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.