Activity 1: The Diffusion Simulation Game

Your experience playing the game.

The first time I played I wasn’t very intentional in my choices and didn’t look at the lunch mate or social committee. I found it frustrating at how long it took to get people interested and then ready to adopt peer tutoring. I think the game is very similar to real life when you’re trying to get people on board with your new, innovative idea. I like how the game was set over two years. 

How many times did it take before you were happy with the number of teachers and staff you convinced to adopt a new technology?

The first time I played the game I had 7 adopters by the end of the game, which I wasn’t entirely happy with. It took me a while to get the principal on board, which slowed down the whole process of getting the strategy adopted by more teachers. I also didn’t really pay attention to who was active socially on staff, which actually made a huge difference as then the teachers would talk about what I wanted them to adopt outside of school time. 

The second time I played I was more intentional about getting to know all the personal info on the entire staff, talking with people who’s background sounded like it aligned with adopting the peer tutoring, as well as connecting with more social staff members. I also thought of the first year as a background, intro year and waited until the second year to do the majority of the pro d and such. Even with this strategy I only gained 2 more adopters than my first try. 

What strategies worked for you? Which ones did not?

Getting to know the staff was crucial at the beginning, and not just the classroom teachers! You need the secretary and janitor on your side if you’re doing after school activities and trying something new! Also, taking time to get lots of teachers interested by visiting classrooms and going on site visits was key. 

Did you learn anything from playing the game that will influence how you approach integrating technology in your own practice? In your Technology Integration Activity project?

I learned how tough it is to get an entire staff adopting one strategy collectively. We have autonomy in how we teach, so that will also come into play with people who are laggards and wish not to adopt a new technology. In my own practice, I would take the time to connect with colleagues on staff and visit other classrooms or schools that have already adopted what I’m interested in. Then from there I’d use it in my class and invite teachers in. When teachers see first hand what you’re trying to promote they have a better understanding and might want to use it in their own classroom. In regards to my Technology Integration Activity project, I’m creating a virtual way for students to submit their assignments so I can give formative feedback along the way. If I’m happy with my end product I think I would reach out to my colleagues to tell them what I’ve discovered using strategies I’ve learned from this simulation.

Hello!

My assignment was created on Padlet. Click on this link to access it ———-> https://padlet.com/sarahletourneau/Bookmarks

My checklist is mainly based off of the CSAM Framework and SECTIONS model.

Criteria for critically evaluating web-based resources, digital tools and applications to be used by my students. 

1. Is this technology easy for my students to interact with, needing limited teacher support for continued use?
2. Does this technology allow students to interact with classmates and teachers seamlessly?
3. Does this technology allow my students to meet their learning outcomes?
4. Does this technology provide authentic tasks that engage my students and motivate them to learn?
5. Are my students able to readily access this technology outside of the classroom to continue their learning?

I’ve never used Flipgrid and was interested to see how easily accessible it was. It took me a little while to navigate, but with a little time I think I could utilize this technology tool very effectively in my grade 3/4 classroom. For my technology integrating activity I am wanting to create a way for my students to collaborate on an inquiry project online that gives me an easier way to check in and give feedback outside of class time. Using my checklist the only criteria I’m a little concerned about is the ease of use for my students to interact with Flipgrid. I would definitely have to front load them with a lot of information and we would practice using Flipgrid by doing assignments unrelated to their inquiry project. Flipgrid would require me to learn a lot and know how to effectively include the learning outcomes I have for my students. Since Flipgrid is strong in my other criteria I think I will pursue learning how to use it. 

References

Bates, A. W. (2015). Chapter 8: Choosing and using media in education: The SECTIONS model. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver, BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

Power, R. (n.d.). The CSAM framework. Retrieved from http://www.powerlearningsolutions.com/csam.html

What are the learning outcomes for the topic you have chosen for your Technology Integration Activity project?

I’m hoping to find a way to give formative feedback to my students during their inquiry projects. They’ll be doing their research online and through books and then be given options for how they want to present their information (Google Apps, Powtoon, etc.). My students inquiry projects will have the learning outcomes of:

• Grade 3 Social Studies: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity. 
• Grade 4 Social Studies: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity.
• Grade 4 Social Studies: British Columbians followed a unique path in becoming a part of Canada

Which learning outcomes could you target through the integration of digital tools?

I’ll be able to gauge whether or not my students have grasp the learning outcomes when I formatively assess their projects digitally. One huge issue I’ve had in the past is not being able to give meaningful, timely and authentic feedback to my students on their inquiry projects. This resulted in not a high level of understanding on the concepts from some of my students who aren’t independent learners. I’m hopeful with this accountability of having to post check-ins online will help this, as well as give me adequate time to give meaningful feedback to students. Often times I don’t have enough class time to meet with my students, so I’m wanting to utilize my time at home to give that formative feedback.

How could you use cloud-based applications?

I think utilizing more of the Google Apps will be very beneficial in helping me give formative feedback. As my students, and myself, are familiar with Google Docs and Slides it would be nice to stick within the Google family. I want to learn how to use Google Classroom, Sites and Forums together. I played around with making a Google site as well as a forum. Take a look!

My Google Sites

How could you use video resources?

I want to make videos reminding students of simple things we’ve already learned how to do on Google Apps so I don’t have to field questions like that every single day! My students love watching videos and learn so quickly. I am really excited to do this through screencasting or even a fun Powtoon video. I’m still navigating how to use Powtoon, so I’ll spare you from watching my awful first videos!

Are asynchronous digital tools the right fit for your teaching and learning needs in this activity?

Yes I totally think they’re a great fit! I’ve had fun exploring and playing with them all this week. I think I’m really going to like integrating various Google Apps for this project.

How will you use your own critical evaluation checklist to help you choose the right type of technology, and the right current application?

I took my checklist we did a few weeks back and went through it with each type of technology I’m wanting to use.

Google Drive Tools

Google Drive Apps are already something my students have access to and would be the easiest to move forward with. They can access their accounts from home as well which is nice.

Powtoon

I like Powtoon, but wish it was able to be integrated with Google Apps so my students can work collaboratively on them. Powtoon works with Microsoft Teams, but we don’t use that in my school district. I think this website will be a fun way for me to make videos for my students. I’m still on the fence as to how much I introduce to my students as a way for them to present their information in their inquiry project.

Any feedback on how you’ve used these technology tools with your students would be greatly appreciated! Or if you’ve had success with any other similar technologies I’d love to hear about them!

Thanks!

Activity 4: Share Your Tweet Chat Experience

Create a portfolio post to share your experiences participating in an educator’s Tweet Chat this week. What Tweet Chat did you choose, and why? How did you find that Tweet Chat? How can others participate? How did you find the experience? What did you learn? And do you plan to keep participating in future sessions?

I’ve never used Twitter before, so I had to make a new account this week. It was fairly easy to do, but a little overwhelming trying to sort out who to follow and what was a retweet and so on. At first when I looked at the list of educator’s Tweet Chats I noticed some of interest to me, but the set time did not work for my schedule. It also took me a few tries to realize the times were listed in EST, instead of our timezone PST. Whoops! I was really looking forward to taking part in the tweet chat of @Nt2t, but the 6am time did not work for me. Then I ran into more issues when the tweet chat I chose next @Elemchat hasn’t been updated since 2012, so I decided on @bcedchat finally! And then, it wasn’t running when I signed on at 7pm today. I’m assuming due to the long weekend it isn’t running. I learned that you need to confirm the time a Tweet chat will happen before committing and setting yourself up to participate in one, only to realize it’s not happening.  

My introduction to the world of Twitter has been nothing short of frustrating. I do not see myself using these educational Tweet chat sessions right now as it doesn’t work for me to be responding to questions at a specific time. When I have some more time on my hands I would only try the @bcedchat due to it being relevant to me being a BC teacher. At this present time I don’t see Twitter being added to my PLN.

The purpose of your PLN.

The purpose of my PLN is to continually find ways to connect and inform my teaching practise through various outlets. I want to look to experts in my field to help guide my teaching practise or direct my personal development. 

How you plan to use your PLN.

Sometimes I will use a PLN connection to ‘lurk’ around and see what others are doing in their classroom or teaching practice. Other times I will be more intentional in utilizing a connection through sharing my own classroom experience and asking for feedback or thoughts from other educators. Gone are the days of teachers working in isolation. Collaboration is a must in our profession and having an up to date PLN will achieve that. My PLN will constantly change depending on what grade I teach, the school I’m at, and what stage of life I’m in. I also use my PLN as a way to connect with colleagues who are at different schools. 

The platform(s) that you have chosen to start building your PLN.

Google Drive and Instagram are tied for my number one platforms used to build my PLN.

I use Google Drive daily in my teaching practice as it stores all of my lesson ideas, slides, units, everything! It is so easy to share what I’ve made with my colleagues. Over the years I’ve connected with some amazing teachers and they’ve shared their lesson ideas with me as well. I love how easy it is to use and collaborate on projects with colleagues. 

I also use Instagram daily. I have my own personal teacher account I use as a portfolio/documentation of what I do with my classes. I’ve found the teacher community on this site very helpful and easy to navigate. Whenever I’m planning a unit I’ll go to instagram and search a hashtag such as, #identityinquiry, and can see all the amazing activities and lesson ideas teachers have done already. It can quickly become overwhelming if you don’t have a topic of interest and you’re just scrolling. I am in need of some cleaning up of who I follow so I can quickly and easily see the content that is relevant to me. I’ve been able to connect with some really amazing educators through Instagram.  

The peers, experts, and/or organizations that you have already added to your PLN.

Google Drive tools (collaboration & sharing with colleagues)

Instagram: 

@tntmackenzie Trevor Mackenzie’s book, Inquiry Mindset, completely changed how I teach. He posts about how other schools around the world teach through the lens of inquiry and also shares different provocation ideas he discovers. 

@inquiryteacher She has been my number one go to teacher for discovering inquiry and provocation activities to do with my class.

@aprimarykindoflife She is my go to for personalizing Google Drive tools and also learning new technology tools I can use in the classroom.

@readingpowergear I’ve had the pleasure of working with Adrienne Gear and my district’s Instructional Leadership Team during a year long Writing Power workshop. It’s been a joy to follow her as she regularly posts new books to check out online professional development opportunities. 

SD23 Indigenous Resource Menu

• This has been created for our district and collates Indigenous resources organized by topic ready for us to use.

BC Curriculum

Strategies that you have used, and that others can use, to start building your/their own PLNs.

Strategies for developing your PLN

1. Have a purpose
   1. Before you begin, think about what your goals are and the experts you need to get in touch with or follow on social media.
2. Start small
   1. In regards to Instagram, choose to follow 10 people or organizations, rather than everyone who uses the hashtag #inquiry. You will quickly get overwhelmed. 
3. Share & participate
   1. Once you’ve defined your purpose and are following experts in that field it’s time to share your own knowledge with that community. I can be a little nerve wracking sharing your experiences. But even if you’re just beginning in your journey you still have a different point of view than anyone else. It’s so important to share and engage with others in education. 

Strategies for maintaining your PLN

1. Stop network fatigue
   1. You don’t want this to just be another thing you have to add to your plate. Be smart when you set aside time to engage in your connections. Staring at a computer screen, tablet or phone can be exhausting so be specific in what you’re looking up and wanting to learn about. 
2. FOMO is real
   1. This was a huge issue for me when I first started using Instagram as a teaching resource. There is an enormous amount of teacher accounts that have absolutely beautiful lesson ideas, resources and classrooms. I started to feel inadequate and like I needed to see every single post to keep up. I was spending way too much time on my phone. You need to acknowledge that you won’t have time to see everything and that’s okay. Schedule a certain amount of time you’ll engage with social media and then log out. 
3. Be careful of overgrown networks
   1. Starting out in a new network it’s easy to overgrow who you’re following as you’re so excited and adding anything that might serve your teaching practice. Take time to go through who you’re following and clear out your list if you need to.

Reference:

US Department of State, The Bureau of Educational and Cultural Affairs, American English. (n.d.). Developing your virtual personal learning network (PLN). Retrieved from https://americanenglish.state.gov/resources/teachers-corner-personal-learning-networks-plns

US Department of State, The Bureau of Educational and Cultural Affairs, American English. (n.d.). Maintaining your virtual personal learning network (PLN). Retrieved from https://americanenglish.state.gov/resources/teachers-corner-personal-learning-networks-plns

Introduction

Classroom assessment is an important part of the instructional process (BC Government, 2021). Informing students about their mistakes gives them the opportunity to learn and correct. Formative assessment should be meaningful, regular and substantial so the student can continually shape the direction of their learning (OECD, 2012). 

I ran into an assessment issue last year when my class was completing their inquiry research projects. I had dedicated one day to meet with each student and see how well they were meeting the project criteria. I quickly discovered I needed more time to give quality feedback. I didn’t meet with some students until they were near completion of their project. This was not helpful. My students needed formative feedback throughout the process of researching and creating their inquiry project. 

Statement of problem 

I hope to create an efficient and effective way of communicating with students throughout their online inquiry project, providing valuable feedback to help them create the best possible project. Too often I don’t have enough time to give students substantial feedback on their projects during class time. I want to use technology in a way that works best for my life and my students. I do the majority of my planning and marking after school and at home. I want to create a way to utilize technology to my advantage by allowing me to give authentic feedback to students digitally.

Before beginning our inquiry project I believe it would be beneficial for my students to do digital literacy lessons to teach them about online privacy and managing their information. I would use the games Privacy Pirates and Data Defenders (MediaSense, n.d.). 

The topic of my inquiry project is called Connection to Others. With this project I would cover the BC curriculum outcomes of: 

• Grade 3 Social Studies: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity. 
• Grade 4 Social Studies: Interactions between First Peoples and Euopeans lead to conflict and cooperation, which continues to shape Canada’s identity.
• Grade 4 Social Studies: British Columbians followed a unique path in becoming a part of Canada. 

There has been a shift in assessment practices in BC. Students are now being asked to critically evaluate their own learning, instead of it being solely directed by the teacher. Core competencies are an integral part of the curriculum (BC Curriculum, 2021). There are three core competencies of focus: communication, thinking, personal and social. Using technology for formative assessment gives many opportunities for students to develop critical thinking, awareness of self, and connection with others by sharing ideas and furthering their learning. These skills will carry them successfully into the workforce. 

My main goal is to discover an efficient way to give formative feedback to my students during their inquiry projects. A secondary goal would be for my students to recognize the benefit of reflection and revision through the use of technology to deepen learning. 

Summary

Teachers and administrators would greatly benefit from being informed on how technology can be used in the elementary grades for formative feedback. I believe a barrier to using new technology is the lack of knowledge or knowing how to source effective websites. Using the CSAM Framework and SECTIONS Model to critically evaluate web-based content I will find the most appropriate and accessible web pages.

Formative feedback is crucial for supporting students’ learning. Teachers must give timely and responsive feedback to students, showing them how to take charge of their learning. My goal is to find a more efficient way to support the learning of my students through the use of technology. By incorporating new technologies I will be able to give regular and authentic feedback, guiding my students towards becoming self-regulated learners who are actively engaged in their learning (OECD, 2012). 

References

BC Government (2021) Classroom Assessment & Reporting. Retrieved from https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/assessment/classroom 

BC’s Curriculum (2021) Core Competencies. Retrieved from https://curriculum.gov.bc.ca/competencies 

MediaSmarts (n.d.) Privacy Pirates. Retrieved from https://mediasmarts.ca/game/privacy-pirates-interactive-unit-online-privacy-ages-7-9 

MediaSmarts (n.d.) Data Defenders. Retrieved from https://mediasmarts.ca/digital-media-literacy/educational-games/data-defenders-grades-4-6 

OECD (2012) The Nature of Learning: 7 Principles of Learning [Brochure]. Retrieved from https://www.oecd.org/education/ceri/50300814.pdf