Google Jamboard

In this week's module, we learned how to use Google Jamboard to take notes on our assigned reading. Check out my notes on Chapter 2 of our textbook. I enjoyed using Google Jamboard - it was easy to use yet had enough features to allow me to take detailed notes. I mostly used the "sticky note" feature, but I also inserted a few pictures from the textbook and a text box. I am enjoying this new way of taking notes by creating more of a "mind map" instead of a long list of text. Organizing the ideas on the Jamboard helped me organize the ideas in my head and connect them together.  I can envision students using Jamboard in the classroom not only for notetaking, but also for collaborative brainstorming, problem solving, pre-writing activities, and more!

Using Digitally-Manipulated Images in the Classroom

In this week's module, we learned various ways to support visual learners in the classroom, including integrating digitally-manipulated images into lessons. I used Adobe Photoshop Elements to create the following image, "Pocahontas with Betty" (Granfield, 2022):

This work, "Pocahontas with Betty," is a derivative of "Pocahontas-14" by Elmer Boyd Smith, Public domain, via Wikimedia Commons. "Pocahontas with Betty" by Kerry Granfield can be reused under the CC BY 4.0 license.  

Digitally-manipulated images engage learners by grabbing their interest and drawing them into a lesson. As Dr. Langren mentioned in our module, an effective strategy is to create an "improbable scene" to serve as a writing or discussion prompt. Another benefit of digitally-manipulated images is that they can address one of "the 7 P's" for improving student learning: personalization (Graham et al., 2019). Educators can insert pictures of their students into images (as I have done with my daughter Betty above) to capture their interest. Furthermore, images can stick in learners' brains and help them remember and connect content.

"Pocahontas with Betty" could be used to introduce a first-grade unit on Pocahontas and the Powhatan American Indian tribe. The history and social science standard of learning 1.3 b expects students to describe the contributions of Pocahontas to the Commonwealth of Virginia (Virginia Department of Education, 2015). While showing the image, I would engage students in a conversation using the three prompts recommended in the Visual Thinking Strategies video: "what do you notice, what do you see that makes you say/think that, and what else can we find" (Huron Valley Schools, 2011).

Graham et al. (2019) recommend using the "PICRAT matrix" to evaluate the effectiveness of blended learning practices in the classroom. The "RAT framework" is used to evaluate whether technology is replacing (R), amplifying (A), or transforming (T) traditional teaching practices (Graham et al., 2019). The "PIC framework" evaluates the extent of student engagement in blended learning, i.e., whether students are passively (P), interactively (I), or creatively (C) participating in the activity (Graham et al., 2019).   

With regard to the RAT framework, I believe that using a digitally-modified image such as "Pocahontas with Betty" in the classroom is an amplification (A) of traditional teaching practices, because it would be difficult to draw this image using traditional art tools. With regard to the PIC framework, using the image as a discussion prompt would classify as a passive (P) activity. However, students in the upper elementary grades could potentially learn to use Photoshop to create their own digitally-manipulated images, an activity that would creatively (C) engage them in blended learning. 

References

Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching: A guide to personalized learning and online integration [eBook]. EdTechBooks.org. http://edtechbooks.org/k12blended

Granfield, K. (2022). Betty sitting crisscross applesauce [Image]. 

Granfield, K. (2022). Pocahontas with Betty [Digitally-modified image]. https://kerrygranfield554.blogspot.com/2022/02/using-digitally-manipulated-images-in.html

Huron Valley Schools. (2011, September 20). Visual Thinking Strategies [Video]. Youtube. https://www.youtube.com/watch?v=HNI1IouvpPM

Smith, E. B. (1906). Pocahontas-14 [Image]. https://commons.wikimedia.org/wiki/File:Pocahontas-14.jpg 

Virginia Department of Education. (2015). History and social science standards of learning for Virginia public schools: Grade one. https://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml

Universal Design for Learning (UDL) & Digital Concept Mapping

In this week's module, we learned how to create a digital concept map.  Not only can teachers use concept maps to present information to students visually, but they can also ask students to create their own maps to assess understanding of new concepts, such as which ones are the most important and how they are interrelated. 

I used Canva to create the following digital concept map to demonstrate my understanding of the UDL video presented in our module. Additionally, here is the link to view my concept map on the Internet, which allows one to follow the embedded links: https://www.canva.com/design/DAE2rs4FdP8/WVFwmVSDNyzwgbgIIBaYJQ/view?utm_content=DAE2rs4FdP8&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton.

"UDL Concept Map" by Kerry Granfield. This work can be reused under the CC BY 4.0 license.

I really enjoyed creating a digital concept map to demonstrate my understanding of the UDL video. I used pen and paper to make a first draft of the concept map, as this was easier for me to get my thoughts down quickly.  It was challenging, yet rewarding, to distill all of the information from the video into the most important points to present on the concept map. I ended up condensing the information even more when I transferred my paper concept map into digital form.

Some might feel that my concept map is wordy. However, the map represents the information from the video that I think is most important, and that I would like to remember about UDL. I got the idea to include quotes from one of the articles on visual learning, Mythology and the Magic of Dual Coding (Steinbrink, 2019). Steinbrink (2019) uses a technique called “sketchnoting,” or visual notetaking, to help her students connect pictures and doodles with text in an effort to better comprehend new content.

I could see myself using the strategy of sketchnoting in the primary classroom to support reading comprehension or understanding of new concepts in science or social studies. For example, I can envision having students create visual notes about elements in the books they are reading, such as the main characters, setting, and plot events. Once students are proficient at sketchnoting on paper, I can teach them how to use the Padlet software. The neat thing about using Padlet is that they can work on digital concepts maps at school and at home and not have to worry about remembering to bring papers back and forth. Additionally, I can put students in small groups to create a Padlet, and they can work on and edit it simultaneously on their own devices.

Reference

Steinbrink, L. (2019, June 14). Mythology and the magic of dual coding. ISTE. https://www.iste.org/explore/classroom/mythology-and-magic-dual-coding

Selected Standard of Learning

I have chosen the following history and social science standard of learning (SOL) for first grade from the Virginia Department of Education (2015) to use as a theme for my assignments this semester:

1.3: The student will describe the stories of influential people in the history of Virginia and their contributions to our Commonwealth, with emphasis on: a) Powhatan, b) Pocahontas, c) Christopher Newport, d) Maggie L. Walker, and e) Arthur R. Ashe, Jr. (pp. 1-2)

I chose this SOL for a few reasons. First, I hope to teach kindergarten, first grade, or second grade, so I selected a standard from first grade, thinking that, if need be, I can adjust activities downward for kindergarten or upward for second grade. Second, I chose an SOL from history and social science in an effort to challenge myself, as I tend to be strongest in the math and science content areas. I hope to bolster my history and social science knowledge and skills through the various TIP projects. Additionally, this content area often does not receive much attention in the primary grades. I hope to incorporate history and social science content in a cross-curricular manner, integrating it with English and digital learning lessons wherever possible. Finally, this SOL is rich in content, which I think will transfer well to blended learning assignments. 

Reference

Virginia Department of Education. (2015). History and social science standards of learning for Virginia public schools: Grade one. https://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml

Reflection: Classroom Blogging

The Teddy Bears Go Blogging project (Sherry, 2006) is a wonderful way to integrate technology into the classroom. I love how it connects American students to same-aged students in Australia with the goal of educating each other about their respective cultures. Other strengths of the project include engaging students in writing for a purpose; promoting the life skills of collaboration and communication; and involving the community by inviting parents and relatives to read and comment on the blog. 

Image by Kerry Granfield

I can definitely envision using blogging in my future classroom, which will hopefully be kindergarten, first grade, or second grade. The biggest consideration to take into account is securing the appropriate permissions from the school and my students' parents in order to protect student privacy and provide Internet safety. Additionally, I would like to partner with the technology teacher to teach keyboarding skills to the students, so they do not develop bad habits such as “hunting and pecking.” Finally, a blogging project would require a lot of upfront planning. I like the idea of blogging with a partner class as in the Teddy Bears Go Blogging project (Sherry, 2006). I would need to spend time finding a partner teacher and working with him/her to establish goals and a schedule. I would also need to set up the necessary teacher controls, such as a system for reviewing posts and comments before they are published. The most exciting part of the planning would be preparing the students for blogging. After conducting mini-lessons for the students about blogging, the project goals, and the technological aspects, we could work together as a class to create an “exemplar post” to serve as a guide to the students. Then I would split the students into small groups or pairs to create their own posts. 

A blogging project would have several learning outcomes, particularly in the content areas of English and digital learning integration.  Blogging would enable students in second grade, for example, to practice narrative and descriptive writing (English standard of learning 2.10) and edit their writing (English standard of learning 2.11) (Virginia Board of Education, 2017). Additionally, blogging would support the content strands of “Global Collaborator,” “Creative Communicator,” and “Digital Citizen” as described in the Digital Learning Integration Standards of Learning (Virginia Board of Education, 2020). For example, if the blogging project included sharing posts with a partner class in another state or country, then students would be exploring “appropriate techniques to safely connect with friends and people outside their neighborhood, city, and areas beyond” (Virginia Board of Education, 2020, p. 25). The learning outcomes of collaboration and communication also support the Virginia Board of Education’s “Profile of a Virginia Graduate” (Virginia Department of Education, n.d.). 

References

Sherry, B. (2006). Teddy bears go blogging. Learning and Leading with Technology, 34(4), 36-37.

Virginia Board of Education. (2020). Digital learning integration standards of learning for Virginia public schools. https://www.doe.virginia.gov/testing/sol/standards_docs/computer_technology/2020/dli-sol-final-allgrades.pdf 

Virginia Board of Education. (2017). English standards of learning for Virginia public schools. https://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml 

Virginia Department of Education. (n.d.). Profile of a Virginia graduate. https://doe.virginia.gov/instruction/graduation/profile-grad/index.shtml