Month: July 2020

With the onset of the new way of learning, we have had to find a way to get the information across to our student all while keeping the students and ourselves safe. The internet is a great place for everyone to stay connected in the time we are living in. However, we must make sure that we are choosing platforms that do not violate the rights of anyone involved and that hackers aren’t able to make their way into the site and cause any harm.

I would like to talk about a company known as Zoom. Zoom is a web-based company whose goal is to, “make video communication frictionless” and “video communications empowering people to accomplish more.” They care about all and want to deliver happiness. Many people have begun to use this free platform to meet with their students and parents. Administrators have also used this platform to meet with their staff. You can teach lessons and have student virtually raise their hand to answer questions. Although it has been here for us during the pandemic and it has been the easiest route to take in regard to getting information to the students, it doesn’t automatically mean it’s the proper move to make. According to the article, “missteps included a weakness that would have allowed malware to attach to Zoom and hijack our web cameras. The issues with basic security practices culminated with “Zoombombing,” in which trolls crashed people’s video meetings and bombarded them with inappropriate material” (Chen, 2020).

 Imagine you’re on Zoom as an educator with your students and someone decides that they want to hack the webcam and show something inappropriate. This is not only mortifying but what would be the ramifications of the issue? Who is to blame for this? Zoom has been notified of the issue and has done some adjusting to their system. Some of the adjustments are to have the waiting rooms for those who are joining your party and only allow those who you have told to join the group come in. the second thing that can be done to combat the hackers is to have passwords. This can be set at the admin level and only users with the password can join the meeting. The third adjustment is to join by domain. This means that only those with approved emails can join the meeting. Zoom has implemented these adjustments and hope to see less of the issue at hand. However, their efforts have come up short and they still have hackers breaking into accounts and causing trouble for everyone involved.

 Can or will they ever make it a safe place for all involved? Moreover, in the next article it stated “A third class action lawsuit was filed against Zoom in California, citing the three most significant security issues raised by researchers: Facebook data-sharing, the company’s admittedly incomplete end-to-end encryption, and the vulnerability which allows malicious actors to access users’ webcams.” (Hodge, 2020). By the time we reached the month of May, countless issues concerning Zoom had occurred. Is the word “free” worth a lawsuit? I personally don’t think so. I think that if we are going to use a video conferencing platform for distance learning, we need to use something that is going to keep us safe. We all deserve to teach and learn in an environment that is thriving in positive mental health. Taking all that I have stated today into consideration, one may need to second guess using Zoom.

Reference

Chen, B. (2020). The Lesson We Are Learning from Zoom. Retrieved from https://www.nytimes.com/article/zoom-privacy-lessons.html

Hodge, R. (2020). Zoom security issues: Zoom buys security company, aims for end-to-end encryption. Retrieved from https://www.cnet.com/news/zoom-security-issues-zoom-buys-security-company-aims-for-end-to-end-encryption/

Zoom. (2020). Privacy & Security for Zoom Video Communications. Retrieved from https://zoom.us/docs/en-us/privacy-and-security.html?zcid=3736&creative=430738469038&keyword=zoom%20safety&matchtype=p&network=g&device=c&gclid=EAIaIQobChMIqdTSkbC26gIVA6SzCh2dgA_MEAAYASAAEgKnr_D_BwE

This is a question that keeps popping up at every staff meeting, parent/teacher conference and even at home between parents and students. As a parent, teacher, and future school leader I ask myself that question every 10 minutes! I am 37 years old so I know my way around technology and how to keep up with it (for the most part), but I went to school at a time of NO internet, I even had my first cellphone when I was in college!

As a mother, I have two daughters. One is five years old and the other is two years old. So, when my two year old daughter asks me to use my cel phone and she uses it better than me… I think there might be a problem. My daughters obviously do not have cellphones. They rarely get to play with my iPad. They are allowed limited T.V. time and they never touch my computer. But… am I doing the right thing? Is it irresponsible of me to raise kids that are not going to be as digitally relevant as their classmates?

As a teacher, should I allow cellphone use in my classroom? How long will it be before it becomes more distracting than helpful. But, what happens in case of an emergency? Also, are we creating kids that are so dependent on technology that they no longer need to memorize their mother’s phone number? Students that can no longer do simple math because they are so dependent on their fancy calculators? Are we teaching students to be so dependent on computers that they can no longer think for themselves?

As a future school leader, I can only hope for the best and for a miracle because it seems to me that this topic will continue to come up everyday, even more so with the passing of time and the advances of technology.

Now, technology is not good nor bad. Technology’s value should be measured by the role it plays and/or the purpose it has. And a good balance is imperative. There is no denying that technology is important. It is the future. And if we do not do enough, our children will not be well-prepared for that future because most of the professions that will exist in the future (for our kids and the kids of our kids) have not even been created yet!

So here is a list of suggestions that might work to have that balance.

• Do not teach everyday out of a PowerPoint presentation. It gets repetitive and boring.
• Do not have a classroom filled with prohibition. We all know that it will just make them want it more. Instead, come up with projects that involve incorporating technology so you can at least get something out out it and they will be more excited about it, because-
• There is such thing as too much technology. We really cannot afford to have kids that want to become engineers to not do simple math without a calculator.
• We should not be replaceable by a machine. Students still need teachers, probably not for their learning, but definitely for the caring part. We are not replaceable…
• Always have open, two-way channels of communication with with parents, administration, and colleagues. When this happens, parents feel more involved and participative.
• Make sure everyone is on the same page when it comes to rules of etiquette for handling technology (appropriate use).
• Always trust your judgment. If it starts getting out of hand, move on. For example, one year, when I was an Art teacher for 12th grade, my students had to write reports on famous artists every two months. I decided to switch it up and have them create a facebook page for the artist that they chose. We even made a whole game out of it because they not only had to make the facebook page but also maintain it, as their own facebook page for 2 months. But half way though the game, students were more entertained with their own pages, their instagram, their messages, etc., cutting the game short.

This is a short list, but you can continue with more of your ideas. Either way, technology is a double-edge sword. We cannot have zombies walking around without social, face-to-face interactions with other students, classmates, teachers, parents. At the same time, we should not prohibit it either. Technology advances are leaping and no kid should be left behind. 21st century teaching is extremely resourceful and full of answers. The bottom line, which is the hardest, is knowing when to allow it and when not to allow it. I just think that the easiest way of doing it is by prior planning on how to incorporate, monitor, and read outcomes.

7/4/2020

Marlene Acosta Rodriguez

Proud of being part and work with the Panhandle Area Educational Consortium in Florida, I live amazed with the services provided to the school districts in the area and the state of Florida. One of them is through Title I part C- Migrant Education, through this fantastic program we run the Florida Migrant Parent Association in which we have members of different school districts who are in charge of learning and obtaining great information that will benefit the education of migrant families and then share this information with other parents in their districts.

Migrant families are constantly moving from one district to another and or from one state to another due to agricultural or fishing activities. Students that have this difficult lifestyle struggle with catching up with different school programs, and many of them are also English Language Learners. That is why this fantastic federal program provides them supplementary services that help them close academic gaps with non-migrant students.

During the regular school year, there are four or five meetings with the FMPAC members, and they are usually in Orlando, as is the middle point for many people. When the COVID-19 pandemic started, we were still planning to have two meetings, but we had to get really creative in order to deliver the valuable information that was so needed. The first challenge was to choose the best online platform to have the meetings online. We started to make calls and quickly discovered that many of the members use the application WhatsApp. This application was not an option for the meeting, but it was an excellent way to communicate with parents and ask questions about the meetings. We used it to send a short survey and learn if they were familiar with any online meeting platforms. We discovered that they were not, but we also knew that many of them don’t count on a laptop computer, but they do have a smartphone that could be used for it. After that, we decided to use Zoom as parents could download the application to their phones, and we were able to send screenshots to their phones using WhatsApp with the instructions on how to download the Zoom application and how to accept and join the meeting. We continued providing guidance through phone calls, and finally, all members could successfully download the app and understand the basics of how to use it.

By the end of April, we managed to have our first Zoom FMPAC meeting, and it was a great success. Members managed to attend and other parents from migrant communities too. They learned about migrant services provided during the pandemic, food and masks distribution, emotional support for students and families, and they also received valuable information about how to support education at home and during the summer break. In June, the second and last meeting was performed, and parents were actively participating in all sections with questions and comments that added high participation to the virtual meeting.

“Educators must be experts in effective communication techniques, especially when it comes to parents and other key stakeholders.” (Sheninger, E., 2019)

After these meetings, we sent a survey, and it shows that parents are feeling more empowered and part of the new technology world. Some of them have expressed more confidence with the use of technology and that they are now more able to help their children with online systems.

Communication with parents is crucial and keeping that communication now with the pandemic is really important. We have all adapted to the new circumstances and are more aware of technology and its uses, now including parents.

References:

Sheninger, E. (2019). Digital Leadership: Changing Paradigms for Changing Times. Corwin Press

Amber Lattimore

July 2020

Technology integration can be defined as “the incorporation of technology resources and technology-based practices into the daily routines, work, and management of schools. Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure. Practices include collaborative work and communication, Internet-based research, remote access to instrumentation, network-based transmission and retrieval of data, and other methods(NCES.ed.gov)”. 

“Technology helps change the student/teacher roles and relationships: students take responsibility for their learning outcomes, while teachers become guides and facilitators. Technology lends itself as the multidimensional tool that assists that process. For economically disadvantaged students, the school may be the only place where they will have the opportunity to use a computer and integrate Technology into their learning(Edutopia.com)”. Integration of Technology in the classroom allows teachers who, on a typical day, have to juggle classroom management, curriculum, and keeping students entertained. Allowing students to be self-directed and work independently on a device allows for students to build self-dependent skills as well as critical thinking and creativity skills.

When Technology is integrated into the classroom correctly, it helps to advance learning. Technology in the school is not just having access to computers or tablets. How are these devices being used to make a lesson a critical thinking lesson and allow students to use higher-level thinking? There are many ways Technology can be used from the necessary computer skills to help design a presentation, to learning to use databases to do research or using chemistry apps to help with an equation. A major pro of using Technology is the creativity aspect students are allowed to express themselves how they want and learn at their own pace. This brings up another point teachers also like the use of Technology because applications can be used to track student progress and update parents in real-time.

Another important aspect of technology integration is that I believe it provides parents with more data on how their student is doing. They are now able to log on to see student progress than having to wait until a teacher conference. Also, when it comes to homework support, textbooks, and resource applications come with solutions or additional support to provide students if a teacher is not there. Also, the more students are exposed to Technology they are ahead for future advancements, Technology is not only changing in education but everyday life as well. We can go to the grocery store or check in a doctor’s appointment by only using a kiosk now, applications are becoming paper-less, and phones and computers we use every day even upgrade overnight. “Students are coming into a world kept on servers. They will fill jobs that need new skills that have not even been created or learned yet. “Future” content is to a large extent, not surprisingly, digital and technological. But while it includes software, hardware, robotics, nanotechnology, genomics, etc. it also includes the ethics, politics, sociology, languages and other things that go with them. This “Future” content is extremely interesting to today’s students.” (Prensky, 2001) This “future” content has to be taught to make students marketable for new jobs being created now and in the future, but they should also be learning traditional content.(University of Michigan)”. 

 Proper training for the use of Technology in the classroom is necessary for teachers and students. Teachers need professional development on how to properly use resources and how Technology can be used as an extension of regular learning. Also proper class time to teach students how to use computers and programs can be used to properly gauge learning gains.

Overall research shows that technology integration in the classroom is linked to learning gains. Collective planning from districts, school and teachers all aid in improving learning methods by properly matching Technology to curriculum. With access to more Technology not only will students continue to expand their knowledge and use higher order thinking skills but these skills will eventually help later on in the workforce and personal life as well. 

References

https://ctools.umich.edu/access/content/user/csharbo/Public%20Portfolio%20Files/Position%20Paper%20%231.pdf

https://nces.ed.gov/pubs2003/tech_schools/chapter7.asp

https://www.edutopia.org/technology-integration-guide-importance

Email communication is such an essential part of our everyday lives and with the recent onset of virtual learning, it seems natural that students should have email accounts to communicate in the classroom with their teachers, but are there things to consider when jumping into this form of communication?


PROS:

There are several pros when considering using email in the classroom. One being that this is a lifelong skill that we would be teaching our students. Email is such prevalent form of communication in our society today, it makes sense to teach our students how to use it and use it effective and appropriately. Secondly, students would be able to communicate and collaborate with their classmates in a virtual setting in a way that they would not be able to do if they did not have email. Lastly, email would provide students with a way to communicate directly with their teacher. During the most recent stint of online/virtual learning at our elementary school, this came up with 4th and 5th grade teachers. The only form of communication they had was with the parent of their students. The teachers felt that outside of their live sessions, it would have benefited them to be able to communicate directly with the students in their class through email. However, this brings me to the next point, cons.

CONS:

Most email providers have an age restriction of 13 years old to be able to set up an email account. However, there are now providers that have family accounts that will allow the parent to set up the account on behalf of the child and set up parental controls. Parents also need to very carefully monitor what is being written in their child’s emails. Even with the parental features set it is not perfect. Cyberbullying and inappropriate language are real and can happen through email. This is one of the big reasons why using email in the classroom is not a great idea. Students that are older than 13 and wouldn’t need a parent to set up their email account, would need to be monitored even more.  Parents would need to watch who their child was emailing, what was being said, and what language was being used. 

Email also tends, like text messages, to be more informal and acronyms tend to be used.    We are already struggling with getting our students to write, email could be a step in the wrong direction.  Students could also become easily distracted and off task if they are using email in the classroom instead of doing their work.  This might happen more if we are in the classroom, but could also happen in a virtual setting as well.

In conclusion, just like with anything else, email could be a very useful tool for students to have in the classroom, especially at these unprecedented times, but they would need to be taught how to appropriately use it, the right expectations would need to be set, and before it was put into place, the age of the student would need to be considered.

Emma. (2019, January 31). How Classroom Email Use Benefits Students. Retrieved July 04, 2020, from https://learnsafe.com/how-classroom-email-use-benefits-students/

Fort, A. (2017, October 13). Why Teachers are Against E-mails in the Classroom. Retrieved July 04, 2020, from https://elearningindustry.com/why-teachers-are-against-e-mails-in-the-classroom

It is evident that technology has several positive implications in and out of the classroom. There is a wealth of research that shows the increase in student achievement and engagement with the integration of technology in the classroom. According to Edutopia.com technology has revolutionized the way we think, work, and play. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students’ learning processes and outcomes. Teachers who recognize computers as problem-solving tools change the way they teach. They move from a behavioral approach to a more constructivist approach. Technology and interactive multimedia are more conducive to project-based learning. Students are engaged in their learning using these powerful tools and can become creators and critics instead of just consumers. Indeed, the benefits of using technology in classrooms are many ranging from engaging students in the learning process, engaging students in authentic interesting lessons, allowing students to take responsibility for their learning, allowing teachers to become facilitators, increasing student achievement and much more.

Using Technology Versus Technology Integration

Have you ever sat through a boring presentation where the information might be relevant and certainly crucial to your understanding of a concept/topic, but the environment is dull and the speaker is presenting the information in such a mundane manner that you zone out five minutes into the presentation? Have you also ever sat down and secretly scrolled through your phone because a presenter was reading verbatim from a slide and not engaging you in the learning process? I’m sure we all have been a victim of such conditions before! Similarly, there are classrooms where teachers are “using technology” but students are not being authentically engaged in the lesson. There are classrooms where teachers read verbatim from a projector or slide and only pause so students can record the information on sheets of paper or their notebooks and nothing else. The issue is that educators need to find effective and efficient ways to “integrate” technology in classrooms to pique students’ interest, build background knowledge, identify critical information, promote collaboration and provide effective and timely feedback among other things!

Curriculum and Technology Integration

Schools must not only give teachers the technology they need to create and plan innovative lessons, but equip them with the knowledge through professional development, on how to effectively “integrate” technology to promote student success.  Schools, administrators, teachers, and staff should ensure that technology is not used to replace the textbook, for example, using an overhead projector or interactive whiteboard to display notes for students to copy. Technology should be used in ways to ensure that every learner style is met, activities are planned with the appropriate technology to enhance and stimulate learning and technology is being used for teachers to provide feedback to students and students to provide feedback to teachers as well!  Schools must review their curriculum to see how best to use technology to increase student achievement. There is a wealth of resources available for both teachers and students to use, and schools must find effective ways of ensuring that educators receive professional development that shows them how to effectively integrate and not just remotely use technology in classrooms to the point where students are uninterested in learning.

In Summary

According to an article on Edutopia.com, “Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.” Students cannot just use the internet for massive amounts of information to copy and paste for class notes or projects, they should not be subjected to listening to a teacher read massive amount of information from a power-point slide, they should not just use a laptop to take a test. They should be using different forms of technology to inform their learning, find solutions to problems, collaborate on projects and class activities, build background knowledge, encourage critical thinking, and a myriad of other things that are necessary for them to grow and develop into competitive and successful 21^st century individuals. In closing, schools must implement technology that support a high quality and safe learning environment and allow all students to achieve at their highest level (Glatthorn, Boshee, Whitehead & Boschee, 2019).

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References:

Edutopia. (2007) Why Do We Need Technology Integration? Retrieved from https://www.edutopia.org/technology-integration-guide-importance

Glatthorn, A., Boschee, B., Whitehead, B., Boschee, B., (2019). Curriculum Leadership: Strategies for Development and Implementation. SAGE Publications. Kindle Edition.

As your “old school” learner, technology was very scarce in the classroom.  We had a text book for nearly every class, my backpack weighed 35 lbs, and all of our notes were written by hand.  Yes, we had to type papers and do our research on the internet, but we never integrated technology and mathematics.  All of my notes throughout middle school, high school and college were hand written notes and the practice problems the teacher wrote either on the board or over head projector.  We did our homework out of a text book or a worksheet, our final exam was on a scantron, and we did not have End of Course (EOC) exams on the computer.  It was brought up by one of my students 3 years ago to integrate google classroom and post the answer key of their reviews of their summative assessments online so they could check their work.  Brilliant!  Since then, I have become more familiar with integrating technology into mathematics.  How would we know when our children have homework or a test during the week?As a direct means of communicating with parents, I provided the password for their child’s class on google classroom.  I would update their weekly tasks on Monday so parents would know when assignments are due and when assessments will be given.  

Incorporating technology into professional development- teachers and administrators

Technology should be a professional development focus in the coming years.  In moving forward, every PD day should have at least one course on integrating technology in the classroom. “An emphasis on coherence in professional development supports the relevance of professional learning activities to the needs and goals of teachers and the schools in which they work.” (Little, 2011). As educators, we must also expand our horizons and learn new approaches for our students.  “Online professional learning communities represent a promising approach to professional development in an online context, particularly since they provide opportunities for teachers to interact with and support one another as they implement new practices in their classrooms.” (Little, 2011). Video conferencing and PowerPoint slides are an easy way to attract teachers to learn and educate themselves on the integration of technology inside or outside the classroom.  

Technology advice for parents

A great introduction to the importance of technology can be on parent teacher night.  Depending on the type of technology the classroom is using, a guide for parents to walk them through the steps to follow classroom instruction is necessary.  In order to get parents acquainted with technology, as educators, we can start when their child is in elementary school.  Having an introduction at a young age, the parents may be more involved with their child’s education.  

Categories of tech use in blended learning for students

Managed Learning- Google classroom enables teachers to grade, review, and provide feedback on student work.  Students are able to upload assignments, post questions, and converse with other classmates.  “Teachers and administrators can communicate with students, parents and other stakeholders in a rich dialog that places the learner at the center of the conversation.” (McCarthy, 2018)

Orchestrated learning- “digital worksheets, discussion boards and taking notes from teacher-recorded lectures” (McCarthy, 2018). Through google classroom, I would provide studnets with YouTube videos and MathNation lessons and students would take notes throughout the week which was necessary in order to complete their tasks.

Collaborative learning- “student led learning experiences” (McCarthy, 2018). A great tool that was used in the second half of the school year was IXL.  It is an online mathematics resource that allows students to work individually or with a group.  As the sponsor, I am able to view their activity, assist with problems as they are working on them, and provide easier or harder questions pending on the accuracy of the students answers.  

Authentic learning- “learning is made public” (McCarthy, 2018). A daily question can be given and a response will be required.  It allows for other students to see their work.  This can be in the form of a blog.  

Conclusion

As educators, differentiated instruction is used to expand the minds of students.  By providing different opportunities to learn is beneficial for all students.  Children enjoy learning in different ways and should not be subject to lectures, note taking, and practice alone.  Incorporating technology is important for the expansion of their critical and analytical thinking.  

Resources 

Little, C. A., & Housand, B. C. (2011). Avenues to Professional Learning Online. Gifted Child Today, 34(4), 18-27. doi:10.1177/1076217511415383

McCarthy, J. (2018, September 24). Tech Integration in Blended Learning. Retrieved June 30, 2020, from https://www.edutopia.org/article/tech-integration-blended-learning

Technology has made its way into the classroom and teachers must evolve with the times. Our students now grow up using advanced technology so why not incorporate that into their educational process. As educators we must ask ourselves if we are preparing our students for their future. I would hope the answer is yes! However, in order for us to fully admit to ourselves that we are preparing them, we need to make sure that the use of technology is mixed in with “traditional” learning elements.

A great tool for this is Seesaw! No, I do not mean the playground equipment that we all love from our childhood. Instead, I am referring to an app and program that is used in schools. “Seesaw creates a powerful learning loop between students, teachers, and families” (Seesaw, n.d.). This program allows teachers to assign projects, post comments, and inform families of updates. It keeps the students and families connected to the classroom and teachers. The parents can sign in to their account and see the work their child has produced and even comment on it as well if they desire. 

The students have their own accounts and are assigned to their classes. For example, a fourth graders would only be assigned to their homeroom class and the specialists (PE, art, science, etc.) would have folders within that class. A high schooler would have a separate class for each subject they are in. This shows that it can be used from kindergarten all the way up to a senior in high school. “When students are truly engaged in learning they find what lights them up, conquer the tough stuff, and open new doors” (Seesaw, n.d.). No matter what the age, if the students are pushed to be creative and given the platform to explore, then they will gain even more then what was intended from the assignment. 

While students and teachers are the first people that come to mind when we think of schools, parents are a huge part of the learning as well. They are not in the actual classroom with the students, but they are the support system at home and want to be involved. “Parents as well as teachers have identified parent–school communication as a critical factor to promote children’s school success” (Sheninger, 2019).  The parents have to adapt to the technological changes in the classroom along with their children. Seesaw not only keeps the parents informed of what is going on in the class, it shows them how their child completed the assignment and the feedback the teacher gave. Parents are now more hands on with the program and can support their child without having to bother the teacher for what assignments were not completed. 

So far I have touched on the positives of Seesaw, shall we say the “ups”. In my experience, there have only been a few “downs”. Here are a couple of examples of the negatives we have dealt with at our school. A few of the students were concerned that their classmates would see their videos, especially if they were in them. There is a function so you can make the videos private to the student, parent, and teachers so the other classmates cannot see them. The second negative was if the video was too long it would not allow the student to download it. However, there are ways around that as well. They can split the video into a few segments, attach a link to their google drive, or change the settings. While these negatives seem minuscule, to a middle schooler it may cause a breakdown! 

All in all, Seesaw is a great tool for the classroom. It introduces many new aspects of technology in the classroom for younger students while it still allows for creativity in the higher grades. Instead of being stuck in the old ways, jump on Seesaw and let it take your class to the top!  

References:

Seesaw (n.d.) How It Works. Retrieved from https://web.seesaw.me/

Sheninger, E. C. (2019). Digital leadership : Changing paradigms for changing times (Revised). Thousand Oaks, Calif.: Corwin, a SAGE company.