Week 13- Assistive Technology in the Classroom

This week we learned about Assistive Technology in the classroom. Assistive Technology is any means of technology that helps improve the learning experience for students with disabilities. There are assistive technologies for the blind, the deaf, the speech-impaired, and more. There are two main components of assistive technologies: Assistive Technologies themselves and Assistive Services. Assistive Technologies are also divided into High and Low technologies. High being ones that incorporate something digital (and are therefore more advanced) and Low being ones that don't have a digital component but still help students with disabilities in the classroom. With the increase of technology and the "digital world," more and more classrooms are integrating high tech assistive technologies. 

Some assistive technologies that help the impaired include online screen readers for the blind, speech-to-text functions for those who have a hard time typing, subtitles for the deaf, and brail keyboards for the blind. There are many other ones, but those are just to name a few. Even Virtual Reality can be assistive technology. Many classrooms, especially ones with students with autism, integrate Virtual Reality into the classroom to allow the students to take trips to places that they would never be able to afford or have time to go to in real life. Not only are they educational if you have them explore a museum or something in nature on them, but they are also very entertaining and engaging for the students. 

Even things that aren't necessarily digital can be assistive technology (Low Tech). Things such as mobile furniture (such as yoga balls for seats and rolly desks) and even organization tools are assistive technologies that don't incorporate a screen. These are just as important as the digital tools of assistive technology. Some kids work better when things are more organized and structured instead of just all over the place (I know I am like that, I like things organized) and some are more fidgety and cannot sit still (I can also be like that sometimes). So, it is key to have these functions in the classroom for those who need it as well.

I think it is very beneficial and very important that classrooms include various means of assistive technology. That way, education is made equal for all, even for those with disabilities they cannot control.  Including assistive technology guarantees F.A.P.E. (Free Appropriate Public Education). The growth of these assistive technologies is definitely a positive within the growing digital age of the 21st century. When I become a teacher, I will include a variety of Assistive technologies, both digital and non-digital, in my classroom. For one thing, my classroom will be organized (both for my sake and for the students'). I'm sure wherever I teach will have more mobile furniture because I have seen an increase of that in schools. When we use laptops or tablets or some other device for classwork, I will introduce the students, both those who really need it and even those who would just prefer it, to all the different helpful accommodations that they can use on their device. I will encourage them all to use these when applicable. For example, not everyone has an IEP that needs speech in text form, but some may like to see what they are also hearing and have subtitles (I am one who likes to have those on even though I don't absolutely need them, I just like to read along to what I am hearing, as it helps me pay attention better). Especially if I have blind, deaf, or other disabled children, I will help them to operate these assistive technologies, both digital and non-digital, to promote equality in my classroom.

Week 12- QR Codes in the Classroom

This week was all about QR Codes and how they can be integrated into the classroom. The best thing about QR codes is that they are free to create. You can create a QR code for any website, video link, audio link, image link, and other things on the internet. They are easy to create and easy to use. You just need the camera on your phone or tablet (or a QR code app) to scan it and it takes you directly to the source. In the 21st century with the growth of technology, teachers have been integrated QR codes into their classrooms to make learning more engaging and fun for the students.

You can create a QR code for pretty much anything on the internet. You could have it send the scanner to a website, a YouTube video, an audio link, an image, a game, and more. You just need the link and you can convert it to a QR code that you can use digitally or print out for others to scan. There are a variety of QR creator sources and many of them are free to use, which is one reason why teachers are increasingly incorporating them in classrooms. Since most kids have their own device and/or many schools have school-issued tablets or computers, it's easy for kids to use to quickly get sent to the correct information. It's easy for parents to use too on their phones. It makes learning with technology more fun and engaging for the students.

Another thing you can integrate into a QR code that schools are increasingly using are sign-up sheets. You can make a Google Form, create a QR code out of it, and post it around the school for students to sign up for an event or club. It's quick and easy, and on something that the kids already use everyday: Their phones. Forms can be integrated into a QR code for parents to scan as well if they need to sign up for something for their kids, such as a Meet-the-Teacher or a conference. Scanning it takes them right to the form where they can sign up with ease. This is one of the revolutionary ways QR codes can be used for schools.

Another thing about QR codes is that they are customizable. You can change their size to fit what its going on (you can make it nice and big for putting it up on the Smartboard for the kids to scan, or you can make it small for a worksheet). Another thing is that you can change their colors and designs, making them more fun. It's also easy to edit links in case the website is no longer available. This is another reason why teachers like the idea of QR codes: They can get creative with them.

Most importantly, QR codes are fun, free, and easy. Something with all three of those qualities are bound to be incorporated into the classroom. And they can be used for any grade level for any source online. There are so many benefits to using QR codes in the classroom, as long as there is good access to technology that can scan them. I will definitely use these in my future 3rd grade classroom. If I need the kids to go to a specific website, I'll make a QR code for it. If we use a specific program (like a learning game), I can create a QR code that I can then put in the room for easy access so that kids can just scan and go. Another idea, I can create an "All About the Teacher" video and turn it into a QR code that I can then place on a welcome sheet that I give to the kids at the beginning of the year. The opportunities are endless!

Week 11- AR and VR in the Classroom

With the growing age of technology and digital devices comes the growth of VR (Virtual Reality) and AR (Augmented Reality). The difference between the two is that AR places digital things in the context of real-world physical surroundings, while VR places the user in a complete digital world. Both have their place within education as technology continues to grow. Many classroom settings K-12 and even higher education find AR and VR to be useful. Both can help to replicate an otherwise expensive trip, such as to a historic site. These options are sometimes more cost-effective than implementing the actual trip or activity. 

AR and VR can be used in a variety of subject areas in school. They can be used to simulate real-world medical scenarios without the risks or costs (for those looking into the medical field). They can simulate a classroom setting to test how one reacts to difficult classroom scenarios (this would be for someone looking into the field of education). They can mimic a historic site or monument and provide descriptions about it. All these and many more would be costly and sometimes risky to accomplish in real life, especially for students learning the subjects. For these virtual reality alternatives, it allows for good practice before taking it out into the real world.

A lot of the AR and VR lessons have the use of a headset to make it so that the user is more immersed in the environment. But many of these concepts can work on any device. Especially if just seeing the object and reading up on facts is the most important part, then having apps or computer programs that do just that without the use of a headset or other tools would work. For example, something about space. Even having an app on an iPad or computer that allows for a 360 degree viewing so you can read about the planets and constellations would work for students studying astronomy. In this example, it would allow the students to see and learn about outer space without actually having to physically go there (because that would be very close to impossible).

These kinds of AR and VR lessons can be used in any grade level, for any subject, and even for teachers. There are so many benefits to learning using AR or VR. If one doesn't want to go all-out and get all the fancy gadgets that some use, simply just downloading apps that incorporate a replica of that environment would be useful. In addition, students really enjoy using these kinds of things. Since their lives are already incorporated with much technology and that's what they are used to and what they are learning to use in the 21st century, the incorporation of this would build upon that and would make it more enjoyable for this generation. Also, in these VR scenarios, if one messes up or causes a disaster, it at least won't be in a real-world setting. Students can use these VR scenarios to do trial-and-error and learn from the errors. Then they'd be better prepared for doing it in the real world.

I think VR and AR in the classroom are very necessary in this day and age, and it will continue to expand throughout the 21st century and beyond. Kids and teachers will find it fun and beneficial, and the low costs as compared to the real thing are also a plus.

Week 10- Makerspace

This week we read all about Makerspaces in the classroom. There is no one way to create a makerspace, so many different combinations of materials and activities can go into developing a makerspace for students. A Makerspace, in general, is an area that sparks various hands-on and creative learning experiences for the students. They could involve the use of computers, or they could not. All makerspaces are different. The important similarity they all have is hands-on, creative-thinking, problem-solving aspects. Makerspaces also evolve over time as you determine which materials and projects work best in the classroom. It is good to start small and add projects over time. Many makerspaces include 3D printers, coding on computers, circuitry, and microbots (like Sphero). All of these and many others give students unique hands-on learning experiences and help them better understand and operate the technology of the 21st century while also learning the curriculum. Additionally, having makerspace activities engages students more and makes the learning process more fun, increasing their participation and interest. 

Many schools are incorporating some form of makerspace. Some dedicate an entire room of different stations of projects (my mom's school has this). Some have a few things just to use in the classroom. Some have a rolly cart that transfers between classrooms (kind of like a Chromebook cart). Makerspaces can come in all varieties, and there is no right or wrong way to create one. It depends on what works best for the class depending on what they are learning and what is made available. 

Where my mom teaches, one of the older classrooms was remodeled into a Makerspace room. In the room, they have 3D printers, 3D pens (which were really fun to use), vinyl making, various microbots to use, Lego sets, circuitry toys, and animation makers. This entire room was dedicated to hands-on activities and can be reserved by any teacher in the building for their students to use. The room is mainly used as a way for the students and even the teacher to break away from traditional classroom learning and get the kids more engaged and more willing to actively participate. When I was helping my mom on the day they reserved the makerspace, she had her kids in small groups, each table with a different project, and she had them rotate every 15 minutes. That way everyone got a chance to use all the projects for a little while. One group had circuitry toys, one had Legos, and one had a thing to create your own video game (and they would have been able to scan it to play it, but she didn't have them use that part). I thought it was really neat for her school to incorporate that and have many means of activities in the room. I noticed that the class was definitely enjoying their time there (and they immediately asked when they could come back).

When I start teaching, I will definitely integrate some level of a makerspace for my class. Whether that be one the school already has set up or projects that I would buy. It even mentioned that projects such as building a tower with toothpicks and marshmallows can count as a makerspace project, so even if I started off with something like that and expanded more into the realm of microbots or 3D printing. Honestly, these kinds of things would be fun for me to do along with the kids if I could. Depending on what is released when I start teaching elementary, I will definitely consider these projects and activities.

I think the idea of a Makerspace will continue to expand, and more activities that integrate more modern technology will be produced and utilized as time goes on. Right now, we are in the era of coding and 3D printers, but who knows what kinds of things will be made in the future. In a world of expanding technology, this is bound to happen. It amazes me even to see everything they have now as compared to when I was in early elementary school and all we had was the computer lab. Now they have 3D pens and printers, and advanced coding programs, and robots. Definitely something that will continue to expand for generations to come.

Week 9- Gamifying the Classroom

  

    With the growing of technology in this day and age comes the growth of video games and other online game platforms. With this comes the growth of its integration in schools. Many classrooms turn to online games to be integrated into everyday school in order to present the curriculum in a more engaging and entertaining way. There are many ways in which online games can be made more educational and there are many websites and apps that allow for this. For one thing, making online quizzes makes review more entertaining. Websites such as Kahoot or GimKit allow one to either create or find an already created quiz to allow their students to play on. Some games even review math or language arts curriculum lessons. Prodigy is a game that has math questions for all of the elementary grade levels, and the game allows students to battle and play with their friends, all while having them answer math questions (and there is even a language arts version as well). Another game called Blooket allows for another quiz review but with more gameplay variety (as in different modes to play and answer the questions). All of these websites are great ways to integrate games in an educational way. Kids are more likely to participate and enjoy being in class more if the learning is made fun, and these games do just that.

    Aside from educational quiz-style games, other console and computer games that may not seem educational at face-value actually help develop important life skills. Minecraft is one example. Though it may not seem very educational, it actually has a strong creativity element to it, and when you play with friends it helps to develop communication skills. Problem-solving is another skill that this game helps with. Though these are not curriculum-based skills, they are important life skills. I think it would be useful to have these kinds of games in the classroom at a more limited amount than educational games such as Prodigy, but they can still be used. Everything in moderation.

    Another ongoing trend in this day and age that has made its way up to become scholarship opportunities for some colleges is eSports. eSports are video games played on with peers that improve skills needed for the future job field and overall, just for life in general. eSports has been getting gradually more popular as time goes on, and many sports networks have a separate eSports category because of its popularity. The thing with eSports is that they usually incorporate multiplayer, and lots of people stream them on sites like Twitch. eSports streams have also become increasingly popular, and some people have that as their occupation because of the number of viewers they get and the amount of revenue they get for advertising and sponsoring products. Many universities have also allowed to eSports scholarships. Since eSports help to develop communication, problem-solving, cooperation, and other life-needed skills, scholarships are occasionally offered at some schools to students who want to pursue this. As showcased, eSports have some similar benefits to traditional sports, like cooperation and communication, and the perseverance to keep going forward. 

    I found it very interesting, and even a bit surprising, that some universities award scholarships to those who concentrate in eSports. But I think it's a good idea. As the article I read has said, these kinds of scholarships are for those who do not do as well on SAT or ACT tests. Just like people get scholarships for playing football, track, volleyball, and other physical sports, students can receive scholarships for gaining real-world-needed skills while participating in eSports. I like how this accounts for the diversity of student interests and incorporates video games as a pathway to succeed in life if that's really your passion. 

Week 8- Social Media in Education

Social Media is taking over the 21st Century, and it's evident. Almost everyone is on some form of social media outlet, whether that be Facebook, Twitter, Instagram, Snapchat, etc. When thinking of these platforms, at face value they don't seem to possess many educational qualities. Especially since a large component is interacting with others online, it seems that there isn't much educational value in them. However, they can be integrated into education programs to help adapt to the changing times. In addition, since many kids are already largely familiar with social media, integrating them appropriately, it would be easy for kids to operate them. The 21st century has seen much rise in technology, devices, and social media, and they are worldwide things that everyone uses for a variety of reasons every single day. Why not fit them into school? The kids would find it more entertaining because it's a platform they enjoy and are used to, it could help with classroom connections amongst students, and it would overall be more modern. I've read from a few articles that some teachers have started up some classroom Twitter accounts to share classroom stories on. They post about what's going on in the classroom so other faulty and parents can stay in the loop. Many other classes use some sort of Blog website where kids can create blog posts that can be read and shared by others of the class. Some schools even have their own Instagram page where users can follow along with campus events. Sometimes setting up group chats with classmates on Messages or even Snapchat can be effective means of communication for group projects. Since the kids are already using those services, they'd be more likely to interact with each other for school means on those platforms. A lot of employers look at LinkedIn profiles of applicants. Or as we use in my Power-Up class, on websites generated by Wix or through conferences on Handshake. Even those are considered social media and are being used for school and beyond purposes.

With the integration of social media in the classroom comes much more to consider. Integrating social media, in my opinion, would not be as beneficial in some grades as it would be in others. For preschool, I do not see much benefit from having the kids use some sort of "social media" for learning. At that age I think they are too young. Even for elementary school it would be hard. I think that having the kids create blogs on a kid-friendly site would be a good idea, but you can't really tell them all to make an Instagram. For middle and high school aged kids I think this would work the best. Many of those students already have Instagram, TikTok, and maybe even Facebook, so as for them to be able to follow along with their school on social media would be beneficial. Or even having all the students have a "book talk" or something along those lines on a social media platform would be a pretty neat integration for those upper grade levels as well. For any social media integration, however, you have to be careful. Review Privacy rules and facts and make sure the kids as well as the teacher are using the platforms wisely and are not putting themselves in danger. Advocate for strong passwords so they don't get hacked and arouse panic. Make sure they are using the platform for school purposes only when in school and that they are using it responsibly. Social media can be a beautiful thing, but if abused could go very wrong, so it's important to be mindful when using it for anything.

Another thing worth mentioning is the benefit that social media integration in school can have on parents. Even for parents of elementary aged children, if the school has a Facebook or something, the parents can get updates and follow along from their device. Having some sort of messaging system (like Class Dojo, which I suppose the messaging feature would kind of be considered social media), parents can communicate with the teacher for matters about their child. Even Zoom can be considered social media, and teachers can set up video conferences with parents (or even with students). This makes distant communication much easier (or if the person is sick and cannot meet in person). 

Overall, social media is not always a bad thing, if used appropriately. Many benefits can come out of using some form of social media or online communication in the classroom. Kids already use it all the time, so why not use it in school too to enhance learning? Kids would probably enjoy it better having it be on platforms they already enjoy, or even just being able to communicate with classroom friends. With the constant changing and improvements of technology it was bound to make its way into the education system, and it has, and social media has done just the same.

Week 7- Accessibility in Teaching with Technology

This week we read about accommodating for all students, even those with disabilities, in an online classroom environment or just when providing online resources for a class. Not all students have the ability to hear well, see well, use a mouse well, and many other things, putting them at a learning disadvantage. By accommodating online tools to fit the needs for these students, before they even have to ask for accommodations, is key. 

Some students are deaf or are hard of hearing. This barrier can be overcome by adding Captions to videos that are assigned. Some YouTube videos are auto captioned, but it's important to check the accuracy of these captions. Some videos are not captioned at all, and captions must be put in place to provide equal access to deaf students. If you create your own lecture, you can accommodate to disadvantaged students by inserting your own captions. 

For students that are blind, on-screen reading can be very helpful. In addition to this, you should include captions for images that can also be read aloud to the student. When you design these accommodations in an online lesson, its key to not have links that just say "Click Here" or the URL name because to a deaf student these can be hard to navigate. Use tools that allow you to change the name of a link to make it less confusing and allow blind students to more easily find that particular information and source.

Not all students can operate a mouse, so another important accommodation to include is to allow everything to be accessed with the keyboard. The arrow keys to move from item to item, the Enter button to submit something, and other keyboard sequences would be helpful for those who are unable to use a mouse.

Overall, when designing material in an online format for a course, it's important to not make things too cluttered. Using simple text on a plain background does so much more than mixing all sorts of fonts and colors. It makes it easier to follow and provides less distractions. When structuring an online course, structure each lesson section in a similar manner to provide routine and eliminate confusion. Organization is key, even when online for a class. Good organization of assignments and materials online creates a more user-friendly learning environment, allows students to stay better on task, and overall eliminates confusion. Mixing simplicity with many accommodations provides an even more user-friendly environment for all students regardless of the disadvantages they may have. Online accommodations provide equal access of content to all students and may even be beneficial for those who don't necessarily have a disability. Captions for example, can be used by someone who isn't deaf in order to better follow along with the video and avoid zoning out (that's that I use the captions in videos for, as I like them on). Image Descriptions also can better help clarify an image for someone who isn't necessarily blind. All in all, it's important to consider the needs of all students up front in order to provide equal learning opportunities and eliminate the need to accommodate something every single time a student asks for an accommodation. It's better to have the accommodation set-in-stone in the first place.

Another thing mentioned in the articles is about accommodations for those not necessarily with a physical disability, but for those with learning disabilities as well. Extra Time on tests is something that many students (including myself) need in order to have an equal opportunity. When we were online and had tests, my teachers would usually generate a separate test that gave extra time for me and other students who had 504 Plans that required that accommodation. Definitely another thing to consider when accommodating your online resources for class.

Week 6- Online Learning

With this day and age, and with all the growing technology in society, Online Learning and Online Teaching are definitely things to be considered when entering the teaching field. With the outbreak of COVID-19, many schools had to transition to a fairly unfamiliar online model of teaching, one done at home and away from the actual school building. With this has come many breakthroughs in teaching, such as the use of Zoom and other video messaging platforms to communicate in an educational way. Though things are increasingly becoming more normalized in the world of teaching, online school will always have a role to play when it comes to being a teacher. The integration of Blended Learning, a mixture of traditional classroom styles and online techniques, will continue to be useful. With the transition to virtual learning from the pandemic also came the emergence of optional online courses in place of in-person courses. Many schools offer these classes (such as Lakeland) where students can choose to learn through online platforms and not meet face-to-face consistently. It takes a special skill set to instruct these online courses. One must be fluent in technology in order to operate effectively. One must stay organized digitally and have good communication with students and parents. Since in-person presence is nonexistent in online classes, maintaining good communication and relationships can be more difficult. It is important to utilize individual email when teaching an online class, and to always check for updates. Take advantage of email and other online tools when establishing good connections with students through computers. Staying organized is also key both for yourself and for students. Being disorganized can lead to confusion for everyone. When taking advantage of Zoom or other video chats, make sure you are in a quiet and secluded environment to avoid distractions (this goes for both the teacher and for students). Overall, though there are many similarities between online learning and in-person learning, there are also many differences.

Though changes in communication, organization, and teaching styles differ with online learning, another important thing to consider is the effect on physical health and how one can continue to live an active lifestyle while consistently teaching online. Taking breaks from your work as an online teacher and giving yourself time away from your computer is key. Clearly state office and availability hours to your students and parents and give yourself down time when not within those hours. It is also essential to maintain a healthy diet and exercise during that downtime so that you aren't sitting all day (because that isn't good for anyone). Make sure to stretch, walk around, go outside for breaks, and do other little things to help your body out. Being an online teacher can become very sedentary so it's important to take that into consideration and move around. Don't feel guilty for having down time outside of office hours. Take advantage of that. But when inside office hours, make sure you are available for student help if needed. Being an online teacher can be effective if tactics are used wisely.

There are many Dos and Don'ts when it comes to being an online instructor. It is important to integrate a variety of tech tools when teaching online, but it's also important to not go too overboard. Don't use too many apps or platforms because that will get confusing quickly for both you and the students. Rely mainly on a few platforms for communication, assignments, and other things. One also has to strongly consider internet safety for everyone. Avoid using foreign platforms or downloading things that could contain viruses. Also have backups for when a platform or the internet doesn't work. Internet issues are definitely one of the most difficult things to deal with when teaching online. Integrate some activities that don't need an internet service (and can be done offline) just in case the internet doesn't work. Provide PDF copies of work so that if one cannot use a computer for whatever reason, the work can be done on paper and submitted via photo later when access has returned. Aside from the internet, one important thing an online instructor should do is to, of course, instruct. Avoid just giving work and leaving it all for the students. Provide lessons and one-on-one video conferences with the students. Provide many resources both from outside things and ones that you took time to make. Don't just download everything directly from something like Teach-Pay-Teacher, hand it off to the kids, and have them do it. The instructor has much of a role to play in still teaching the material and making it engaging even in an online format. As well, give clear directions from the start to avoid confusion. Still integrate a schedule or a syllabus to keep the kids on track. Check in with students via email or video communication. It is key to not lose the role of "teacher" when being an online teacher.

Online courses are helpful for those who do not live within good distance of a school they want to attend, those that do not have the money to afford attending a college, those who learn better self-paced and on their own, for collectively teaching students from all around, and for people with scheduling conflicts. Online courses are for some but not for everyone, and this goes both for instructors and students. It's essential to be fluent in the knowledge of online schooling in case circumstances cause it. Knowing how to effectively teach and communicate online instead of in-person, as well as establishing relationships and clarity, are key to being successful.

Week 5- Flipped Classroom

 

   This week we learned about Flipped Classrooms. We read a few articles and watched a video on the topic. Essentially, a Flipped Classroom is when you use class time instead for more in-depth learning, teacher and peer communication, and more hands-on activities, while the students watch lessons on a device at home prior to the class. This is pretty much "flipping" the traditional model of the classroom, which is lectures during class time and homework outside of class. With the flipped classroom method, "homework" is done before class time in the form of a "pre-lesson," and class time is used for more engagement and understanding as a class. With the growing of technology in the world as a whole and also in classrooms, this style of teaching has increased. There are both positives and negatives of this style of teaching, and really it depends on the teacher and the class for that year to determine if it's the best approach.

    Flipped Classrooms are put in place when students watch short video lectures at home before class and then during class time the teacher engages with the entire class to further strengthen the knowledge of the topic. This leaves class time for questions, partner or group work, and activities and leaves the students with the responsibility of "getting their feet wet" in the topic beforehand. This ends up being more after-school free time for students as not much after-class homework is distributed in this style of learning. This method has become increasingly popular with the growing age of technology and electronic devices. Many teachers integrate it and find many benefits associated, but depending on the district, the students, and the teacher, it may or may not be the most efficient approach.

    There are many positives to a Flipped Classroom. For one reason, designated class time is saved for enhanced learning on the topic instead of just a traditional lecture overview. Students can ask questions and teachers can integrate group work. More one-on-one time can be established because the entire class is not spent on a lecture. Overall its purpose is to be more hands-on, interactive, and engaging. Another Pro is the significantly less homework given to students, which leaves more time for outside activities and eliminates stress. With this model, students would watch a short video or have small at-home computer activities to complete before coming into class and further learning about the topic. Essentially the "homework" is done before and even during the class, which frees up evenings. In addition, students are able to learn more at their own pace instead of having to speed-run through a not-so-entertaining lecture. With the videos, students can rewind as much as needed and take their time on it. Designated class time is also not left to be "boring" with the use of a long lecture. This makes learning more flexible. 

    There are, however, detriments to this method. Student-centered learning can lead to procrastination in some, which causes them to fall behind or not gain as much out of the lesson. There is indeed a good amount of trust and responsibility placed on the students to "learn" some material before class. This also revolves around a lot of out-of-class device use which may be problematic for those who do not have device or internet access. For lower-income schools this may not be the best approach as not everyone can get the same benefits out of it because of lack of access. For those who do have access to devices, this method definitely increases screen time which can overall be detrimental. Indeed we live in a world where technological devices are growing and growing, but having this decreases traditional screenless paper-pencil approaches that some students learn better with. What if technological issues arise for those who do have access? A power outage, no internet for the time given to watch the lesson, or malfunctions. Those and other things can place barriers on learning that aren't even the fault of the student or teacher. In this case, its always good to have backups. Also mentioned is how Flipped Classrooms do not "teach to the standardized tests" like traditional lectures would more closely follow. This could lead kids to be less prepared come state test time, since they test knowledge on subjects over active participation and learning.

    All in all, Flipped Classrooms are definitely a good idea to implement, but one must also be aware of the potential detriments. Depending on the district and the students, it may or may not be a good idea to fully transition to "The Flipped Side" of teaching. Lower-income neighborhoods would not benefit from this approach, but school systems in which most have good access to technology would definitely find benefits from this. Overall, I think that even with this, it's important to incorporate many different styles and methods of teaching to satisfy all student learning needs. A mixture of paper-pencil and technology would overall be the best approach. Too much of anything, whether that be long "boring" lectures or too much reliance in devices can be detrimental to some degree, so its important to mix and match, try different things out, and see what works best for the class of that year. Being adaptable is key.

Week 4: Blended Learning

This week's focus is on Blended Learning, which is a mixture of traditional hands-on styles of learning in the classroom and learning using devices and online platforms. We read two articles (one on DigitalChalk.com, "Pros and Cons of Blended Learning, " and one on TeachThought.com, "The Definition of Blended Learning") and watched one video about Blended Learning ("What is...Blended Learning?" created by MBR University). There are many ways to incorporate electronic devices and services in an educational way. There are apps made for learning that students can download on tablets, there are ways to video chat with professors and other students (Zoom or Skype), there are document-creating platforms where students can type what could have been written, and many more. The level of technological integration is never set-in-stone and can vary from class to class and even lesson to lesson. The whole point of Blended Learning is to allow technology to complement and strengthen traditional styles of learning, and that way all student learning needs are met. Every student learns differently, so it is important to provide a "blend" of learning styles so that all are receiving the same educational benefits. With the rising of technology, social media, and portable devices, it was bound to be incorporated into learning eventually. 

There are many Pros, and even some Cons, of Blended Learning. The Pros include how many learning style needs are met because you incorporate digital learning with traditional classroom-style hands-on lessons. In addition, this makes learning more portable. Students can finish assignments on their take-home devices at home if they do not finish in class. They can rewatch recorded lessons or follow-up YouTube Videos. Also, communication via email with professors and even Zoom is improved when eLearning is incorporated in the classroom. Some cons, however, include tech issues that can commonly arise. When things don't function properly it can disrupt the learning environment. Many of these blisters are out of one's control, which makes things difficult. In addition, students can find ways to procrastinate because they know they can just "finish their assignments later" on their devices. The article "Pros and Cons of Blended Learning" on DigitalChalk.com exclaims "...students will wait and watch several weeks' worth of videos in one sitting, rather than on a regular basis." All in all, it is beneficial to incorporate digital media in the classroom, but it is important to not rely completely on it. The technology used is meant to complement what is already being done in a traditional style. It is meant to transform and improve learning.

Week 3: Privacy and Copyright

This week we read about Privacy when it comes to online programs most notably for minors/children (in an article by the Office of Educational Technology) and about Copyright laws (from videos from copyrightandcreativity.org). Many privacy acts have been enacted over the years since the Internet has emerged. With the development of the internet came the development of educational media and online sources that teachers use for their classrooms. These websites, as most do, collect personal data when one signs up. Laws were enacted in order to ensure the rights of school aged children using these services so as their data is not shared with the public or used in a negative way. Hence why these kinds of things have a Terms of Service which explains what data is collected and why. In addition, for younger children, acts have been set in stone that give the parents the control of what information of their child is shared with online databases or what information online is shared with the parents. Acts such as the Federal Education Rights and Privacy Act (FERPA) and Children's Online Privacy and Protection Act (COPPA) do this. FERPA allows parents to see their child's education record up until they graduate high school, where then the rights go to the child. COPPA allows parents to decide which information that belongs to their child is shared online on certain platforms. Both ensure that what is shared is reasonable and is not going to a negative cause. When it comes to Copyright, it is important to know that any content online that was created by an individual is protected by copyright laws, including student work. Copyright laws prevent the illegal use, sharing, or copying of someone else's work without permission. There are multiple categories within copyright that work can fall into, including Trademark, Fair Use, Creative Commons, and Public Domain. Something in the Public Domain is allowed to be shared and used. Anytime you use someone else's work (and with this I think of writing an essay and using quotes or information from another source or even making a presentation and using images off of the internet) you need to give proper credit to the original owner. It is important to check copyright statis of things that you are thinking of using or sharing. Copyright is not only to prevent the copying of famous works shared online, but copyright also applies to everyone sharing their creations. 

Whenever you sign up for a website or app, whether that be for school purposes or even if it isn't for school, it is important to know what information you are giving them, why you are giving them that information, and to make sure that the information shared will not be abused in some way. It is important to look at the Terms of Service and limit the amount of information shared. When it comes to being a teacher and using online programs for school in which you need to sign up for, you must trust the site, limit the amount of the students' information that is shared, and make sure parents and the school are content with the sharing of the information. Keeping FERPA in mind and making sure you as a teacher are not infringing upon those rights is essential. In the little video about the relation of teacher email and FERPA (by Online Education), it explains how teachers must keep in mind FERPA protections when emailing a coworker, a parent, or anyone else about a child in the classroom. Don't provide "classified" information or unessential information when emailing a parent or even a school board member, or else you'd be infringing on FERPA rights. When it comes to copyright, everyone has to be considerate of others' shared work. When creating essays, presentations, or even lesson plans, check the information and items you are using and make sure they are allowed to be used and that you give proper credit. Whenever I create a presentation with images, I always find ones within the Public Domain, or I just use my own photos that I took. It is important that both the teacher and the students are informed about copyright laws for others' works and copyright protection for their work.

Week 2: SAMR

    This week, we read an article and watched a video about Dr. Ruben R. Puentedura's SAMR model of technology integration in the classroom. This model involves four standpoints for technology integration separated into two parts. The first two components, Substitution and Augmentation, fit into the Enhancement category. The top two components, Modification and Redefinition, fit into the Transformation category. The point isn't so much so to try to make it to the highest level of technology usage in the classroom, the point is to provide the right level needed for the corresponding lesson at hand. Substitution involves just replacing what could have been a physical task into a virtual task that involves the use of technology. An example of this is what could have been a hand-written essay being typed out instead. Augmentation involves substitution to some degree but enhances the task just a little bit. Taking that same typed essay example, if students take advantage of features like spellcheck, the word count, and other things, the task is both substituted and improved a little bit. Once you get to Modification, which is considered Transformation, you are not only substituting a non-virtual task to a virtual one, but you are also including various improvements such as online peer-to-peer sharing and communication with the previously mentioned typed essay. The top tier, Redefinition, involves extreme advancements to a what could have been a physical activity. An example would be the typed-out essay, with the use of features like spellcheck and the ability to share with classmates, if the students were to make corresponding videos with that essay and submitted them for peer review. In a case like that, you are not only making the task involve technology, but you are providing many things that would otherwise be impossible without it. 

    With this though, the point is to not make assignments the most technologically advanced ever. The point of this scale is to see the different kinds of levels of technology that can be used and picking the right placement for that particular assignment or task. Not all things would benefit greatly from being transformed completely digital. Some things are just more effective without extreme integration of technology. You also have to make sure that the technology doesn't become too much of a distraction or an obstacle, or it ruins the whole thing and makes matters worse. This is why it is good to evaluate the different possibilities of integrating technology within the task and seeing where the best fit would be without going overboard or making things worse. Not everything has to be top tier, but that's okay.

    I think that this is a very useful model when determining the extent to which technology is integrated in a classroom for an assignment. It is good to know that this model does not intend for there to be competition as to how much technology integration you can do, but instead serves as a means of technological possibilities. This is definitely something I will keep in the back of my head when I start teaching myself. With all the advancements in technology these days, with both upsides and downsides, it is useful to know that there is a scale for determining what is best.

Week 1: Bring Your Own Devices (BYOD) in the Classroom

     This week we read a few articles about the benefits (and even some of the detriments) of the idea of Bring Your Own Devices to school. The two articles were "Why Every Student Should be in a 1:1 Classroom" by Kelly Walsh on EmergingEdTech, and "20 Pros and Cons of Implementing BYOD in Schools" by Danny Mareco on SecurEdge. After reading these, it seems as though these articles are mainly referring to this concept in a more elementary school setting (maybe even middle school). However, it could be applied to higher grades. I know for my middle school and even my high school, they assigned us devices, so we were not able to bring our own personal computers. In middle school we got iPads and in high school we got MacBooks. These devices were meant to only be used for school purposes. Back in elementary school, in later years (4th and 5th grade) they had Chromebook carts that would go from classroom to classroom depending on which teacher needed to use them (and I know of some elementary schools that still have school Chromebook carts). 

    These two articles describe the switch to the idea that students of all grade levels bring their own devices to school instead of having the school supply the device. These articles gave many pros and also some cons. For one thing, allowing students to bring their own devices allows for familiarity with the device, instead of having to learn how to operate a completely new device, which allows for more focus on the learning of the content aspect (and also saves time). It also saves the school from having to supply every single student with their own school-related device, which allows them to focus more on just providing for those students who cannot afford their own device. Overall, the concept of bringing your own device allows for a variety of ways for how to learn and demonstrate learning material, whether that be through online projects (like research and presentations), or apps or computer programs that are designed to fit individual student learning levels, and it allows for students to learn at their own pace instead of having to follow the pace of the teacher which may not always be fitting.

    Though with these pros, there were also some cons that have to be considered. But as according to the second article, "20 Pros and Cons of Implementing BYOD in Schools" by Danny Mareco on SecurEdge, "...the pros for BYOD in schools are beating the out the cons here" (as he was only able to think of 15 cons but 20 pros). A few of the possible cons described include students not remembering to charge or even bring their devices which would definitely provide a barrier for the day for that particular student, irresponsible students can find ways to cheat on their devices, the fact that not every family may be able to afford a reasonable device for their child, network problems can occur like overloading from all the devices being on the WiFi at once or even if someone's computer has a virus on it, and just overall distractions that can result from the student's personal device. 

    After reading these pros and cons from these two articles, I think that for at the high school level and even the middle school level, the concept of BYOD is a fantabulous idea. Especially at those ages and in this society now, kids are always on their devices, and I think the ability to broaden learning with them by allowing students to bring them into school and use them for school purposes is a good idea to implement. I think that it also has the potential to be a good idea for elementary classrooms, and I think would work the best in 4th and 5th grade classrooms. It is true that in this day and age almost everyone, and even many younger kids (my 9-year-old cousin being one example) have their own device like an iPad, computer, or sometimes even a phone, but for really young kids, like kindergarten and even 1st grade, the concept of BYOD may not provide as many benefits. Really little kids would probably just be tempted to explore and play on their devices instead of learning through them, and not all kids at that age are able to comprehend the devices in terms of learning as well as older kids. In my opinion, for early elementary-aged children, it may be the best idea to halt the idea of BYOD, but for older kids, I think it is definitely a beneficial concept.