Social Media in Education

In recent years, Social Media has had a very large impact on education. It has allowed others to share their ideas and creations without every teacher having to reinvent the wheel. Here are a few examples of resources I have found helpful through Social Media.


1. Pinterest- Sharing Kindergarten
https://www.pinterest.com/maryamoson/

    Sharing Kindergarten is the pinterest page of a Mary Moson, a kindergarten teacher among so many other things. She uses pinterest, facebook, and blogs to reach out and help other kindergarten teachers and educators. Her pinterest page provides so much information for teachers. For example, she has boards dedicated to holidays, months, reading, writing, math, and a resource for almost every letter of the alphabet. I follow Sharing Kindergarten to gather ideas and resources to use with my kindergarten students. Many ideas during the school year for lessons and crafts have come from her post. These post may be some of her original ideas, and others are from different educators or other websites that have been compiled to make one large resource page.

2. Facebook-Simply Kinder
https://www.facebook.com/SimplyKinder/

   Simply Kinder is a Facebook page by a teacher named Jennifer. She shares teaching ideas, classroom management tips, and many other things teacher related. Information she post range from positive encouragement, STEM activities, links to resources on teacherspayteachers.com, and her personal activities. I follow Simply Kinder in connect with other Kindergarten teachers and receive resources. This week she posted two great resources an egg stem activity for Easter and a fun activity about eating healthy. There are many pages like this one that are for different grade levels and ages. All you would have to do is search for which one fits your teaching profile best.

3. Twitter- @GoogleForEdu

   Google For Education is a twitter account used to promote products and different ways the google can be used within classrooms. This particular tweet discusses that you can use an app called insert learning to send grades, and import data, rosters, and lessons. The link within the tweet, takes you to a page that list multiple apps/websites that work in the classroom such as Brainpop, Khan Academy, and Opened. I follow this account to learn about using google in the classroom. Especially since the school system I work in has gone to google for email and other things. Educators can expand their knowledge on the use of google and many other post can be useful in the classroom.

Insert a seamless learning experience in your classroom with @insertlearning. Import/sync class rosters, assign lessons, and send grades to #GoogleClassroom: https://t.co/SGKOETOTUw #SXSWEDU pic.twitter.com/oYvRKcZ7D3

— Google For Education (@GoogleForEdu) March 9, 2018

Module 6 Reflection: Assistive Technology

This module has helped me think about self-directed learners and the role of differentiation in the following ways…

    In our text it identifies four different ways in which a teacher can differentiate instruction in the classroom; Content, Process, Products, and learning environment. Looking at these four different ways, I think about if I do this for my students or how I can apply these ways to my classroom. The first was we can differentiate inside our classroom is with the content. This refers to what students are learning. Sometimes as teachers, I believe we can get caught up in the curriculum we are teaching, when it is supposed to be the standard we are teaching. The second way is through changing our process. The way students approach or learn the information can be changed based on their learning style or may need to be altered if they did not master the concept on the first try. The third way we can differentiate is in the products. Students need to be able to apply their learning in a variety of ways in order to reach mastery. The last was mentioned is to differentiate the learning environment. Students need to be able to work independently and also have times for interactions among their peers. In order to successfully differentiate in my classroom, I believe it takes really knowing your students and if I were teaching an older grade I would want to have students complete a learning style inventory. However, I do not believe Kindergarten has reached the point of knowing their specific learning style for the classroom. I want to be able to reach all of my students and these four steps give a guide into planning differentiation so that students will be provided with a rich learning experience.
    Self-directed learners are a result of a student-centered classroom. This module has made me think about how I can challenge all my students to become self-directed. How can I apply this to Kindergarten and be successful at it? Can I use formative assessment to teach them how to self-assess? These questions come to mind after reading about the self-directed learners. I can apply what I have learned to my classroom by simply following the steps and evaluating myself on how I am differentiating and how am I supporting all learning needs inside my classroom.

Module 5 Reflection: Student Assessment

This module has helped me think about student-centered assessment in the following ways...

   Module five has helped me think about student-centered assessment by making me question whether or not I worry about what I am doing during the lesson and how I take a part in the assessment. Does everything just always have a grade on it or am I letting the students take responsibility and focusing on them? I feel like making sure assessments are student-centered can sometimes be hard. As the Intel Program said, it can be hard because when you are in a traditional classroom the teachers do lead and give all of the assessments. It also makes me think deeper into what kind of assessments am I using in my classroom. Are they doing the same thing over again or am I giving them an opportunity to the students to show they have learned? When the students are given a chance to be involved in assessment, according to research, it has a positive effect on learning. In my opinion, many teachers do not want to turn to these types of assessments due to lack of classroom control or not having training on how to work with their students in this way. Teachers may also complain about the extra work that goes into having student-centered assessments. It takes time and strategic planning in order to have your students complete these assessment successfully. Students need the opportunity to work with different types of assessments, such as rubrics, checklists, or even their peers in order to grow in their learning. 
   
   I would apply this information to my classroom by taking a closer look at the assessments that are being used. I need to make sure that the students have a chance to grow in every assessment they complete. I want my assessments to give my students an opportunity to think at a higher level and be able to answer the higher depth of knowledge questions. Also before implementing these assessments, I would want to collaborate with my grade level in order to get feedback and perspective from other teachers. 

Module 4 Reflection: CFQs and Student Samples

How can the creation of a student sample help me clarify my unit expectations and improve my instructional design? How can I ensure students will achieve the learning objectives when creating their student projects?

   The creation of a student sample can help me clarify my unit expectations and improve my instructional design by allowing me to experience what the students will be doing and noting if the final product that is made will be developmentally appropriate for my students. By experiencing what the students will be completing, I can have a better understanding of what my expectations should be for the unit because it will be done from the perspective of the student. My expectations of what is to be discovered or to learn could increase or decrease after the student sample is created. I would want to make sure that the students are given opportunities to apply their higher order thinking skills and technology skills in the assessment. This, in turn, would improve my instructional design. I would look back to all levels of my CFQs and determine if those were clearly answered in the sample. I can ensure the students will achieve the learning objectives when creating their student projects by evaluating how well the learning objectives correlate with the student sample and lesson. I need to ask if all the learning objectives are evident in the sample? Again, if it is not evident, this would be an opportunity to improve or change the instructional design of the unit plan. 
    I can apply this information into my classroom by creating student samples and examining them closely. Creating a student sample for every learning objective would be time consuming and a lot of work, but it would give a deeper understanding in the content and what the student's perspective would look like. I believe it would greatly benefit any teacher that is willing to take the time to dive in deeper into their planning and teaching methods. 

Module 3 Reflection: Technology Integration Framework

This module has helped me understand how the various technology integration frameworks apply to the lessons I will present in the following ways...

  The TPACK framework focuses on three areas: Content knowledge, Pedagogical knowledge, and Technological knowledge. These three areas combine to help teachers integrate technology into the classroom. I had always thought that depending on what technology is available is how you would plan your lessons, but this model shows differently. According to the framework, the content knowledge is established first. What do you, as the teacher know, and what background might the students already have? Next pedagogical knowledge is applied in figuring out how to approach the content. What are the best practices to teach this content? Lastly, you layer in the technology and how you can integrate it successfully into your teaching. TPACK has helped me understand the approach I need to take when planning to integrate technology into my lessons. 

   The SAMR (Substitution, Augmentation, Modification, Redefinition) framework evaluates how teachers integrate technology. Substitution is the basic on adding technology. On this level, technology literally acts as a substitution (typed work instead of hand-written). The level of thinking does not increase when using substitution. Augmentation, takes it to the next step by using tools within the technology. Modification and Redefinition transforms learning by using higher-order thinking skills and taking technology to the ultimate level in order for students to master their learning target. SAMR has helped me understand that just because you integrate technology does not always mean it has enhanced or transformed learning. In planning, we must explore to what depth we are wanting to use technology and what we want our students to gain from the implementation of technology into the lesson. 

    There are many connections with SAMR and Bloom's Revised Taxonomy. This relationship between these two helps me visualize the link between higher ordered thinking and SAMR. In previous lessons we discussed Project-Based Learning (PBL). Many examples that were given of PBL, implement technology at a modification or redefinition level in order to alter the learning process. Overall, the technology integration frameworks can be applied to my future lessons, by using the frameworks to plan, and evaluate myself on how technology is used in my classroom. 

Module 2 Reflection: Curricular Frameworks

This module has helped me think about using standards, CFQs, or 21st-century skills in the following ways: 

    Each subject's standards are used to guide teaching. Standards break down exactly what each student will learn in every grade level. Bloom's Taxonomy provides different levels on cognition or thinking and provides Depths of Knowledge levels for teachers to use when creating questions from the standards. Each level uses different verbs in order to ask higher order thinking questions, rising as it goes from remember to create. This part of the module is a reminder to always dig deeper into questioning. Sometimes I find myself always asking the obvious questions (recall, facts) instead of allowing my students to really "think" harder or critically. Recently, our principal asked us to post examples of higher order thinking questions in our room as a reminder or visual for us when we are teaching.

    Curriculum framework questions (CFQs) lead a unit that is being studied. There are three different levels of CFQs. First, is the essential question which is broad, open-ended, and will be answered throughout the year. Next is the unit questions. These types of questions are broad, but have a focus on the specific unit which is being taught. Last are the content questions. These are the types of questions you might typically see on a unit test or may be linked to vocabulary that was taught throughout the unit. After learning about the different types of questions, it has made me think about whether or not I am using all three types of questions when I am planning. As part of our must haves in our room, we have to have an essential question posted as part of our lesson plan. When my grade level creates lesson plans, our essential question is really equivalent to that of a unit question or sometimes even a content question depending on the subject plan. In the future, I want to take the information to my grade level and ask if our definition of an essential question needs to be more geared towards the definition found in the Intel material for this module.

    21st Century skills elaborate on the 4Cs and using digital tools to further education. The 4Cs: critical thinking, communication, collaboration, and creativity are all linked and all are to be taught in the classroom. Critical thinking skills allow students to analyze, evaluate, and interpret what they are learning, all while it is also teaching them a skill needed in work and life. Communication comes in various forms, verbal, written, multimedia messaging, and even listening. Collaboration takes communication a step further. Students are to work together towards a common goal and use their creativity to get them there. I feel like when we hear about 21st century learning, it is mostly applied to upper elementary and above grades. How can we teach these skills in the younger grade levels to prepare students for what they will see and use as they reach a new grade? I really want to challenge myself to use the 4Cs in the classroom. Digital tools also play a large roll in 21st century learning. Everywhere we turn we are seeing technology implemented into lessons, and it is important that it continues. I believe it is part of 21st century learning because that is how the current generation learns best.



 

Module 1 Reflection: Instructional Design

       
    This article has made me think about my role as an instructional designer in the following ways: First, what kind of designer am I? According to the article, teachers are to design instruction that takes them further into content and deeper thinking into the specifics of what the students are learning. Teachers are supposed to design the classroom to be focused on student-centered and learning-centered classrooms. Secondly, this article makes me ask if my lessons are designed purposefully for what I do or do they elaborate on what the students will be doing and learning? When the instructional designer has a student and learning-centered design, the focus is on what kind thinking the students do, developing critical thinking skills, on what students gain from experiences, planning outcomes not just within the classroom and asking what the students will be learning. The lesson plans are meant for the teacher and administrators, however we have to make sure the lesson plan answers the correct questions about our students learning. 

      This article also makes me ask if I spend enough time with my colleagues to unwrap the standards we facilitate? It says the "deep work" can be done independently, but as I just moved to Kindergarten this year, I believe I should take advantage of what my grade level can teach me. When I first started teaching, I was always afraid to ask questions, but then I realized that teachers are constantly learning too. We are learning from each other and our students daily if we are open to it. This type of design may take extra time and effort, but if we focus on the outcome of the lesson instead of the activities, we will be planning smarter not harder. Overall, this article has brought on great questions about planning or instructional design. I hope to use this information in my present and future classroom to better my instruction and classroom.