the same things over. The thing about learning is that it comes in layers and when we have one piece we are able to take that and build. There were times in the class when I felt I already understood some of the topics but the conversations, blogs and class discussions are what added that next piece for me. I realized it even more as I put together my summary of learning, the pieces I had before were a framework for what I gained from this class.
I now feel more knowledgeable about how to discuss ways to incorporate digital citizenship and media literacy into my own classroom as well as in conversations with colleagues. I feel I can continue to lead by example and that can be a powerful thing!
I had been hoping to try something new and come up with an original idea this semester for my Summary of Learning and google pulled through for me! I came across Brackify one afternoon over the Spring break and decided to go for it. I really like how this turned out and although I am not much of a March Madness girl, I thought it was fitting for the time of year! Thank you to those of you in EC&I 832 who took a few minutes out of your time off to help me out with the results of the bracket! I had reached out on Twitter in hopes of a couple responses and received more than I thought I would! Check out the link to the bracket and results in the tweet below! What I found most interesting and encouraging was that many of the choices were the same ones that I chose and the overall winner was the one that I anticipated to be the winner!
The age-old saying that goes a little something like “the learning never ends” is how I would categorize my major project this term. The learning certainly isn’t complete and there is so much more to do but the piece that I have had to remind myself about, the important part, is that learning happened! Much like Megan mentions in her final post for her project, this isn’t just a project that ends but a project that allows for continued growth and learning. As I’ve mentioned in my posts outlining my process and the progress throughout the term, this was an evolving project that eventually took on a two-sided approach.
As I began to form my plan for this project I had originally set a goal for myself and my students:
“…to create a collection of students in my building who are confident digital citizens with a growing understanding of media literacies. I want them to be able to share the value, possibilities and opportunities that technology can provide in a learning environment with their classmates and teachers.” – From Panic to a Plan… Sort of! (January 20th blogpost)
My goal helped me to set my purpose and the conversations throughout the term allowed me to build on what I already knew to support the students I was working with. My conversations with my classroom students as well as my school tech team were what guided my process for this project. In an effort to share how I went about organizing my knowledge I have created a Padlet to show my thinking process. I don’t think this is a linear process because I still feel like I am working on all 3 steps but I know that I am making progress and in my mind, that’s what counts!
Demonstrating Digital Citizenship using Seesaw in my Grade 2 Classroom – Where are we now?
The like button is very popular now!
Students seek out opportunities to view peer posts and leave feedback
Students are leaving both text and audio comments for peers
Parent engagement with Seesaw has increased
Students are continuing to work towards comments that are on topic, along with appropriate emoji use
Students who showed little engagement with Seesaw prior to the project now seek out opportunities to post
A sample of some of the work being shared and comments left by the grade 2 students and their families:
Goals moving forward:
Continue to model positive digital citizenship and engage my class in the conversation
Provide further opportunities to engage in giving feedback comments to classmates
Work on taking intentional time to talk with students about the posts they’ve made
Developing Media Literacy using WeVideo with the MacNeill Tech Team – Where are we now?
Team members now know:
How to join a Google Classroom
How to organize their Google Drive
How to set up folders and organize their Google Drive
How to create a Google Slides presentation
How to create a screencast using WeVideo
How to use features within WeVideo to create a video using a created screencast
The learning curve for these grade 5 & 6 students was large and I asked a lot of them. They stepped up and did a great job! WeVideo was new to the team and myself, we worked through many challenges together as a team and I am really looking forward to seeing the growth that this will see as we continue to work together.
Here are a couple samples of the videos they created:
Goals moving forward:
Look at the videos that were created and provide feedback as a team, looking at what was done really well and how we can work to improve certain features
Work to build the teams understanding of digital citizenship (I had to edit out pieces of their videos as they had shared first and last names within the video)
Continue to allow the group to create videos and supports that they feel would be valuable for the students and staff in the school
Reading between the lines has taken on a whole new meaning thanks to the term ‘fake news’. Now Mr. Trump might believe that he is responsible for coining the term but The Long and Brutal History of Fake News piece in Politico Magazine highlights world events that suggest otherwise. If we don’t know how to or know that we should, question the stories we come across on a daily basis we are allowing ourselves to be uninformed and quite likely persuaded by untruths. Now as Dani talks about in her post this week, figuring out what’s fake today is a more difficult task than it was 20 years ago. However, when we base our opinions and responses on things we believe to be true, without verifying, we are creating a culture where manipulation of the truth is accepted. This is scary!
Prior to starting my graduate degree, I wouldn’t have considered myself someone who was critical enough of the things I read online. I was aware that there were things I shouldn’t believe but certainly didn’t question things quite enough. As I have worked through my courses I have spent a large portion of them in educational technology classes with Dr. Alec Couros and have grown to be more critical and aware of what I am viewing online because of what I have learned in these classes. If you are in education or have a child and aren’t already following him on Twitter, go right now and do that, I promise you won’t regret it and that you will definitely learn from him! I think those who have the knowledge of what it means to be critical of media today, have a responsibility to share how we have come to develop those skills and what that means when it comes to being an informed citizen.
I can’t even begin to count the times I have seen “Click Here to Win A Costco (or any large retail store) Gift Card”, “Share This Post and You Will Receive $1,000,000.00”, “Share this Post and I Will Share My Lottery Winnings With You”, news stories from 5 years ago being re-shared, missing (but now found) pet posts being re-shared and anything else along those lines on Facebook. I will admit sometimes, I get just a tad bit frustrated by these but then I have to remind myself that I have some background knowledge on how to question these things. Since gaining this knowledge I have realized I spend a lot less time focused on the ‘news’ that comes across my Facebook feed and more time spent viewing posts from friends and family.
This past week I made a conscious effort to stop myself when I clicked on something to read, outside of posts by friends and family. I found it interesting to go back at the end of the week because I was spending less time than I thought on Facebook and more time interacting with media created by people I actually know and would stop to talk to on the street. I should also mention that during the last 6 months or so I have made an effort to unfollow several business or celebrity accounts on social media because I was missing out on posts from those very people! Twice throughout the week, I went into my settings on my phone to check out just where I was spending my time when I was on my phone.
I was actually quite surprised to see these results when I went in there. Sometimes I feel like I spend way too much time on my phone but knowing about the efforts I’ve made to interact with posts that I know are real, I was happy with what I saw. One important observation I made with that the Buzzfeed app didn’t have more than 1% either day. I am curious what that would have looked like about 6 months ago because I could certainly lose a lot of time on the quizzes and stories on that app not all that long ago.
Throughout the week I also took a screenshot of a couple articles that came across my phone that I stopped to question! After watching Jaimie and Jocelyn’svideo this week I realized, that through time and practice, I have developed the 5 skills for identifying fake news that they discussed. I did google the first one to check if it was a true story and came across several different links to the same story being reported by various sources. I actually didn’t make it through the complete list on the second posts because I just didn’t feel like it sounded real and even if I had googled to fact check, I’m not sure we can ever trust what is reported on the lives of celebrities unless we hear it directly from them. I don’t know that I consciously always use each step but I didn’t realize until this week, that I was using them at times. Also, I learned about Snopes this week! I had heard of it before but really didn’t know anything about it, will be checking it out in further detail! These two are the examples from this week but I would say, with confidence, that this is something I do on a regular basis and I can attribute that to becoming educated and informed.
As educators, we have a great responsibility and power to help our students understand how to decipher what is fake and what is real. However, one trend that I am starting to see pop up on social media from time to time is celebrities taking to their accounts to let their fans know what accounts are real and which aren’t. When it comes to young people, celebrities hold a great power as well. Check out Jason Aldean on Instagram taking a moment to educate his fans about how to identify fake accounts.
In the past couple of weeks, I have been able to see the preliminary work for my major project begin to come together through the work my classroom students and tech team have produced along with the conversations we are having!
I’ve now figured out and solved the problem of being able to get everyone access to WeVideo in the correct way.
Everyone is registered and part of our Tech Team group on WeVideo
We have watched the Screencast together
Groups are working on their screencast
I need to work out how I can help the team understand and work with the collaboration feature within WeVideo (stay tuned for a post about that one)
As I’ve mentioned before, my project took on a bit of a twofold approach. I have been focusing on and talking about both media literacy and digital citizenship with my grade 2 class and my tech team but the focus for each has been a little different. With the tech team, we are focusing on media literacy through the use of GAFE and now WeVideo. With my grade 2 class, we are focusing on understanding Digital Citizenship through Seesaw.
This past week my grade 2 students and I had an opportunity to check out the new activities feature with Seesaw. My class had been working on a Social/ELA project where they interviewed an adult in their life about what it was like for them to live as a child. We talked about differences between now and then as a comparison and to build an understanding of community differences. The students created a poster and then presented that poster to the class. I recorded those presentations on Seesaw with the plan of using those presentation videos as an opportunity to integrate a lesson on digital citizenship into social studies. It really can fit anywhere!
To set up the activity I created a video, using Screencastify, describing and modelling the expectations along with actually putting the activity on Seesaw. I really liked that I could create the Seesaw activity on the weekend and wait to post it on the day of the activity. Here is a picture of the activity I posted on each students journal along with the video.
What I realized today while putting this post together was that in part, I misunderstood the activity feature. I did not teach the students to go to the activities tab and add their responses there. However, I did like having the activities tab as a place for them to go and check on what they were expected to do. We also went over it together before they began their commenting. We will try another activity using the student responses portion!
Their responses to classmates presentations really were fantastic and I feel like many of them are beginning to understand their role as digital citizens! I appreciate that their comments are on topic and supportive. Some perhaps missed the mark a little on talking about what they learned (this is a conversation we will have next week) but they stayed true to our conversation around making sure to use the THINK model before posting!
As part of our conversation around digital citizenship in grade 2 we have also been talking about how the way we represent our thoughts is important. When we are posting something to explain what we know it is important to include as much information as you can. This month in science we have been talking about air and how it moves. Throughout the week students created a plan for how they could use our classroom STEM corner to create a tool that would measure wind. Check out a couple of their posts after they had created and tested their tool. These are two completely different creations and two different approaches to using their words to share understanding!