Mini-Course on Sensibly Integrating Technology and 21st Century Skills in the First Grade Classroom

For my final project in W531, I have developed a three lesson mini-course for first grade teachers on Sensibly Integrating Technology and 21st Century Skills.  This course is most appropriate for those teachers who may not feel comfortable with technology and those who are new to the first grade level.

Below are links for the sequence of lessons.  I have also added these links to the top of my blog

Introduction

Lesson 1 Part 1

Lesson 1 Part 2

Lesson 2

Lesson 3

Final Reflections

Thanks for viewing, and may your laptop battery live a long life, your cables not get twisted, the fan on the overhead you've been hiding in your classroom never die, and may your Nook stayed charged long enough to read the final chapter.

Image credit: <http://p8cdn4static.sharpschool.com/UserFiles/Servers/Server_229000/Image/Departments/PD.png>

SAMR and My Digital Toolbox

First of all, SAMR is another one of those buzzwords (or buzz-acronyms, I suppose...) that I had never heard of prior to taking W531, Technology for Teaching and Learning, but it's definitely one that will influence my teaching practices from here on out. SAMR is a ladder-like model that describes the progression of technology integration in the classroom. This model was researched and developed by Dr. Ruben Puentedura, and seems to be one of the most commonly used technology integration models. I've included one of Dr. Puentedura's graphics of his model for your reference, as my purpose here is not to define and explain the model, but to discuss my potential usage of it. I really liked this blog post from Hooked Innovation that describes SAMR as less of a ladder, and more of a swimming pool. When you are new to swimming, you don't generally jump in the deep end of the pool, you start in the shallow end, and gradually work your way further out as you get comfortable.  I found this vision of the model to be rather reassuring-this doesn't mean that every lesson that isn't in the Transformation end of the model is an automatic failure.

So, as I thought of using SAMR to influence the technology integration in my future classroom, I began to think of the challenges that K-2 teachers, in particular, face when targeting the Modification and Redefinition stages of the model, especially in classrooms with 30+ students.  After all, most of these young students are new readers and writers, and require more assistance.  Applications and programs that can be independently used by older elementary students like StoryBoard That, require the student to be able to read directions and write/spell, so much more adult assistance would be required for primary ages.  I've been searching for programs and apps that target those Transformation stages that can be used by the younger kids, and I've found a few to add to my Digital Toolbox, which you can see on my Pinterest board, here.  Not all of the programs and apps in my Digital Toolbox hit the Transformation targets, but sometimes it's just nice to dip your toes in, and keep your head above water now and then.  Luckily, I did find several fun things that will have me paddling towards the deep end, as well.

I developed a rubric for use when identifying potential tools to add to the toolbox.  The criterion are concerns that I think are common among K-2 teachers in public schools.  You can see my rubric below, and as you view my Pinterest board, you will see that I have scored each entry according to the rubric guidelines.

My hope is that I will continue to add new tools to my Toolbox that will suit the needs of K-2 graders growing up in our 21 century world.  

*SAMR image is the work of Dr. Ruben Puentendura, Ph.D and can be found on his website http://www.hippasus.com/rrpweblog/

Why do we need to teach digital natives to be good citizens?

     In Kindergarten and first grade, we spend a large portion of our days teaching children how to take turns, not interrupt, share, walk without pushing others out of the way, and how to treat others kindly. We remind them without even thinking about it to say "please", "thank you", and "excuse me" when warranted.  In other words, we are teaching them to be good citizens, who can live and work together in harmony.  At least, that's the goal...

     These informal and formal citizenship lessons have been going on in the schools for decades, but now that we are raising and schooling digital natives, we need to add some digital citizenship instruction to our lesson plans.  Some of the lessons are the same-be polite, treat people with respect,don't talk to strangers, etc., but we need to add on to our basic citizenship plan to address the issues that our increasingly digital society faces.

     The wise and safe usage of social media are among the most important digital citizenship skills that we need to teach as educators of digital natives.  Even small children are getting online-interacting with others on Mom or Dad's Instagram or Twitter, or communicating with other players online through video games.  We need to teach children not to post personally identifying information publicly, not to interact with strangers online, and not to give out their passwords to others, among other things.  Adults and children alike need to learn about oversharing-not every thought should be posted online, and many pictures should be kept private.  Now that encyclopedias have been relegated to the attic, or dusty library shelves, we need to teach students how to find reliable web resources for their reports and projects.

     A dangerous element involving digital citizenship is cyberbullying.  No longer are bullies just like that big guy who waits around the corner to beat you up and steal your lunch money, but now, many children and teens are being bullied online.  Kids are being threatened with violence, having their personal photos leaked, getting their social media hacked into and more.  This is a very real, prevalent issue that will at some point, affect most kids throughout their lives in some way.  A classmate, Marilyn M., of M-Squared Station, and I created a Voice Thread presentation on cyberbullying. Please take a moment to view our Digital Citizenship Action Plan to Combat Bullying below.
If video does not work, please use this link: https://iu.voicethread.com/share/8015765/
     So, while we are teaching our young little friends how to get along with others in the classroom, we will now have the huge responsibility of teaching them how to get along in the digital world, as well.  Hopefully, we can raise up a generation of thoughtful, citizens who use technology wisely.  Just one more reminder of how teachers can change the world!

The New Digital Divide: Are you digitally fluent?

     Many of the young students I work with can sound out words, and read sight words.  They are literate, to an extent.  They stumble over words, laboriously applying the phonics rules we've drilled into their cute little heads, and then have no idea what they just read because it took so long for them to decode the words.  They aren't fluent yet.

     After years of doing basic searches on Google, selling and buying on eBay, Facebooking, using Word and Excel, etc., I consider myself to be fairly digitally literate.  But then sometimes, I try to use some piece of software, or a new app, and I'm completely baffled.  For example, last week, I tried to use Microsoft Sway for a class assignment.  I was immediately confused-"What is this? Why do I need it? What is it supposed to do anyway? Why can't I make this work? How did this video get here?"  In other words, I go from feeling like I have a pretty good grasp on using technology to feeling like I must be ready for the old folks home because I can't figure something out that kids are supposed to be able to use.  All of that to say, I may be digitally literate, but I'm realizing that I'm not as digitally fluent as I would like to be.  I can use and figure out new technology as long as what I'm doing is similar to something I've already done.  Ask me to do or understand something entirely new, and I'm suddenly feeling like that first grader who struggled through a paragraph only to have no idea how to answer the comprehension questions.

     Digital fluency is part of the digital divide.  The digital divide used to refer to those who had access to computers and technology versus those who did not.  The "haves" vs the "have nots". Now, most people have access to many types of technology on a daily basis-laptops, tablets, smart phones, video game consoles, Apple TV, etc. Even my 70 year old mother has a Facebook profile, after all. Today, the digital divide has more to do with the types of tech you have access too, and whether you have high speed internet or not.  Many families can't afford broadband, and there are still rural areas where the service is hard to get.  This presents issues for students trying to turn in homework, or unemployed people who can't fill out online job application forms.  This still, is a "have-have not" issue.

     However, there is a component to the digital divide that doesn't really have to do with the "haves" and the "have nots." Digital fluency can affect the rich or the poor, city or country dwellers, and the young or the old.  A person can have lots of gadgets and devices, and not understand how to utilize all of their functions.  You can have the fastest internet connection around, but if you don't know how to do an advanced search engine search for your research needs, you won't have much luck.  A student can think he's a pro on the computer, but if he doesn't know how to determine a good internet source from a bad one, then he's not as fluent as he needs to be either.

     So what's the answer? Teaching, training, and learning from mentors-but other than that, I don't know.  Now, if you'll pardon me, I'm going to go ask my teenagers to teach me how to use Snapchat-although I still don't understand the point of sending someone a picture that disappears....

     Would you like to hear more about the digital divide? Click on the link below to see W531's Voice Thread on the subject.

Voice Thread on the Digital Divide

What Does the 21st Century Elementary Classroom Look Like?

     Buzzwords.  Every few years, there are new buzzwords in teaching.  Just a few I've heard since I became a teacher would include: whole language, differentiated instruction, cooperative learning, progress monitoring, and data driven instruction. One of the newest buzzwords, at least for me, is 21st Century Learning.  I'll admit, this is one I wasn't really familiar with, so I dove into this week's W531 class readings with a true purpose-what is this, and how do I do it?

    P21's Framework for 21st Century Learning helped address the "what is it" part of my question.  21st century learning goes beyond the traditional 3 R's of reading, writing, and arithmetic to address skills students need to live and work in our digital world of today.   Students need to learn Life and Career Skills, which can include flexibility, accountability, and leadership.  Beyond this, students need to develop a sense of global awareness in our world that is constantly shrinking due to technological advances.  The Learning and Innovation Skills of critical thinking, creativity and collaboration are also added to the list of things that need to be taught in today's classroom.  The ASCD position statement told me that we need to "educate students to be successful in a complex, interconnected world."

     As the confusion started to clear, I began to wonder what a classroom of this sort looks like.  Particularly, what does an early elementary 21st century classroom look like?  This question led me to do some additional research. As a Generation X'er who has one foot in the field of the Digital Native, and one foot in the field of the Digital Immigrant, I turned to my old friend, Google.  After reading a great article on EdTechReview, and another on Edutopia, I had a clearer picture.  21st century classrooms, must include the usage of computers and other technologies, not as just a substitute for a pencil, but as a means of research and solving problems in new ways.  These classrooms have a much greater emphasis on collaborative and adaptive learning.  As an educator, I am seeing a lot more of this happening, and there are many students who need to be taught how to work collaboratively.  I imagine this is a role the elementary teacher can take, as well as being a facilitator for the more independent, hands-on student led work that will need to occur.  Students are required to take responsibility for their learning in this type of classroom.  They are expected to be actively engaged and accountable.  I was excited to find out that we are already doing lots of these things at the elementary school level, but we've got a ways to go to change some of the outdated teaching and learning practices we still use.  I'm excited to continue this study and improve my teaching skills to educate the future.

References:

ASCD. (2016). 21st Century Skills. Retrieved from: http://www.ascd.org/research-a-topic/21st-century-skills-resources.aspx

ATCS. (2009-2012). Assessment and Teaching of 21st Century Skills. Retrieved from: http://www.atc21s.org/

Goertz, Patrick. (2/27/15). 10 Signs of a 21st Century Classroom. Retrieved from:
 http://www.edutopia.org/discussion/10-signs-21st-century-classroom

P21. P21 Framework for 21st Century Learning. Retrieved from: http://www.p21.org/index.php

Saxena, Saomya. (12/20/13). Top 10 Characteristics of a 21st Century Classroom.  Retrieved from: http://edtechreview.in/news/862-top-10-characteristics-of-a-21st-century-classroom


Below is my rather sad attempt to illustrate my idea of the 21st Century  Classroom using Storyboard That.
Please click graphic to enlarge and read.

Literature Log

This posting is part of an assignment for my L559 class, Trade Books in the Elementary Classroom. This week in class, we are learning about various ways students can respond to literature using art, drama, technology and writing.  For my Literature Log assignment this week, I get to try out various methods of responding to literature.  For one of my examples of a literature log entry, I have chosen to do a blog posting.

Literature Log for The Sissy Duckling by Harvey Fierstein

     The Sissy Duckling is a picture book intended for children in the young elementary ages.  Elmer the Duckling is not interested in doing things that other boys his age enjoy.  he'd rather be creating things, baking, or putting on puppet shows.  While Elmer is pretty happy with himself, his father is embarrassed by Elmer's "sissy" behaviors.  Kids at school taunt Elmer for being different, but Elmer's mother assures him that someday he'll do something special in the world.  Elmer runs away after he hears about his father's disappointment in him, and does not begin the journey South for the winter with the rest of the ducks.  As the ducks are taking off, hunters begin shooting the ducks, and Elmer's father is one of the injured.  Elmer saves his father, and takes care of him all winter long.  Elmer's father comes to respect him as he gets to know Elmer better.  When the rest of the ducks return in the Spring, they find out about Elmer's heroic act, and learn to respect him also.

     While I think this is a good book to open a discussion about bullying or differences in people, I do have a few criticisms.  First of all, at the end of the book, Elmer owns up to being a "sissy".  I think this is perpetuating a stereotype that boys who don't enjoy typical male past times are somehow "less"-less manly, less normal, etc. We are all unique, with our own likes and dislikes, regardless of sex or gender, which I believe is the central message of the book, yet I think Elmer's identification with the term "sissy" gets in the way of this message.

     Also, I was uncomfortable with how quickly Drake, the bully came to respect Elmer once he found out that he had survived the winter and saved his father.  So suddenly Elmer is worthy of being treated with respect because he is a hero.  Shouldn't he be respected anyhow? 

    All in all, this is an interesting read that I think would provoke lots of thought and good discussions in the primary classroom.

     The Sissy Duckling was made into a video special by HBO.  Click here to view these videos on the OVGuide site, along with other related videos, including a reading of the story in sign language.

If you are a parent, please help me out!

I am conducting a survey about reading for another class I'm taking this summer.  If you are a parent of a preschool-adult aged child, please help! Your responses will be anonymous, and the survey will only take a couple of minutes.  Thanks for your help!


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