Embracing Technology: Today & Post-Pandemic

        

    Technology is a valuable tool that is undeniably impacting today’s learners, especially in the world of COVID-19. Even before the pandemic, the benefits of technology usage in the classroom were visible and notable. With the growing reliance on technology in almost every aspect of our lives, including our ability to teach, many educators’ eyes have been opened to the benefits of technology and just how transforming it can be in our classrooms. Let’s face it: without technology, our students would not be learning today. If you think about the environments our students are currently receiving instruction--some brick and mortar meaning they physically report to school each day, some participating in a hybrid style of learning meaning they participate in virtual learning as well as face-to-face and instruction, while others are fully remote and are solely taught in a virtual setting. Technology is a key instructional tool for each of these learning environments. So, why wouldn’t we fully embrace the role technology can play in enriching our students’ learning experiences and reaching them wherever they are (literally)?

With that being said, it's safe to say we can agree that handing students a device is NOT the sole answer for improving their education. I think we can also agree that implementing technology is no easy task. It takes a lot of learning-- first by the teacher then by the students, reflecting, critiquing, and troubleshooting.  However, it can and should be done! But not without first teaching students HOW to appropriately and responsibly utilize these tools. Implementing technology is a step in improving their educational experiences, but certainly not the only way. Providing our students with opportunities to interact and collaborate with one another outside of a screen is equally important. Our students need to engage in activities that also promote hands on critical thinking skills and team-working skills that may or may not be attainable through the use of technology. There is always a time and a place for tech and it is our job as educators to find media balance and be cognizant of how and when we are using technology in our classrooms. It is also our jobs to ensure that our students are taught the digital citizenship skills necessary to become responsible and productive citizens in an ever-changing digital world. 

In regards to the driving force behind the resistance or acceptance of technology, I personally believe that one may be hesitant or fearful of change and there’s no denying that implementing technology involves a great deal of risk-taking and making changes to what we have grown to know as our “way” of doing things. Let’s be honest; until you are forced to change (unless you have already made a voluntary commitment), it is easy to just do as you’ve always done because it works and why change something that isn’t broken?

    The initial shut down forced teachers to make changes to how they taught beyond what they ever imagined possible. We were forced to learn about the tools that were available to us and find ways to reach our students beyond the 4 walls of the classroom and using one mode of instruction: technology. We were faced with an unknown situation and the only way through it was to open our minds to new learning opportunities and take risks alongside our colleagues. And for that reason, many teachers have found that through this challenging time, they have grown professionally and acquired tools and skills that they will continue to implement beyond the pandemic. In the article In 2021, Teachers Hold a Key to Transforming Conventional Instruction, Thomas Arnett shares, “79% of teachers indicated they had discovered new resources or practices during COVID-19 that they planned to continue using post-pandemic.” I personally know this statement to be true because I have learned so much over the past year that I plan to continue to implement into my instruction. Some of the resources I wish I had known about sooner. For this reason, I am a firm believer that although this year was extremely challenging for everyone, it also brought about great changes that have benefited me as the teacher, and more importantly, the way I have effectively reached my students. “The more teachers use online learning tools to cover basic content instruction, the more those technologies give teachers the capacity to dedicate their time and energy to a wider range of experiences—like individual tutoring, real-world projects, and out-of-school learning—resulting in a more engaging and student-centered experience.”

    Without question, technology has truly made my job easier and continues to provide tools for valuable learning experiences for my students and for that alone, I choose to embrace technology. It is undeniably transforming the way we live and interact with the world beyond the classroom.  As stated by a hybrid teacher in the article Technology Gives Educators Outside-the-Box Tools to Embrace the Present and Future of Hybrid Learning, “Technology doesn’t put me in a box...It enables me to think outside of it.” With this mindset, we can all embrace the power of technology both inside and outside of the classroom.

Lenovo. (2020, December 11). Technology Gives Educators Outside-the-Box Tools to Embrace the Present and Future of Hybrid Learning. CIO. Retrieved March 16, 2021, from  https://www.cio.com/article/3601192/technology-gives-educators-outside-the-box-tools-to-embrace-the-present-and-future-of-hybrid-learni.html

Arnett, T. (2021, January 4). In 2021, Teachers Hold a Key to Transforming Conventional Instruction. Clayton Christensen Institute. Retrieved March 16, 2021, from https://www.christenseninstitute.org/blog/in-2021-teachers-hold-a-key-to-transforming-conventional-instruction/

Eveleigh, B. (2020, November 27). Embracing virtual and blended learning post COVID-19. Pamoja. Retrieved March 16, 2021, from https://pamojaeducation.com/blog/embracing-virtual-and-blended-learning-post-covid-19

What is a Professional Learning Network and why do I need one?

The concept of continuous learning is something that I believe is crucial for educators. Education is constantly changing and evolving and it is so important for teachers to be open to change and growth. Participating in a professional learning network (PLN) allows teachers to do just that--grow and change with the support of other educators. A PLN is a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time (Whitby, 2013). Technology allows us to connect with colleagues near or far and share resources on the latest trends in education. I am constantly looking for new ways to engage my students and ways to grow professionally. This is something that takes effort and an open mind to foster life-long learning for not just our students, but for ourselves. “We must remember that lifelong learning requires effort. We expect this commitment from students. We should accept no less from ourselves” (Whitby, 2013).

So...begin building your P.L.N. in 6 easy steps! 

1. Pick your Passion

PLNs are about learning, not necessarily about teaching. You can use a PLN to learn about whatever you are passionate about. Becoming a better educator may be your goal, so you can use a PLN to keep up on the latest tech tools, strategies for a 1:1 environment, or school leadership. OR maybe you are interested in learning more about a personal passion such as a hobby you enjoy. Connecting with other people who share a common passion to express ideas and experiences creates a learning opportunity for everyone involved. Start with whatever topic you want to learn more about and begin exploring.

2. Get a Twitter Account 

Twitter is a social networking tool that allows anyone to send out short messages called Tweets.  Along with texts and links, tweets can also contain media. There are plenty of Twitter chats available for just about every educational specialty, from principals to counselors to project-based learning. With Twitter, you can connect with individuals who have the same challenges and questions you have, and exchange ideas and encouragement. As a PLN, you can’t beat the genuine connection you’ll get from participating in a Twitter chat.

3. Do a Blog Search

Blogs are another great tool for building your PLN and can be an excellent resource for making connections with individuals who share a common passion. You can find many people who write about your passion by simply doing a Google Blog Search. You can narrow your search as much as you can to find exactly what information you are looking for. For example, you might start with searching "education" to "educational tools" to "educational leadership, administrators." In addition to following bloggers, you may also consider following their Twitter accounts (if they have one) as well. 

4. Be a Lurker at first, then Get Involved!

  

Once you found some people to follow, spend some time reading their blog posts and tweets until you feel comfortable to engage in conversation. Try commenting on their blogs, retweeting their tweets or commenting on their tweet. The more you engage and interact with their content, the more information you will gain. 

5. Share!

At first, participating in a PLN can be overwhelming and intimidating. However, if you want to grow your connections and share your learning with others within your network, participation is key.  Sharing your ideas not only supports the individual's cause, but also allows others to benefit from the content through your platform. 

6. Make it a Habit

Developing and maintaining a PLN requires a good bit of time and commitment. Try to dedicate some time to it each and every day, even if it is only 15 minutes. Over time, reading and sharing will help to grow your network and to open up more possibilities for your own learning. Just like anything else you want to be good at, building a PLN requires nurturing and attention! 

Professional Learning Network Tools That I have found most useful:

• I have had a Twitter account for the past 6 years or so, but I really started using it to build my PLN within the last 2 years, thanks to taking grad classes and learning how to really use Twitter. Until then, I must say I was really unfamiliar with how it worked and dreaded using it. It wasn't until one of my recent Eduspire courses that I really used it for more than just "lurking" and reading what others have shared. I engaged in a 6th grade chat and it was really eye-opening. I did not realize just how beneficial Twitter could be for connecting, sharing, and learning from others near and far. As a result of the chat and engaging in conversations through tweeting and retweeting, I started following specific hashtags relevant to my role as a sixth grade ELA teacher and hashtags relevant to my passions and goals involving technology integration. 

• Other social media platforms such as Facebook and Instagram have also served as great tools for building my PLN. I am part of a group on Facebook for Lucy Calkin's Writing which is the program that my district uses in grades K-6. Participating in this group allows me to connect with other educators who also teach this curriculum. I have been able to share resources relating to the subjects I teach and collaborate ideas for ways to effectively implement the content within my current instructional practices. From the group, I have "met" other educators who I follow on Instagram or subscribed to their blogs.

• Lastly, another way that I grown my PLN is through frequent collaboration with my grade level colleagues. This has been extremely helpful especially during the initial shut down when we were all forced to do something we never thought possible: teach virtually. Throughout this process, we met frequently to share ideas and resources to make learning possible for our students. We relied heavily on each other for support and guidance. During a tremendously uncertain time, we grew together and learned from one another in ways we never did before. And because of the powerful connections we made during this time, we continue to work together to build off of each other and share ideas through consistent collaboration and discussion. I have to say, this was a very positive outcome from 2020 and I am grateful to work with such knowledgeable and supportive colleagues! 

Whitby, T. (2013, November 18). How Do I Get a PLN? Retrieved March 8, 2021, from https://www.edutopia.org/blog/how-do-i-get-a-pln-tom-whitby

10 Reasons Every Teachers Needs a P.L.N. (3, September 2008). TeachThought. Retrieved March 8, 2021, from https://www.teachthought.com/the-future-of-learning/10-reasons-every-teacher-needs-professional-learning-network/

Richardson, W. (2013). Create Your PLN: 6 Easy Steps. Educational Leadership, 70(June 2013), 20-22. http://www.ascd.org/publications/educational-leadership/jun13/vol70/num09/Create-Your-PLN@-6-Easy-Steps.aspx

Blended/Hybrid Learning in Sixth Grade

    

    Many school districts have begun the school year in a hybrid format with students attending a physical school part of the time and spending the remaining hours in remote asynchronous instruction. Some districts have started the year entirely online where students spend part of their time in live classes while working on their own during other parts of the day. My district decided to combine components from these formats to best meet the needs of our students and families. Right now, we currently have 3 formats of instruction: remote learning, brick and mortar, or brick and mortar/hybrid. 
Our remote learners received 100% of their instruction online through both synchronous and asynchronous instruction. Remote teachers teach live lessons for part of the day to whole groups and small groups of students while also providing independent asynchronous tasks for students to complete on their own. 

    Our brick and mortar/hybrid teachers (like myself) plan instruction for students who physically report to school AND for those students who choose to do a hybrid schedule. Students choosing a hybrid schedule for that day will work from home to access instructional materials and resources. The work is completed asynchronously and on their own. Teachers are available to communicate through our LMS (Google Classroom or Seesaw) or email to assist students during hybrid days. Families are able to choose when and how often their child participates in hybrid days (instead of physically reporting to school) and work is to be completed that same day or prior to physically reporting back to school. 

    As teachers in 2021, we are forced to think outside of the box to learn new ways to teach our students from various new learning environments. I have dabbled a little in learning different instructional models over the past 2-3 years, but this year has been a learning experience for me to step outside of my comfort zone and dive into a new way of teaching whether I was ready or not. Although it has been around for awhile, blended learning is really becoming the new normal in education. Blended learning is the combination of traditional face-to-face instruction with aspects of online instruction. Blended classrooms include face-to-face instruction techniques such as direct instruction or lecture, group discussions, and small-group work while also using technology to provide in-class online learning that students can do at home through the use of a learning management system (Nieves, 2019).

    This year I am using a blended/hybrid model of instruction to meet my students’ needs virtually and face-to-face on a daily basis. I rely heavily on Google Classroom to post my lessons, instructional resources & materials, daily agendas, assignments, and grades. I provide instruction using a variety of technology tools that can be accessed in the classroom or from home for students following a hybrid schedule. All of my instructional lessons must be prepared for face-to-face instruction as well as virtual learning on a daily basis. Students working hybrid will complete the lessons and assignments asynchronously. 

    Prior to this year, I would meet with and instruct students in small groups and provide a lot of opportunities for group activities, however that has been more challenging this year due to social distancing. One of my goals is to implement more tools to encourage collaboration such as Flip Grid, Padlet, or Jamboard. I also like the idea of allowing students to use the stream on google classroom to have a discussion and share resources. A class blog is another possible tool to encourage collaboration and small group work in a blended/hybrid environment. 

Nieves, K. (2019, April 2). 4 Tips for Managing Blended Learning. Edutopia. Retrieved March 5, 2021, from https://www.edutopia.org/article/4-tips-managing-blended-learning

Ferlazzo, L. (2020, August 19). Blended Learning in the Age of Covid-19. Education Week. Retrieved March 5, 2021, from https://www.edweek.org/teaching-learning/opinion-blended-learning-in-the-age-of-covid-19/2020/08

Cite

 

Which Comes First: Curriculum or Technology?

         After reading the article “Which Comes First, Curriculum or Technology” by Dr. Bruce Ellis, it got me thinking about my own opinions regarding this question. I have to agree with his statements that curriculum should come first followed by technology as a close second. As mentioned in the article, some districts are “aggressively” trying to increase their use of technology without considering curriculum goals. He states, “‘Designed for technology’ shouldn’t mean ‘divorced from the curriculum.’” When technology plans are made after curriculum goals and outcomes are established, a more clear framework can be developed to strengthen professional learning opportunities for educators. I feel as though there is absolutely a push for technology integration within my district--like in most districts these days-- however, we do focus on putting our curriculum and standards first, and then our focus becomes how to support our goals with the technology we have available. Integrating technology to support curriculum goals becomes more achievable when we have specific standards stating exactly what we want our students to learn. We can develop the 'what' first, and technology supports the 'how' we get there.  “When district leaders, specifically technology and curriculum directors, work together, a more robust curriculum and relevant technology integration is likely to occur” (Ellis, 2017).

While researching more on my own about this topic, I found two blog posts with information about how teachers can easily align technology with curriculum requirements and ways to ensure technology implementation is enhancing student learning, not hindering it.

Technology Tools Used in my Classroom to Enhance Student Learning

There are several tech tools that I utilize in my sixth grade Language Arts classroom and have found them extremely useful for enhancing both the curriculum AND my students' learning experiences.

Edpuzzle- I often use educational videos to teach many concepts in my classroom for both ELA and social studies, so Edpuzzle has been a great tool to make the videos engaging, interactive, and to hold my students accountable.

Freckle- This website is a great tool for providing students with differentiated instruction at their own level. It adapts to each student's individual skill, so they are always challenged appropriately whether they are working at, above, or below grade level. My students use this website to practice reading and word study skills on a regular basis during reading workshop.

NoRedInk- This is an amazing tool that I use to teach, reinforce, and practice grammar skills. This website engages students by allowing them to personalize the content based on the students' interests. It also is great for differentiating a variety of learning levels and abilities.

Scope Magazine- I use this tool almost daily for reading and writing resources for all genres. The texts are high interest topics and are very engaging to my sixth grade students. Each passage focuses on specific reading concepts and skills and includes premade google slides called 'slidedecks' for students to complete digitally. This has been a life-saver for teaching virtually!

Book Creator- This tool is one of my students favorites when given options for how to present information for their research projects. This digital book-making tool is super easy to use and has a lot of cool features to allow students to express their creativity.

After looking at the Technology Integration Matrix, I would say that my class falls in the infusion level of the matrix. At this level, a range of different technology tools are integrated in the classroom to meet the varying level of needs of all students. The students are given the opportunity to make decisions about how and when to use the technology available to them with the guidance and support from their teacher. The instructional focus is on student learning and not on the technology tools themselves. Technology is used to enhance learning, not hinder it.

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Dr. Bruce Ellis. (2017, January 30). Which Comes First, Curriculum or Technology? TechNotes Blog; TechNotes Blog. https://blog.tcea.org/comes-first-curriculum-technology/

What Comes First: the Curriculum or the Technology? (2015). Pulaskischools.org.                             https://www.pulaskischools.org/learning-services/blog/1612534/what-comes-first-the-curriculum-or-the-technology

Alexander, C. (2018, September 6). Aligning Technology with Curriculum Requirements. Showbie. Retrieved February 19, 2021, from https://www.showbie.com/aligning-technology-with-curriculum-requirements/

Florida Center for instructional Technology. (2019, June 1). Technology Integration Matrix. Retrieved on February 19, 2021, from https://fcit.usf.edu/matrix/matrix/

Steps to Integrate Technology to Foster Digital Well-Being and Effective Learning

There is no denying that our reliance on technology has certainly heightened over the past year, all thanks to COVID. Technology has really become our way of living: ordering/paying for our togo orders, processing our grocery pickup order, facetiming with our loved ones, attending zoom meetings after zoom meetings after zoom meetings, and the list goes on! The same is true for our classrooms. 

The push for technology is real and our dependence on it will only continue to grow. This can be both positive and negative, in my opinion. Technology is a tool that allows us to access the resources to improve our instruction and engage our learners in ways that are fun and enjoyable. Technology also makes our lives as teachers easier when it comes to lesson planning, gathering resources, online assessments, collaboration among colleagues, and so on. Although technology has it’s undeniable benefits, it also has its downfalls when it comes to our students’ dependence and freedom. With the push for technology in the classroom now more than ever, I do worry what the long term effects are on our students’ social and emotional behaviors. While I am a strong proponent of technology and its valuable uses in the classroom and in life in general, I am a firm believer that we need to teach our students how to effectively and responsibility use technology in this evolving digital world. I believe it is our job as educators to stress the importance of digital citizenship skills and to embrace technology for learning in ways that promote student health and well-being.

 

Moving forward, there are some steps I would like to take this year to better integrate technology in ways that foster digital well-being and are conducive to learning.

• I would like to foster a positive and thriving culture around media and technology by implementing lessons on digital citizenship and what it means to have media balance.

• I would also like to express the need for digital citizenship skills to continue in developmentally appropriate ways throughout all grades within my school. 

• I would also like to incorporate websites/apps that allow students to collaborate with one another without being physically near one another as such Flip Grid. More digital tools for collaboration can be found here.

• I would also like to incorporate tools to promote interactions and improve communication skills. 

• Finally, I would like to be more cognizant of how and when I am using technology in my classroom and offer alternatives to give my students a break from screens and devices when necessary throughout the day. 

•  Parents--Is your child spending an excessive amount of time on screens?   Check out this resource for more information about screen time and what you should be on the look out for when it comes to tech addiction.

 

Helping Kids Navigate Their Digital Lives. (n.d.). Retrieved from https://www.nais.org/magazine/independent-school/summer-2019/helping-kids-navigate-their-digital-lives/

Martino, N. (n.d.). 30 Digital Collaboration Tools for Students. TeachThought. Retrieved February 8, 2021, from https://www.teachthought.com/technology/12-tech-tools-for-student-to-student-digital-collaboration/

Spring Picture Day is coming!

Spring picture day is quickly approaching!  It will be held on Friday, February 8th.  Two sets of pictures will be taken.  Fall and Spring.  The fall is needed for the district files, etc.   The spring is used for parents, if wanted.   The big seller in the spring is the class photo which is done in front of the stage area.  Instead of the whole class composite in the fall ....the spring is the entire class standing together for the photo with their teacher.   Payment for this photo MUST BE PAID on the day of picture day.   It will be $12.00 + 6% tax = $12.72 Total.  Order forms will be coming home soon or you can order online.   Go to --->   myLifetouch.com 

Picture ID# LT148541G0

If you pay online, please print a receipt, and when the order forms come home....place your online payment code onto the order form and return the envelope back to school, so we know you ordered a copy.  

Your help is greatly appreciated.

February

1 -- Bowling After School
4 -- Environment Club After School till 4:30pm
5 -- Journalism Club After School till 4:30pm
6 -- Good News Club After School till 4:45pm
6 -- NHW (Super) Hero Day - Building Competition
8 -- Spring Pictures
8 -- Bowling After School
11 -- Environment Club After School till 4:30pm
12 -- Journalism Club After School till 4:30pm
13 -- Good News Club After School till 4:45pm
13 -- PTO Meeting 6pm in Library
14 -- Elementary Basketball Tournament
14 -- Valentine's Day
15 -- Elementary Basketball Tournament
15 -- No School for Students -- Office is Closed  (Possible weather makeup day)
16 -- Elementary Basketball Tournament
18 -- No School -- Office is Closed  -- President's Day
19 -- Journalism Club After School till 4:30pm
20 -- Good News Club After School till 4:45pm
22 -- School Store21 -- Elem Basketball Tournament (raindate)
22 -- Elem. Basketball Tournament (raindate)
22 -- School Store
22 -- Bowling After School
23 -- Elem. Basketball Tournament (raindate)
25 -- Environment Club After School till 4:30
26 -- Family Reading Night 6:00-7:30pm  (The Chocolate Touch)
26 -- Journalism Club after School till 4:30pm
27 -- Good News Club After School till 4:45pm
28 -- SH Musical