Digital Storytelling: Adobe Spark

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Adobe Spark

Digital storytelling at its most basic core is the practice of using computer-based tools to tell stories…However, as the name implies, digital stories usually contain some mixture of computer based images, text, recorded audio narration, video clips, and/or music.  (Digital Storytelling)

Such a fun and creative way to spice up any lesson!

Teacher uses:

Lesson Hook            Facilitate Classroom Discusion            Lesson Conclusion            Technology Intergration            Chunking Lesson            Facilitate Lesson Communication             Lesson Aide            Assessments             Research                  Work Samples

Student uses:

Research            Writing Skills            21st Century Skills             Building Literacy            Comprehension             Organization          Presentation Skills            Assessing            Interpersonal          Interview Skills

I created a simple, personal digital story using Adobe Spark as an example for personal introductions or hobby based sharing. Adobe Spark is super easy to use and so convenient. There are 3 utilization tools or apps inside Adobe Spark; Spark Post, Spark Page and Spark Video. Each giving creative lead way to your finger tips.

Spark Post – Create stunning social graphics – in seconds                                               Spark Page – Turn words into beautiful web stories – in minutes                                Spark Video – Creare compelling animated video – in minutes                                   Adobe Spark

I created this digital story within minutes while using my son’s iPad (kids, twins and hubby were sound asleep after a fun filled day at the water park. Mommy gets to enjoy the peace and quite and catch up on some work!). To get started, download the app from the App Store and you are on your way. Just click, type and presto! Ok, it’s not that quick but almost! Seriously guys, this app/digital tool is super easy, the layouts and themes are really streamlined (tons to chose from), adding photos is just a click away, and adding text is as easy as well I am not sure but it’s super easy (did I say it’s super easy enough? Because it is).  AND when you add a photo from the web, it automatically gives credit to the photo source! Life saver!

My family and I are currently vacationing at Disney world for Easter, so I thought I would share some of our memories. Enjoy a sneak peak into our Disney crazed lives. Stay tuned for more additions to the story when our trip concludes next weekend.

Disney – Home is Where the Mouse is

sources: digital storytelling    Adobe Spark

NATIONAL GEOGRAPHIC: Out of Eden Walk

National-Geographic-Logo

Source: National Geographic: Out of Eden Walk

     In 2013 a reporter set out to retrace our ancestors’ global migration on foot to slow down and observe carefully, find humanity and to rediscover our world. Through an interactive journal, Paul Salopek’s set out on this 21,000-mile odyssey moving to the beat of his own footsteps in the pathways of the first humans’ migration journey out of Africa. Through his epic journey, he has covered climate change, technical innovations, mass migrations, cultural survival and beyond through his photographs, videos, and audio recordings. While on this lustrous journey, Salopek’s is mingling with the natives, villagers, farmers, traders, soldiers, kids, artists and nomad to facilitate his record of human life at the start of the new millennium. Salopek’s journey is expected to last until 2020, where he will finish his journey at the tip of South America.  

“Every hundred miles Paul Salopek pauses to record the landscape and a person he meets, assembling a global snapshot of humankind.”                                                                                                             – National Geographic: Out of Eden Walk

Sample entries of some of the walks I explored and took particular note upon.

Milestone 12: The Hejaz (Chapter 2: Holy Lands)

Published June 15, 2013 / Near Rabigh, Saudi Arabia

Day 157         Mile 1100        Elevation 2ft

“Somehow we had missed this 100-mile mark — had walked right past it. We had other things on our minds. Banounah was in pain. We were walking him to the hospital in Yanbu. Then we backtracked by car and it seemed an alien world. Not the walked one. The land was out of context. Lonelier. More salt sun overhead. It was like a word you could almost, but not quite, remember.” Salopek, Milestone 12: The Hejaz.

It seemed an alien world,” this statement just struck me. I believe for the first time, documented, Paul was fully engulfed into the journey; slowed down and observed carefully, that he seemingly seemed distance from the modern world. Is this to happen when we slow down and observe carefully? That the seemingly modern world, the hurry up and go lifestyle in which we all have become accustomed too will seem like an alien world? To go even further, if we, as educators, can afford this opportunity, to slow down and observe carefully, to our students, will they have the same reaction and what will they do with that reaction? 

MIND BLOWN!

Milestone 21: Cyprus (Chapter 3: Autumn Wars)

Published July 11, 2014 / Near Pyla, Cyprus       

Day 548         Mile 2000          Elevation 167ft  

“The iron ship docks with a clang. There are beaches slathered with baking Russians, baking Brits. Then a port city. Then a checkerboard of olive groves, of yellow hay fields. empty chalk roads that burn out the eyeballs. Boarded up villas. (The global banking crisis hit hard.) Marooned villages. Old Byzantine churches. The racket of cicadas only ratchets up the heat. Carob trees throw lead-colored shadows. Up in the dry hill above Pyla, an Indian tractor driver points the way north to the Turkish enclave. Sitar music twangs from his earbuds. another new arrival. he turns soil that has been plowed for 9,000 years yet still gives. It has always been this way in Cyprus.” Salopek, Milestone 21: Cyprus.

Such great usage of decriptive writing and figurative langugae. The words seemingly leap off the website and grab you. I could almost feel the sun beating down on my face and the warmth of the wind. Expanding upon this, VIRTUAL FIELD TRIP was the very first thought that came to mind once I read this passage. Through all records, you can find, photos, videos and audio recordings of the landscape and people around Paul at that moment. What a great way to incorprate different educational aspects into one epic lesson; SCORE! More on incorporating Out of Eden Walk into your lessons at the end.

Milestone 33: Night Crossing (Chapter 4 In Progress: The Silk Roads)

Published December 23, 2015 / Aboard the MV Fikret Emirov on the Caspian Sea

Day 1079          Mile 3200           Elevation 0ft

“We left Baku in the time of the khazri – the cold north wind that blows bluely across the Caspian Sea in the winter. The cargo ship was the MV Fikret Emirov, named after an Azeri composer of the Soviet period. The night Caspian stretched the color of charcoal. The sea was five million and a half years old and it expanded anc onctracted through the ages with the changes in climate: a vast systile and diastole of diliute saltwater beating at the very edge of Asia, at the last rim of Europe. If not a hear – then an eye. A teary, black pupil gazing up at the Milky Way. The wind blew and the same three seagulls drafted on the superstructure all the way across, from the Caucasus to Central Asia. The birds reached a new subcontinent without hardly flicking a wing.” Salopek, Milestone 33, Night Crossing.

“The sea was five million and a half years old,” one can almost capture the emotion in these words. Slow down and observe carefully the depth of that statement, “The sea was five million and a half years old.” The in-depth story telling and interviewing that Paul is exploring and accomplishing is seemingly spilling out at every milestone; so full of history and truly opens your eyes to aspect that are already in front of us yet, we have been reluctant to explore, especially in the classroom.

DEPTH, BUILD RAPPORT, WRITE FROM INSIDE YOU RATHER THAN PUSH INFORMATION OUT. BE MORE AWARE!

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Educational Aspects

Lesson Plans:

Out of Eden: 1-5 Lesson Plans   

Out of Eden: 6-8 Lesson Plans

Out of Eden: 9-12 Lesson Plans

Out of Eden: Project Zero

Pulitzer Center: Identity Lesson Plan Elementary

Resources:

Educator Notes

What Makes a Good Story?

Out of Eden Walk: Comparing and Contrasting Social Structures

Global Collaboration:

Google+

Twitter 

Virtual Field Trips

The Global Educator; Leveraging Technology for Collaborative Learning & Teaching. Chapters 6 & 7

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Follow the link, follow the link, follow, follow, follow, follow, follow the link!                          (In your best munchkins voice!) Can you tell I have been with my 4 children ALL weekend while my husband was away with the military? Yes? Ok, moving on.

     I have been engulfed in the book, The Global Educator; Leveraging Technology for Collaborative Learning & Teaching by Julie Lindsay for the last couple of months now. I recently posted about my learning experiences from the book but I have been learning so much, another post was needed!

     Follow along with the presentation as the chapters 6 & 7 are outlined, pretty perfectly if I do say so myself; Chapter 6 How to Lead for Global Citizenship, Chapter 7 The Global Education Leader in Action. These two chapters are essential they HOW TO’s of global learning and will guide you on your way to Teaching Superiority #squadgoals! Enjoy!

Chapter 6 & 7 Emaze Presentation created by, yours truly!

Online Global Collaboration: Norms 1 & 2

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Alright, stop! Collaborate and listen, Heritage is back with a brand new invention…okay, okay not exactly, but at least I  found a way to incorporate Vanilla Ice! Yes, no? Okay, moving on. 

     Online Global Collaboration broadly refers to geographically dispersed educators, classrooms, and schools that use online learning environments and digital technologies to learn with others beyond their immediate environment in order to support curricular objectives, intercultural understandings, critical thinking, personal and social capabilities and ICT capabilities (TheGlobalEducator).

     So, why is collaboration so imparitive? Take a look at the below video!

The mind is blown right?!

“Global collaboration encourages teachers to engage on an equal basis internationally in a model in which ‘everyone recognizes that no-one knows so much that they can not learn from the other and no-one knows so little that they cannot teach the other’ (quoted this from a teacher in Argentina). This give and take is the heart of global education, it’s not giving up but learning from, it’s educating for and with each other. Students come out of the experience knowing there is real value and wisdom everywhere in the world and they can benefit from it and contribute to it”        (Ed Gragert, USA, @egragert).

Norms of Online Global Collaboration

     Educators sometimes need help or encouragement to participate in online collaboration as well as support in understanding how to “build engaging and successful relationships with others at a distance so that deeper global learning is realized. The 8 Norms of Online Global Collaboration can help with the “typical or usual behaviors and actions to be practiced in synchronous and asynchronous mode when collaborating globally” (TheGlobalEducator).

Norm 1: Be Prepared     “So many potentially excellent global collaborations fail because educators are not prepared, largely because they do not know what to prepare for.”

  • Connect 
  • Communicate

Have a plan for connecting

  • Use your PLN and PLCs to find like-minded partners for global collaboration.
  • Determine what common tools you will use to connect and collaborate
  • Test all tools beforehand.
  • Workout time zone differences
  • Have a backup plan
  • Discuss shared roles and responsibilities of the teachers as well as the students
  • Determine expectations for communication  during the collaboration
  • Share school calendar/schedule so everyone knows when there may be no responses
  • Agree on the READ, RECEIVED and RESPOND systems and protocols for all participants

Norm 2: Have a Purpose     “Every connection, communication and eventual collaboration must have a purpose. Planning is key to success!”

  • Cultural exchange
  • Inquiry and exploration into a topic or topics
  • Global project, short or long, curriculum-based
  • Shared outcomes, student summit
  • Artifact exchange and/or co-creation

source: Lindsay, Julie. (2016) . The Global Educator: Leveraging Technology for Collaborative Learning & Teaching. Eugene, OR: International Society for Technology in Education

Online Global Collaboration Tool Examples

Blogging – classroom blogging projects, The Global Read Aloud Project (Read a book another classroom(s) from around the world is/are reading and comment/discuss/share on the book in a blog).

Communications – skype, WeChat, Today’s Meet, WhatsApp, Remind, Google Hangout, Fuze, Blackboard collaboration

Community and Social Media – Nig, Edmodo, Bloggers.com, Edublogs, WordPress, Google+, LinkedIn, Twitter, Scoop.it, Pinterest

Collaboration & Co-creation – Wikispaces, Padlet, Voicethread, Google Apps, OneNote, Google Draw, Mindmeister, WeVideo

 

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The Global Educator: My Learning Experience

Global Education

 

     Global education is a new and exciting territory for me. I began my journey blind, with no previous knowledge, and quickly fell for its luster:

when children are exposed to other “cultures and develop skills in a connected world, they are better prepared to be productive and compassionate citizen’s in an increasingly global economy, and they are able to improve their communication skills, collaborate effectively and be ready for multicultural workspaces,” (ISTE).

     Delving intensely into Julie Lindsay’s book, The Global Educator: Leveraging Technology for Collaborative Learning & Teaching, began my infatuation with this new found environment. A whirlwind of cultivating information began to flood my brain and challenge my teaching theories with influential, and intriguing key questions behind this environment:

  • How imperative is it that educators connect themselves and their classrooms to the world?
  • What emerging education leadership styles are shifting pedagogy and why should we be taking notice of this?
  • What are essential benefits of embedding online global collaboration into the curriculum?
  • What are simple steps that educators in the classroom can take to become more globally minded and start to change their practice?
  • How are emerging digital technologies supporting this move to online global learning and collaboration?

source ISTE

     Chapter by chapter I was lead deeper into resources, case studies, collaborations, and stories, fully engaging every word by lead teachers. From the basic definition of what it is to be a Global Educator, to becoming a Global Educator, to achieving Global Education, my mind was “blown.”

     How have I gone through all of my younger adulthood and career, and never have been introduced to Global Education? How has my teachings been so lackluster? So non-diverse culturally? How can I impose all these findings and improve my students learning both culturally and educationally?

     All of these questions, and some, began to poor into my mind throughout my readings of The Global Educator.

Connecting Culturally & Cultural Awareness

     Through Global Learning (and/or education in general) we must encourage, demonstrate, model, teach, and empower students and educators alike, to be mindful and respectful of other cultures. While connecting with other classrooms and/or educators, it is essential to pay mind to cultural values, opinions, social cues, cultural influences, economic situations, physical surroundings as well as politics throughout your entire connection and beyond. 

     Allow your students and yourself to delve into the culture of the connected classroom and/or educator. Becoming familiar with such items as mentioned above, will allow for a smoother “connection” and will facilitate the learning process for all. Cultural awareness is key in becoming a globally connected classroom. 

Cultural Awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions (Culturosity).

Connect Unite Cooperate Handshake Regard

     I recently viewed a Turkish t.v. series (1 episode) on Netflix, with English subtitles, with hopes to expand my personal cultural awareness. Throughout the episode I kept a few things in mind …

  • What social cues are they displaying?
  • What are the physical surroundings?
  • What are the cultural influences?
  • What is the economic situation?
  • Politics involved? 
  • What are the difference and similarities to my own culture?

I must point out that I was afforded the opportunity to replay the episode. Therefore, I was able to re-view or get a better look at what was occurring. This will NOT be able to take place in the real-world. 

   WARNING: This t.v. series is not intend for children

     Şubat is about an orphaned boy and the horrific tragedy that unfolded at the orphanage and its connections to his present day (adult) life. It is a drama driven, sci-fi flinging, suspense motivated t.v. series that grasps the viewers attention within moments of the title. Though this t.v. series does not “scream” culture, it does not elude from it either. 

     Based off of this fictional piece, the economic stance of the country being represented (Istanbul) does not seem to differ from that of the U.S. culture, too much. My conclusion of this came from viewing the attire (not surprisingly different, street/comparable attire), physical surroundings (well established city), as well as the way in which they spoke (educated, they spoke in the same manner and tones in which we would speak here in the U.S.). 

    Politically speaking, I did not pin point any political undertones or references. However, there was an incident in the very beginning of the episode where Şubat was confronted by a mall security guard. He is hit repeatedly and ordered to leave as he is scaring away customers (Şubat was staring at a t.v. screen that was playing the news; SPOILER ALERT he falls in love with the news reporter). If this were to occur in the U.S., the security guard would be arrested for assault since loitering is not a crime punishable by beating. 

     I could not decipher between cultural influences, not to say that there were none. The writers of this series did a fantastic job making the story not culturally driven and more vastly relatable on the context. **edited** Having gone back through the episode several more times in hopes to find cultural influences, at last, I was able to pin point something. During the very tale end, the camera flows through people playing music and it radiates with culture; how I did not pick up on this before is a mystery! The music seemed to have no lyrics just seemingly historical instruments coming to life. (Its a stretch, a giant stretch but you get the idea.) This choice of music humbles the characters, in my opinion. It is saying to the viewer that the character(s) are grounded with their culture. Whereas as if this t.v. series were made in the U.S. I could imagine music playing that would not be of words found in any dictionary. 

     Overall, the episode seemed relatable, culturally to the U.S. I believe this was most likely intentional on the writers/producers/directors part to make the t.v. series more marketable. They did a fantastic job if that is the case. 

     Delving into a culture before connecting with a student/class/educator is essential in facilitating the learning process and experience for all. By becoming culturally aware and connected, allows for the mind to become more open to other’s views and opinions. Ultimately giving way to a greater, positive impact on the world in which we live. Because cultural awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions  (culturosity).

    Şubat (Netflix/Youtube)

#TwitterChat

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Now that I have been fully submerged into the Twitter world, let’s reflect over my Twitter journey thus far! Ready…?! #TwitterChat

it-underworld-126I must first confess that I was apprehensive about signing up for a Twitter account. I had preconceived notions on Twitter e.g. drama and I was not sure what I was getting into. However, I took the plunge. 

Twitter was a bit overwhelming. I did not know where to turn because everywhere I turned there were “buttons.” Like a lot! I had to learn real quick (with a little help from google) what they all meant. Confession: I am pretty sure my first few encounters on twitter were mess-ups on my part. I believe I may have “retweeted” things I did not mean to “retweet” or replied to things I did not mean to reply too. Oh the embarrassment! I have since navigated my way through all the buttons and have moved onto bigger and better embarrassments discoveries. hand-drawn-twitter-logo-icons-and-buttons_23-2147536533

I have discovered another side of Twitter that I have never been attribute to; Professional Networking and Professional Development. This world has completely rocked my learning experience as an aspiring Special Education teacher. I have made connections with numerous people from around the globe in education as well as people within my community. Sharing and expanding knowledge has been beyond influential and inspirational. There is vast pool of knowledge that is waiting to be shared and explored. 

My first TwitterChat experience was a bit rough. I felt completely lost, and completely behind on the conversations. However, I left the conversation with a new outlook on homework; purpose and retainability for students. I shared conversations with principles, teachers, and fellow aspiring educators. We discussed the effectiveness of homework, its 14454029241_a19ab612ca_zimportance or lack there of as well as its hurtfulness for a lack of better words. The conversations (having gone back over them a few times upon completion of the chat) was very enlightening and has changed the way in which I view homework and how I hope to implement it within my classroom one day. Having conversations with principles about what they expect homework to “look” like or how they see it should be implemented was eyeopening and head turning. From this 1 TwitterChat my view on the way I think about learning has already begun to morph. Having the perspective of principals, teachers and aspiring educators in my “pocket” I hope I can apply this perspective or perspectives to my own classroom one day and how I implement learning. 

 

#WhatHurtsTheMost

When you have so much to say, yet only 140 characters to say it in

I often find myself deciding between the content of my “tweet” that cannot fit into the 140 character allotment and the correctness of my grammar (see what I did there?). Grammar always seems to lose out. #GrammarCrime #NotEnoughCharacters #StopTyping

No, you cannot edit that

I cannot count how many “tweets” I have posted and than had to delete it because I forgot something to say or include a hashtag. #Hassle #EditButtonPlease #ForgotMyHashtag

There is a hashtag for that

Lucky! This one fits into both #WhatHurtsTheMost and #BecauseIAmHappy. Why? You have to, per the 140 character allotment, decide on a hashtag that best suits or describes your “tweet.” To be continued … #Uhhhh #Hashtagless #TooMany #ThereIsABetterHashtagForThat

#BecauseIAmHappy

Twitter is the only place where you can get excited for a stranger following you

It has become a strange happiness. There is no greater {possibly a slight exaggeration} feeling then logging onto twitter and seeing a new “follower.” Especially one that is part of a Professional Learning Network that you are interested in. #OhYeah #TheyKnowMe #Cloud9 #CelebrateGoodTimesComeOn

Searchpreneur you will become

The most gratifying? Having, figuratively, the world at your finger tips to make connections and share knowledge. This has to be my favorite part of Twitter. I have stumbled upon numerous articles, people and tech that have expanded my outlook on so much in the world; outside of education as well. My knowledge, interest and inspiration for education has grown in such a short period of time. Especially Global Learning. #MindBlown #Knowledge=Power #WorldCatalog #IBelieveICanFly #QueenOfTheWorld

There is a hashtag for that

…Continued. Having endless possibilities of what you can type after a # is amazing. You can create your own hashtags, follow and find hashtags. #Whaaat #SkyIsTheLimit #WeCantStopWeWontStop #Hashtag #SeriouslyAnything #AreYouReadingMyHashtags

Twitter has really challenged my notions on, well, everything. Social media can be a large tool for Professional Learning Networks and Developments, when used properly. It has afford me the opportunity to become connected with educators from vast cultures, levels of educations and perspectives. I believe I will stick around on Twitter for awhile.

Embrace the hashtagimageI have @jheritag1

 

Anne Mirtschin: The World is my Classroom

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Global Learning 

Global Learning (or The global dimension, or Global Citizenship) is concerned with exploring the interconnections between people and places around the world. It asks us to observe the similarities and differences that exist around our world today and relate these to our own lives. – globalfootprints.org

Learn how a virtual, global, and culturally-blended classroom is not just a dream, it’s a reality. -Anne Mirtschin

  • blended classrooms are global in nature
  • learning is occurring 24/7
  • students and educators of all ages and learning abilities are learning together
  • learning goes well beyond the square walls of the classroom
  • global projects encouraged
  • learning is “messy” but the outcome is worth it
  • develop socially, emotionally, empathically and cognitively; for both man kind and the world
  • appreciation for those around them as well as the world in which we live

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Global learning encourages and exposes students to explore and make sense of bigger issues in the world, teaches critical thinking and creativity through topical and controversial issues, facilitates the development of social, emotional, cognitive growth as well as self-awareness and facilitates a positive attitude to differences, facilitates reflections on personal actions; past, present and future, encourages participation is society as active and responsible global citizens and so much more! globalfootprints.org

Educators can find connections and ideas from numerous resources. Branch out of your classroom and expand the learning environment; students and educators. Below is just a few of the resources where you can develop connections.

Twitter        Skype        WordPress Blogs         LinkedIn        Classroom2.0         Conferences       Wikispaces         Google Docs          Blackboard Collaborate          Facebook       Epals       The Global Classroom Project          Flat Classroom Projects

Leading teacher in Global Learning

Anne Mirtschin: The World is My Classroom

l8id6aebbrn7815izrq6_400x400 Anne Mirtschin is an award winning teacher who uses online tools to create powerful learning opportunities for students. She teaches Information and Communications Technology(ICT), Business Management and at Hawkesdale P12 College. She is passionate about rural and global education, immersing technology into the classroom and loves collaborating and learning online. Technology together with an amazing network has enabled her to make the world her classroom. Anne is the co-Australasian Chair for Global Education Conference, a Skype Master Teacher and Microsoft Innovative Educator, a Flat Connections Lead teacher Communications Chair, ISTE Global PLN and moderator of Tech Talk Tuesdays  ISTE 2016

Twitter: @murcha           Blog: On an e-Journey with Generation Y

The below video from classrooms in a small rural P12 school in Hawkesdale, Victoria, Australia; a town of only 120 people which is isolated both culturally and geographically incorporate technology to engage students allowing them to connect, communicate and collaborate with students and classrooms from around the world.  I truly encourage you to follow Anne and read her blog (above) to get a more in-depth look at how to incorporate and utilize technology within your classroom to expand learning outside the walls of your classroom.

 

A 21st-century curriculum needs to prepare learners to live and work in this fast-moving, interdependent, global society. It should enable all young people to become successful learners, confident individuals and responsible citizens, and should contribute to the achievement of the five outcomes for children identified in Every Child Matters. Each school should have a unique curriculum that meets the needs,interests and aspirations of its particular learners. globalfootprints.org

 

Digital Tool: Padlet

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Padlet Free/Plans. An internet based website (digital tool) that acts as a virtual bulletin board, blog and portfolio allowing numerous people to post notes, photos and videos from anywhere, anytime! Collaborate, invite, share! 

Website Features

  • Photo & Video Sharing (possibilities are endless here. Incorporate student involvement with research and exploration.)
  • Bulletin Board (repeat! Virtually pin “post-its” to the board)
  • Communicate (from anywhere, anytime, with anyone; seriously, even in other countries!)
  • Group Work (amazing for collaboration and co-creation)
  • Sharing (with anyone, to numerous social media outlets, save as pdf for printouts, embedding possibilities e.g see below)

Overall, Padlet is a super easy to use website that allows people of ALL ages to utilize within any setting, especially the classroom. Basic features are free and you can also upgrade to a plan (schools can take advantage of the school plan which allows usage for the entire school for one price). If you already have a google account you are set! If not, no worries, set-up is easy. Padlet is a great digital tool to utilize within the classroom for collaboration and co-creation

My Padlet example – click on the photo to maneuver around and watch videos

Made with Padlet

 

Usage within the classroom setting – Possibilities are endless

First grade teacher utilizing Padlet to distribute learning materials and Text Here for students to submit their work. Students are using a 4th generation iPod touch. Kari works for East Noble School Corpoartion. Published May 2, 2014

Lesson Plan utilizing Padlet

Using Padlet to collect resources  –> Lesson Plan <–

5 uses for Padlet within the classroom

  • Book Review Post a book title, allow the kids to post their review of the book or allow them to post/share different book. To advance this assignment you can have the students discus characters, settings, climax, quotes, and ask questions.
  • Topic Summary From timelines to sharing photos, videos or information on the topic. Share information on American history through a timeline the students create.
  • Question Board Place for students to spatter off questions and have the students respond to one another. Check for understanding; teacher can ask a question and have the students answer.
  • Discussion Forum Students can communicate with one another on a topic; group work.
  • Research group projects or class sharing information on a topic pre-lesson or even after a lesson. –> Lesson Plan <–

4 Guided Ways To Use & Not Use Technology So You Do Not Get Fired

We all use it. We all cannot live without it. However, have we ever thought about the dangers it posses to our careers? Technology can be utilized in numerous ways throughout career fields; teachers more specifically.  Be it through e-mails, google and apps, teachers are met with a thin line for what is appropriate technology usage. Here are 4 guided ways to use and not use technology so you do not get into trouble FIRED.

“It’s essential for some jobs, handy for most, but don’t be fooled—the personal computer can be a job ender.” – U.S. News Liz Wolgemuth | Contributor

7543411458_955765a2a0-21. E-mails Vastly used within the teaching profession as an essential way to communicate within the school building as well as parent-teacher and outside agency communications.

*Administration monitor e-mails and save data therefore can be used within the court of law. 

  • Write as if administration is reading 
  • Be professional
  • Job related topics only
  • Not sure about an e-mail’s liability, ASK
  • DO NOT use profane language, discriminatory words, or offensive material
  • DO NOT share photos or attachments that are not professional e.g. offensive, discriminatory, violent etc.

CBS News – Fired For Sending E-mail

Producing a vulgar, discriminating, violent, or offensive in nature e-mail can result in the loss of job or possible criminal charges. 

    google_2015_logo-svg 2. Search Engines An essential internet tool to the teaching profession to look up anything and everything.

*Administration monitor internet usage and save data therefore can be used within the court of law. Most schools use internet restrictions therefore some searches may be deterred. 

  • Search only student-learning relevant topics
  • Use/turn on Internet restrictions *Most schools have these restrictions already set forth.
  • Use caution with search terms
  • DO NOT use personal search engines e.g. Pinterest 

Search for offensive, vulgar, violent, and indecent in nature topics, photos, or videos can result in the loss of job or possible criminal charges. 

yt3. YouTube Utilized to facilitate learning within and outside the classroom. Often used as a media aide.

*Administration monitor internet usage and save data therefore can be used within the court of law. Most schools use internet restrictions therefore not always accessible. 

  • Student-learning based only
  • Pre-view to its entirety before lesson
  • Check sources 
  • Use expanded screen for viewing (minimizes viewing of possible “suggestions” of other videos)
  • DO NOT show or search anything unrelated to or not age appropriate, education related subject matter

Search for offensive, vulgar, violent, and indecent in nature topics, photos, or videos can result in the loss of job or possible criminal charges. 

511_33510314. Social Media Utilized (with excepections) outside the school environment as a means of communication, social and interest based development.

*Administration monitor internet usage and save data therefore can be used within the court of law. Most schools use internet restrictions therefore not always accessible

  • Consider usage for Professional Learning Development instead
  • Practice caution and use discretion e.g. profanity, provocative or in-bad taste photos or posts
  • DO NOT discuss professional relations or students and their matters (with anyone outside their education interests)
  • DO NOT use a school computer to access
  • DO NOT “friend” students/parents 

CBS NEWS – Teacher Fired Over Facebook

Search for offensive, vulgar, violent, and indecent in nature topics, photos, or videos can result in the loss of job or possible criminal charges

**Misuse of technology could result in loss of job and possible criminal charges. Laws and school wide regulations on technology usage are in place. Make sure you check your school’s or work’s policy. 

 Teachers can utilize technology to further reach their students, communicate with a vast amount of people/professionals involved in his/her student’s learning environment as well as promote and develop social and personal interests and beyond. However, technology could, in an instant, destroy a career if one is not cautious and proactive in his/her choices. As outlined above, misuse of technology for a professional could result in loss of career as well as bring on possible criminal charges. Thus…

Be Cautious, Be Smart, Be Professional & When In-doubt ASK!