Literacy Web Tool Modeling

One web-based literacy tool that I see a great deal of application for in a STEM classroom is Blendspace. Blendspace is an incredibly flexible tool that can be used to bring together many resources and store them in one space. A Blendspace lesson consists of multiple different slides that can populated with text, images, video, powerpoint slides, link to webpages, and more. In addition the content, there is an area where the creator of the Blendspace can write a summary of the resource. There is also the option to create quizzes to assess students within the tool. On top of this flexibility, teachers can create classrooms on Blendspace and track their students’ activity while using the lessons, or students can create their own lessons. Blendspace users are also able to leave comments on the lesson, which allows for discussion.

            Because Blendspace is so flexible, it can support a number of literacy skills. If students are asked to create a lesson from a text where they use each slide to present something from that text, such as a vocabulary word or a main concept, they would be using the literacy skill of citing textual evidence when analyzing the meaning of a text. Teachers could also create a Blendspace lesson that compares and contrasts one author’s presentation of events with that of another. By populating a lesson with sources from two different perspectives, the teacher can support this skill by having students create comment on the lesson identifying the similarities and differences between the texts. Teachers could also ask students to create a Blendspace to identify and summarize central ideas from the text. Students could create slides with quotations from the text or add in images and videos that represent ideas. Because there are so many options for how to use Blendspace, the teacher can choose which literacy skill on which to focus.

            Blendspace also works well to facilitate differentiation. Teachers could create leveled lessons that include content of varying degrees of difficulty. If there is a student who struggles with reading large amounts of text, the teacher can provide a Blendspace that relies more on images, videos, or diagrams. The Blendspace lesson itself could provide students with multiple options for an activity. A teacher could populate a lesson with multiple videos or directions for activities and allow the student to choose with which one they would want to engage. Additionally, students have options when creating Blendspaces to use many different types of content. Some students might be more comfortable representing ideas with visual content whereas other students might prefer to write out their ideas. This tool allows students to work in the mode with which they are most comfortable.

            There are many topics in science course that are often difficult to grasp and students often benefit from being show multiple representations of the concepts. One way I might use a Blendspace lesson in my classroom is to help students more thoroughly understand a complex process such as cellular respiration. I could populate a Blendspace with a series of videos, pictures, diagrams, articles, and interactive activities that will help students to get a better grasp on the process. I would allow the students to work through the material at their own pace and choose the type of resources that they like. I would also encourage students to leave comments on the lesson to identify concepts they thought were important or to ask questions if something does not make sense.  I would also be interested in having students create their own lessons as a mini-research project. I would present students with a list of topics and then require them to find resources that explain different aspects of that topic. I would again utilize the comment feature so that students could review each other’s lessons and generate questions.

            The flexibility of Blendspace and variety that it provides are the two biggest pros for this tool, but they can also be cons. Some students may struggle with so much freedom if asked to create their own lesson. It also may be overwhelming to present a student with so many sources at one time. In order to combat this, I would model how to approach a Blendspace lesson with my students and provide them with an example of a lesson if I ask them to create one. I would spend time monitoring my students’ success and comfort level with the tool to make sure that it is appropriate.

            Ultimately, I think that Blendspace has many applications in the classroom. I look forward to utilizing it to supplement my instruction and helping students develop skills necessary for STEM content literacy.

Maryland Teacher Technology Standards

The following is a list of the technology standards for Maryland Teachers. Following each standard, I have indicated how I plan to address those standards in my classroom.

I. Information Access, Evaluation, Processing and Application

Access, evaluate, process and apply information efficiently and effectively.

1.     Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology.

I will actively seek out new resources using various online education communities, as well as us sites such as Twitter and Pinterest to connect with other educators and share ideas.

2.     Evaluate information critically and competently for a specific purpose.

When I encounter a new potential resource, I will determine how it could be used in my classroom and then use a spreadsheet to make notes about the resources. I will then be able to refer back to the spreadsheet of resources when I encounter a need for a specific thing, such as resources for ELL students or a leveled reading assignment.

3.     Organize, categorize and store information for efficient retrieval.

I will use applications such as Symbaloo to gather resources that I find over time to use in the classroom. These applications will allow me categorize the resources as needed so that I can use them when I need in the classroom.

4.     Apply information accurately in order to solve a problem or answer a question.

I will research the best solutions to issues that I am having in the classroom and use my system of categorization to find the resources that are the most relevant and applicable in the current situation. The more resources I collect, the better prepared I will be to confront issues.

II. Communication

A.   Use technology effectively and appropriately to interact electronically.

1.     Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or experts in the field.

I will participate in online group discussions in order to collaborate with others in the education field. I would give parent the opportunity to video chat with me if they are unable to attend an in-person meeting. I will actively pursue opportunities to work with peers in other classrooms to complete projects or share ideas.

2.     Select appropriate technologies for a particular communication goal.

I will stay informed about the best way to communicate in various situations. I would be open to creating an online blog or newsletter to keep parents and students aware of what is going on in class each week. I will use social media platforms such as Twitter to stay connected with the educational community.

3.     Use productivity tools to publish information.

I would like to use Google Classroom applications to create a more efficient and streamline instructional experience, as well as to facilitate the transfer of information and discussion between my colleagues, my students, and myself.

B.    Use technology to communicate information in a variety of formats.

4.     Use multiple digital sources to communicate information online.

I will actively post information on accounts such as Google Classroom, Twitter, and my blog to provide students with various sources and types of information.

III. Legal, Social and Ethical Issues

Demonstrate an understanding of the legal, social and ethical issues related to technology use.       

1.     Identify ethical and legal issues using technology.

I will keep an open dialogue with my administration and faculty members about the appropriate use of technology, while also researching how peers in other school systems are using technology in ethical and legal ways. I will also make sure to research new technologies that I intend to use in the classroom to determine any potential issues.

2.     Analyze issues related to the uses of technology in educational settings.

I will get involved with communities of educators who are identifying issues with technology use in the classroom. I will also give students and parents the opportunity to voice their concerns about classroom technology to me. I will make sure to keep my students’’ safety and privacy as my ultimate priority.

3.     Establish classroom policies and procedures that ensure compliance with copyright law, Fair Use guidelines, security, privacy and student online protection.

I will spend time instructing my students on how to appropriately cite information that they find online, as well as how to create the safest environment for them online. I will also publish information online about these topics where students can access it if they have any questions.

4.     Use classroom procedures to manage an equitable, safe and healthy environment for students.

I will model the appropriate way to use technology in the classroom to foster a safe environment for my students. I will also closely monitor my students’ activity when using technology to identify where any problems might be. I will verify that students understand the classroom rules before allowing them to use any new technology.

IV. Assessment for Administration and Instruction

Use technology to analyze problems and develop data-driven solutions for instructional and school improvement.

1.     Research and analyze data related to student and school performance.

I will maintain an awareness of my students’ and my school’s achievement level and look for ways to improve that level. I will also monitor how my students perform in relation to the school as a whole and work to identify the reasoning behind any differences in performance.

2.     Apply findings and solutions to establish instructional and school improvement goals.

I will actively implement strategies to improve my students’ interest, engagement, and achievement. I will document my instructional processes and reflect on them to determine how they can be improved and which strategies work best.

3.     Use appropriate technology to share results and solutions with others, such as parents and the larger community.

I will use a web or video log to discuss strategies that I have implemented in the classroom (without infringing on the privacy of my students) in order to get input from parents and the community.

V. Integrating Technology into the Curriculum and Instruction

Design, implement and assess learning experiences that incorporate use of technology in a curriculum-related instructional activity to support understanding, inquiry, problem solving, communication and/or collaboration.

1.     Assess students’ learning/ instructional needs to identify the appropriate technology for instruction.

I will provide students with the opportunity to express their needs to me either in person or through an online survey. I will also give students the opportunity to try out different technologies to determine with which they are most comfortable.

2.     Evaluate technology materials and media to determine their most appropriate instructional use.

I will read my peers’ reviews and evaluations of technology materials. I will also spend time testing out new materials on my own to find their appropriate place in the classroom. Finally, when using a new material or media in the classroom, I will monitor how well it is working and adjust as needed.

3.     Select and apply research-based practices for integrating technology into instruction.

I will find measurable ways to evaluate the success of new technology in my instruction. I will also do research online to determine how successful the new technology was for other teachers.

4.     Use appropriate instructional strategies for integrating technology into instruction.

I will consult with colleagues and peers to determine which instructional strategies best suit technology based instruction. I will monitor how my students respond to my instructional strategies.

5.     Select and use appropriate technology to support content-specific student learning outcomes.

I will determine which technology is the best fit for a specific learning outcome, such as using cameras to document science experiments or having students participate in an online discussion about a current environmental issue.

6.     Develop an appropriate assessment for measuring student outcomes through the use of technology.

I will evaluate my assessment options to determine which is most appropriate. For outcomes that require students to use critical thinking, a creative assessment such as a presentation or writing assessment graded with a rubric may be appropriate. When I am assessing for retention of facts, an online quiz may be sufficient.

7.     Manage a technology-enhanced environment to maximize student learning.

I will give my students the opportunity to have experiences with a variety of technologies to find ones with which they are successful and comfortable. I will have students reflect upon which technologies are the most helpful for them and which cause them to struggle.

VI. Assistive Technology

Understand human, equity and developmental issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.

1.     Identify and analyze assistive technology resources that accommodate individual student learning needs.

I will confer with specialists within my school system for accommodations with which I am unfamiliar. I will also consult peers online to determine how best to accommodate students who require assistive technology.

2.     Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.

I will monitor my students’ success with assistive technology and identify areas of strengths and weakness for each student. I will keep in mind that students may differ in their experiences with the technology and apply that knowledge accordingly.

VII. Professional Growth

Develop professional practices that support continual learning and professional growth in technology.

1.     Create a professional development plan that includes resources to support the use of technology in life long learning

I will constantly search for new ways to incorporate technology into my classroom, including finding course or training that will help me implement new technology.

2.     Use resources of professional organizations and groups that support the integration of technology into instruction.

I will search for and be active in online communities that will help me to integrate technologies into the classroom and overcome hurdles along the way.

3.     Continually evaluate and reflect on professional practices and emerging technologies to support student learning.

I will periodically assess how well I am incorporating new technologies into my classroom by setting goals at the beginning and throughout the year. I will keep a reflective journal to document my progress.

4.     Identify local, state and national standards and use them to improve teaching and learning.

I will consult with my administrators and colleagues for assistance in meeting all of the standards necessary in my classroom.