ISTE 4: Digital Citizenship

ISTE 4

In a world where technology is integrated into nearly every element of society, it is imperative that educators equip students with effective and safe digital practices.  After all, the students of today will likely be living in a completely digital world and will need to establish themselves as responsible digital citizens. 

As I conducted my research on digital citizenship education this week, I was encouraged by the abundance of resources available to parents and teachers.  One of the largest organizations I found was Common Sense Media. This non-profit organization provides instructional materials, curriculum, webinars, websites, books, videos, and other resources that help educators and parents address teach digital citizenship to their students.  These resources focus on eight key elements of digital citizenship, shown in Figure 1. 

Figure 1: Scope & Sequence

One of the most interesting ideas I discovered this week was the idea of implementing an advisory class for all first year students.  For example, all incoming freshman would take one semester class where they would learn how to responsibly navigate and use technology. This could be extremely beneficial to their education and success later on in life. According to Ribble (2015), students should be equipped with digital access and develop an understanding of digital commerce, communication, literacy, etiquette, law, rights, health, and security.  Having a digital citizenship class at the beginning of one's schooling experience, like Common Sense Media's Digital Compass curriculum, would cover all of these aspects through simulation games, discussion, practical application, and reflective writing. 

Perhaps the most imperative component of educating students on the importance of digital citizenship is the effective modeling of best practices by the teacher.  This takes work, as technology is an ever-changing field. But with a commitment to innovation and integrity as well as a constant desire to continue developing their own skills, educators can effectively model and teach digital citizenship. 

References

Digital Compass in Action. (n.d.). Retrieved February 28, 2017, from https://www.commonsensemedia.org/videos/digital-compass-in-action

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. Eugene, OR: International Society for Technology in Education.

Scope & Sequence: Common Sense K-12 Digital Citizenship Curriculum. (n.d.). Retrieved February 28, 2017, from https://www.commonsensemedia.org/educators/scope-and-sequence

Multiple Intelligence Theory in the Classroom

As an educator, I approach Howard Gardner's multiple intelligence theory with apprehension. According to his theory, there are nine different intelligences that individuals can possess (Figure 1). Individuals will favor some intelligences over others which impacts how that individual processes information and learns.

Figure 1

In the education system, we have a diverse population of students with various intelligence strengths. This should inform our instruction as we observe the favored intelligences of each student. But how on earth are educators supposed to individualize instruction for the 20-30 students in each of their classes? It certainly seems like an intimidating task when we must first accurately assess or observe the strengths and weaknesses of our students', and then present instruction in the way that caters to each student's strength.

Adapting teaching methods and preparing this kind of instruction model takes more time than traditional approaches.  It seems impossible to expect that teachers could cater to learners with nine different intelligences.

However, technology and digital tools may be the key to successfully implementing intelligence-based instruction. By using the resources that contemporary technologies afford, teachers can provide experiential instruction that meets students where they are at.  Virtual field trips, WebQuests, interactive simulations, online collaborative projects, media presentations, and virtual classrooms tear down the four walls of a classroom and transcend time, space, and economic limitations (McKenzie, 2005).  Technology grants students the chance to deepen their learning while capitalizing on their intellectual strengths. Hence, it is safe to say that multiple intelligence instruction is possible in the 21st century classroom.

Citizenship & Moral Education

The moral ambiguity of our society illustrates the devaluation of virtue that seems to stem from the increasing influence of media. Kirk (2016) writes, "In no previous age have family influence, sound early prejudice, and good early habits been so broken in upon by outside force as in our own time." In other words, family exemplars and commitment to cultivating virtuous practices are undervalued in a world where media glorifies the unethical and mocks the honorable.  

So how do we combat this reality in our schools?  How do educators teach virtue?

Though Plato may have argued virtue is taught by implementing a curriculum that allows students to read about the virtuous leaders of the past, that is only one part of the equation.  Virtue must be caught more than taught.  

That said, teachers must model virtuous behavior and conduct themselves with integrity.  They must cultivate a respectful classroom culture where sound values are demonstrated.  Moreover, educators must provide opportunities for students to practice virtues within collaborative learning activities.  This practice is essential to forming good habits and re-enforcing honorable values.  Finally, virtues should not be taught or talked about separately, but integrated within a rigorous, thought-provoking curriculum.  Rather than lecturing students on the importance of virtuous character, educators must challenge students to recognize and admire noble values within the provided course content in order to embrace these characteristics as their own.  

B. (2016, March 22). Are Virtues Caught or Taught? Educating for Intellectual Virtue. Retrieved February 12, 2017, from https://www.youtube.com/watch?v=h2xNxsqJ3dM

ISTE 3: Model Digital-Age Work & Learning

         ISTE 3

        The technological demands of 21st century society require teacher preparation programs to equip future educators with the "knowledge, skills, and work processes representative of an innovative professional in a global and digital society" (Figure 1).  It is essential that teachers have a familiarity with modern and relevant technology and can utilize available digital resources to communicate and collaborate with parents, students, and professional communities.  

Figure 1: ITSE 

How can I improve parent-teacher communication while demonstrating effective use of contemporary digital tools and technology?

       It is always a challenge to find effective communication tools to interact and partner with parents.  It seems as though many of the traditional methods of communication- email, classroom newsletters, parent portals- are not as effective as in years past.  The growing number of adults using social media and the rise in smart phone usage has transformed the way people receive information.  Figure 2 shows the percentage of people with social media profiles increasing from 24% in 2008 to 78% in 2016.  

Figure 2

      There are a wide array of beliefs on the usage of social media as an communication tool in education. Before researching technological tools used for parent-teacher communication, I thought I would not have guessed social media would be an effective method.  My initial hypothesis was that online grading parent portals, Google apps, and student portfolios might be the most useful tools.  However, my research led me to believe that when used correctly, social media networks are perhaps the most practical and efficient communication tools when it comes to parent-teacher communication. 

      Twitter offers an avenue for instant communication through the use of microblogging.  It can provide one-way communication to parents and community members regarding events, deadlines, policy changes, weather updates, and other school or classroom news (Carpenter & Krutka, 2014).  By sending out  brief 140-word or less Tweets that link to a school Facebook page or website with more information, you can connect with parents and community members immediately and provide essential information.  However, it is important to realize that microblogging is an art and successful engagement is closely tied to the quality of your tweets (Porterfield & Carnes, 2011).

     Facebook and Instagram are two other social media platforms that given parents ways to remain informed and get a glimpse into a school or classroom culture.  Teachers can use these networks to post pictures of student work, short videos of classroom activities, and information updates. Parents can engage with this information by commenting, "liking", and/or reposting.  Moreover, schools can use Facebook and Instagram to promote athletic events, student-life activities, and performing arts shows.  The interactive component as well as the accessibility of these social media platforms make them ideal parent communication tools. 

      Clearly, "the logical implication for educators is to experiment with social media and to explore its potential for communication and collaboration both in and out of the classroom (Wankel, 2011, p. 3).  With the research highly in favor of social media as a tool for parent communication, I am excited to see if using these networks will improve the efficiency of parent-teacher communication and boost parent involvement in my classes. 

Resources

Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: A Survey of the     Field. Journal Of Research On Technology In Education, 46(4), 414-434. doi:10.1080/15391523.2014.925701

Edison Research; Triton Digital.  (n.d.). U.S. population with a social network profile 2016. Statistic. Retrieved February 12, 2017, from https://www.statista.com/statistics/273476/percentage-of-us-population-with-a-social-network-profile/

Porterfield, K., & Carnes, M. (2011). Twitter: Not just about ham sandwiches. Educational Leadership, 68(8). Retrieved from http://www.ascd.org/publications/educational-leadership/ may11/vol68/num08/Twitter@-Not-Just-About-Ham-Sandwiches.aspx

Wankel, C. (2011). Cutting-edge Technologies in Higher Education : Educating Educators with Social Media. Bingley, GB: Emerald Group Publishing Limited. Retrieved from http://www.ebrary.com

Cooperative Learning

Cooperative learning is an effective instructional strategy that deepen students' learning and lays a foundation for success in the collaborative workplace environment that exists in our 21st century world (Dean, 2012).  Cooperative learning provides students with opportunities to share their ideas and process new knowledge, therefore promoting self-confidence, inclusivity, and engagement in classrooms. However, it is important to note that effective cooperative learning must provide structure, accountability, and consistency.

The five elements of cooperative learning shown in Figure 1 provide a framework for educators seeking to use cooperative learning as an instructional strategy in their classrooms.  Face-to-face interaction is a staple of collaboration, and teachers must help students recognize and affirm their peers during discussion.  Moreover, interpersonal and small group skills can be refined during cooperative learning as teacher support students by outline guidelines for communication, decision making, conflict resolution, and leadership skills (Dean, 2012). Additionally, individual accountability is important because each student must understand their responsibility as a contributor to the group.  Teachers promote positive interdependence by developing a sense of teamwork as students work together to achieve a task or goal. Finally, group processing allows students to reflect on their finished product or knowledge as well as evaluate their team functioning.

As a practical example of cooperative learning, my students just began a songwriting unit.  They will work in small groups over the next 6 weeks on this collaborative project  Each week, we will focus on a specific element of the songwriting process (lyrics, melody, chord structure, instrumentation,  style, performance, etc.) and then the students will work in groups to complete that segment of the project.  By the end of the unit, each group will perform their original song for the class.  I'm excited to see how this cooperative learning experience will deepen their learning and am already seeing a high level of engagement after the unit introduction this week.

Dean, C. B., Hubbell, E. R., & Pitler, H. (2012). Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement (2). Alexandria, US: ASCD. Retrieved from http://www.ebrary.com