I feel like I am gaining a little bit of momentum this week. My students used flipgrid again and the results were so much better. I am going to implement flipgrid at least once a week over the rest of the school year to be able to collect stronger data from my students. Since we had only used the tool for a limited amount, I felt like the data was not accurate.
I am narrowing down my ideas to focusing on the motivating factors of posting student work for peers to see. I want to also get into standardizing peer feedback but I am worried about making my project too broad. I want to try to focus on making a strong toolkit for my students next year as well as other teachers at my site who want to start using flipgrid and padlet as a digital strategy for motivating students. I spoke with a few teachers at my site this week and there was agreement that students need to learn how to express themselves not only in written format but also verbally. My students were working outside on creating their flipgrid responses this week so we received a lot of attention from teachers on campus. I am happy with the revisions to my project. Even though this new avenue does not have a lot to do with my original research on digital literacy, it is another passion that I have for my students and in my classroom. I can see some connections now that we are discussing transliteracy. My goal of the digital literacy lessons and unit was to help student analyze media online. However, this is only part of what they need to be able to do as a 21st century learner. They need to not only be able to critically consume information online but also create media to share with a larger (hopefully one day global) community.
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In my opinion "technology in the classroom" is no longer a buzzword. It seems as though the majority of classrooms are becoming 1:1 or BYOD classrooms. With this increase in access to technology came with it a lot of learning for teachers. Teachers needed to learn (and still learn) how to leverage the technology so that we are not just using the chromebooks or other devices simply to use them but to use them in a way that expands learning opportunities for students.
I appreciated how the Tpack video explained that the flow of information is so much faster now that we have more access to technology and with things like social media. We are never going to stop that steady fast flow of information. As teachers we need to equip our students with the skills to be able to navigate the vast amounts of information that can be found online. We also need to teach knowing that all of this information is out there and can be accessed at a few clicks of the keyboard. We have so much more content available to ourselves and our students online. I think we need to design learning experiences that utilizes this content online and also create learning experiences where students can practice 21st century skills that they will be using in the future workforce. As for prototyping, I fully understand the value of looking at who your end user will be of a product and also testing and revising your model several times. As a science teacher, I teach my students to create models of what they think is going on in science and continue to come back to it with new information and revise their model. In a way, prototyping is the same thing for us as teacher researchers. The part that I am truly struggling with at the moment is figuring out how my original action research project is going to turn into some type of product. I am also worried that I am almost racing a clock to test and collect data in my classroom with the end of the year quickly approaching and so many standards that I still need to teach my students. I am worried that my decision in a product or project may come too late. |
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May 2018
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