ISCI 761 Blog Post 6

For my second educational tool "share," I decided to feature another online tool that my school, district, and I utilize frequently amongst ourselves and our students.  Screencastify is a free Google extension that allows you to create and share an interactive video.  This is different from other video creation tools in that you can record yourself while teaching a lesson or giving instructions on how to use an online tool.  Our school started using this extension when having to do virtual lessons during our COVID shutdown, but I still frequently use it to share a lesson or model a skill for my students.  I've included a quick informal video tutorial below.  

As this is a Google extension, your videos will save directly to your Google Drive in a folder labeled "Screencastify," so they are easily accessible to you later if you don't have time to upload or edit your video right away.  As you are connected to your Google account, there is an export feature to YouTube, which will make your videos accessible to those who do not have a Google account.  I use this particular export feature to share my video when posting to my website, so parents or guardians have outside access.  I've included some articles and another helpful video below about Screencastify and how to utilize it in the classroom.  

• Screencastify Recording and Sharing - A little more extensive video tutorial on how to record and share your video with Screencastify (this YouTube channel also has a TON of great educational technology tutorials- a great resource). 
• Screencastify: How to Use it For Teaching - There are some great keyboard shortcuts in this article to help streamline your Screencastify video recording process. 
• 24 Ways to Create Great Classroom Videos with Screencastify - Some innovative ways to use Screencastify in the classroom.  

I hope you'll consider using this educational tool to help you create accessibility and engage students in your school! 

References 

Edwards, L. (2023, September 20). Screencastify: How to use it for teaching. Tech & Learning. https://www.techlearning.com/how-to/what-is-screencastify-and-how-does-it-work

Miller, M. (2019, February 14). 24 ways to create great classroom video with Screencastify. Ditch That Textbook. https://ditchthattextbook.com/14-ways-to-create-great-classroom-video-with-screencastify/

Parks, T. [Parks and Education]. (2023, April 26). Screencastify recording and sharing [Video]. YouTube. https://www.youtube.com/watch?v=nN0TH7dNnE4

ISCI 761 Blog Post 5

     As a teacher, I am well versed in all the ways we have to address cyberbullying. We teach lessons through homeroom. We give students resources and avenues to report cyberbullying. This year, we've started using formal lessons from the Neptune Navigate website. Each month has a different theme and students are required to complete the lessons in each module. The topics range from cyberbullying to the impact of their digital footprint. This is similar to the Screenshots digital citizenship curriculum used to measure the effectiveness of such programming in middle schools (Bickham et al., 2021). The study in this article concluded middle school students increased their knowledge of online behaviors, but when it came to conflict resolution, females did not engage as proactively as males (Bickham et al., 2021). I feel like this definitely reflects the attitudes of my students. They all are very aware of the impact of their online presence.  I always get the feeling of one collective "eye roll" from my eighth graders when I start a lesson on the topic.  They've all heard it over and over. Yet, within the last two years, I've had students with the most incidences of online bullying through social media than I've ever had in my entire teaching career.  It makes me wonder if all of the cyberbullying curriculum is really getting to the root of the issue or if we're missing something. Rather than "checking a box," how do I get my students to really understand the heart of this issue and the impact it can have on others? 

    Cyberbullying has been taken to another level post pandemic.  As Faucher et al. (2015) states "once believed to be the dominion of the schoolyard 'tough' kid, bullying is now viewed as a more complex and widespread problem" (p.111).  This largely has to do with the introduction of online forums and social media, which give bullies the opportunity to hide under the guise of anonymity and the lack of ability to see one's reaction to a hurtful message (Faucher et al., 2015). According to this Forbes article, one in four kids experiences some type of racism or harassment online (Suciu, 2022). The article goes on to say that cyberbullying is "more than stranger danger" with 58 percent of children reporting being bullied by someone they know (Suciu, 2022).  This article also makes a good point in that adults are also engaging in this type of behavior, not just children.  It begs the question: who is truly responsible for monitoring and policing such behavior? Is it the social media outlets, parents, or schools? I believe these groups need to work together to achieve a safer way for our students to communicate online.

Pictured above: A female student in the forefront in an orange sweater looking worriedly at her cell phone.  In the background, two female students are looking at the student in the orange sweater while one is holding a cell phone as if to imply they've sent her a message or know what she's seen on her cell phone to make her worried. 

    The resource that I thought was different and unique when approaching cyberbullying was the Seven Digital Deadly Sins website. It addresses topics that typical digital citizenship or cyberbullying sites do not.  This would be for older students as some of the topics may too complicated or inappropriate for younger students.  I would omit the "lust" section and a few other articles or resources if showing to a middle school or high school group. However, some of the videos and stories would be good to link into a Google Slides presentation.  For example, I really found the approach of "greed" to be something my students may relate to, as they are constantly talking about becoming social media influencers or YouTube stars. I think this addresses how the need to be seen or to make money can sometimes be detrimental.  For example the video on "crowd hoarding" provided a unique perspective on internet fame. I definitely would use Ophira Eisenberg's video as it touched on many of the feelings students express about being accepted on the internet.  There was also an interesting article in this section about the additive qualities of online gaming, especially those with a social media feature.  This is most definitely something my students can identify with, as they are constantly talking about playing video games with one another.  I think Dr. Ian's article said it best when stating "we've essentially created a dominant media environment of compulsive behavior." This type of behavior certainly determines not only how a student behaves under the veil of the internet, but also in everyday interactions at school.  If educators can address these behaviors in a more direct way, students may be more receptive to changing their perceptions of the internet and social media. 

References

Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions of bullying in k-12, higher education, and the workplace. Journal Of Education And Training Studies, 3(6), 111-125.

National Film Board of Canada & The Guardian (2024). Greed. Seven Digital Deadly Sins. https://sins.nfb.ca/#/Grid

Orech, J. (2012). How it's done: Incorporating digital citizenship into your everyday curriculum. Tech & Learning, 33(1), 16-18.

Suciu, P. (2022, August 10). Children are increasingly facing cyberbullying on social media. Forbes. https://www.forbes.com/sites/petersuciu/2022/08/10/children-are-increasing-facing cyberbullying-on-social-media/

ISCI 761 Blog Post 4

     I completely agree with Mx. Dreeszen Bowman's sentiments in the module 7 video introduction stating disabilities in the school setting are mostly seen as a "problem that needs to be fixed" rather than what differently abled staff and students can contribute to a school community (Bowman, 2022). My close friend and teaching colleague is in a wheelchair and is constantly having to ask for accommodations that most of my district's buildings typically do not provide. Taking Dr. Copeland's Universal Design class really opened my eyes to this widely accepted misconception of disability as a "problem." Rather, as librarians we "have the incredible privilege and responsibility" to make a child feel comfortable and support their learning in many different ways (Copeland, 2011). As a school librarian, I hope to be able to improve the accessibility and culture of my future school library in order to be inclusive to all.  

    As I teach many differently abled students, I've had to employ a variety of accessibility tools in order for my students to be able to access material and learn the content presented.  My current favorite accessibility tool to use is Edpuzzle.  While this is not a traditional accessibility tool, it does have many of the features described in this week's readings and resources, of which I use regularly. It contains a closed captioning feature, the ability to pause and re-watch, and slow or speed up the video.  The teacher also has the ability to assign specific questions and versions to specific classes in Google Classroom.  Rather than explain all of these great accessible features in writing, I made the video below to show you how I use some of the features to make my history content more accessible to my students.  

    Some helpful resources for school librarians or teachers who would like help setting up an Edpuzzle account or have troubleshooting issues include: 

• Edpuzzle Help Center- includes resources for teachers, students, and parents
• What is Edpuzzle and How Does it Work? - more details on how to create an account and setup
• 5 Ways to Use Edpuzzle- some other ideas for lessons and using Edpuzzle in the classroom 

References 

Bowman, J.D. (2022, June 24). Module 7 intro [Video]. YouTube. https://www.youtube.com/watch?v=ZzvCkXC-BpY

Copeland, C.A. (2011). School Librarians of the 21st Century. Knowledge Quest, 39(3), 64–69.

Edpuzzle. (2024). Edpuzzle Help Center. https://support.edpuzzle.com/hc/en-us

Edwards, L. (2023, August 17). What is Edpuzzle and How Does It Work? Tech and Learning. https://www.techlearning.com/how-to/what-is-edpuzzle-and-how-does-it-work

Gegorich-Filkins, K. (2023, March 8). 5 Ways To Use Edpuzzle for Sub Plans and More. We Are Teachers. https://www.weareteachers.com/how-to-use-edpuzzle/

ISCI 761 Blog Post 3

     As Mx. Dreeszen Bowman stated in the module 5 introduction, it's important to implement a new technology tool in such a manner where the content and the student are the focus, rather than the technology itself (Bowman, 2022). Mx. Dreeszen Bowman also mentioned a scenario which I run into often in my school. Teachers learn about a new technology tool and want to use it for everything, even if it may not necessarily be appropriate for the content being presented (Bowman, 2022).  As a future school librarian, I think it's important for me to learn about new technology, but to employ a technology integration model that will help incorporate new technology tools in an impactful way. 

    With that being said, I decided to research the use of GPS in the classroom. This is a relatively unfamiliar technology tool to me, but I have seen some of my colleagues effectively implement GPS over the last few years. GPS, or Global Positioning System, in its most basic definition, uses satellites to help pinpoint a specific location (Best Solution Line, 2020). This is most reflected in technology applications such as Google Maps (Deutch, 2024). GIS or Geographic Information Systems use "remote sensing devices and computers to capture and analyze data to gain information about a location" (Best Solution Line, 2020).  This type of technology is most seen in applications such as Google Earth.  While the two types of systems used to work independently of one another, Google, and other producers of similar applications have found that both GPS and GIS have more overlap and work better together, rather than as independent applications (Deutch, 2024).  These two systems are also frequently used in tandem in the classroom.  This video does a great job of explaining the differences between the two systems and how they may be used in the classroom (Best Solution Line, 2020)! 

    The RAT model was developed as a "self-assessment" to "increase technological decision making" (Hughes, 2019). This model examines a technological tool in terms of instructional goals, student learning, and teaching methods (Hughes, 2019). It can also be tailored in order to align with school or district goals.  I used the RAT model to analyze GPS use in the classroom. GPS could be used to amplify an activity, using this technology to streamline a skill or extend its capabilities. GPS could also be used to transform a lesson, giving students to the opportunity to look at curriculum in new ways Hughes, 2019).  The categorization of the lesson or activity would be dependent upon the teacher's intended instructional goals. 

    GPS or GIS systems can be used to amplify a lesson by helping to enhance a skill that a student may already possess or utilize in a content based classroom.  For example, in a geography or history class, students can use Google Maps to pinpoint locations and Google Earth to learn more about a specific location.  This would enhance or amplify the skill of researching or mapping, two standards that students could otherwise meet using internet research or an actual map.  GPS or GIS can similarly do this in a science classroom, mapping geological features or discovering a location's natural resources (Ash, 2010). Transforming this technology can be done by creating a lesson where the students are reinventing their own learning by going beyond the traditional classroom.  Many teachers are using this as a "flipped" lesson, where students "create their own adventure" by using GPS and GIS in a geocaching adventure (geocaching is the equivalent of a treasure hunt using this technology- think about the Pokémon Go craze)! There are several different content based applications utilizing GPS in both an amplified or transformative manner.  Some helpful examples or resources are listed below: 

• SmartPhone GPS Treasure Hunt (You'll need access to your USC account as I found this article through the School Library Catalog)- This article talked about how GPS could be used to help support English as a Second Language classrooms, specifically how talking through directions or videoing a step by step guide can help enhance the learning of the English Language.
• GPS in the Science and History Classroom- Although this is an older article, it gave great ideas for how to implement this technology effectively in the classroom.  
• GPS in ELA- I loved this "Choose Your Own Adventure" idea of creating your own geocaching adventure to illustrate a story's outcome using visuals and mapping.  A really fantastic idea! 
• How Tos and Hacks: Both of these links give more generalized ideas as to how to implement GPS and GIS systems. These would be more for an amplified lesson. However, these ideas might be a great "jump start" to a more transformative lesson!
• Start-up Guide- I thought this library guide was very thorough in its explanation of how the Google systems work with some ideas of how to implement this technology in the classroom.  It also has a tab with project ideas for humanities courses. 

    While GPS is not a new discovery, teachers can reinvent how they use it in the classroom to amplify or transform learning.  This technology tool takes practical skills students will encounter in everyday life and apply it to learning new content.  I'm very excited to implement this in my own classroom in the coming year! 

References 

Ash, K. (2010, October 15). Educators explore how to use GPS for teaching. Education Week. https://www.edweek.org/newsletters/technology/educators-explore-how-to-use-gps-forteaching/2010/10

Bennett, C. (2019, March 29). What is GIS and how to use it in education. ThoughtCo. https://www.thoughtco.com/geographic-information-systems-in-class 4588257#:~:text=The%20most%20obvious%20example%20of,D%20orbits%20around%20those%20locations.

Best Solution Line (2020, June 27). What is GIS and what is GPS basics: Geographical information system and Global positioning system [Video]. YouTube. https://www.youtube.com/watch?v=Nv-yEOzTers

Bowman, J.D. (2022, May 12). Module 5 intro [Video]. YouTube. https://www.youtube.com/watch?v=nnb9A9zxKiQ

Deutch, M. (2024, July 3). Geographic information system and data visualization applications. Brooklyn College Library. https://libguides.brooklyn.cuny.edu/GIS 

Freiermuth, M. R. (2015). ‘I Found It!’ A smartphone GPS treasure-hunting game in a flipped English class. Innovation in Language Learning and Teaching, 11(2), 101–108. https://doi.org/10.1080/17501229.2015.1066793

Hughes, J. (2019). Replacement, amplification, and transformation: The R.A.T. model. Tech Edges. https://web.archive.org/web/20190612101737/https://techedges.org/r-a-t-model/ 

McDonald, M. (2023, January 20). Google Earth classroom hacks you’ll want to try ASAP. https://www.weareteachers.com/using-google-earth-in-your-teaching/ 

Nitsche, L. & Van Guilder (2011, April 15). Using GPS in the classroom. EdTech. https://edtechmagazine.com/k12/article/2011/04/using-gps-classroom

ISCI 761 Blog Post 2

    When examining this week’s readings and resources, I thought I at least had a grasp on these concepts individually.  However, as I really dug deeper into the meaning of information literacy, technology, and digital/media, I realized that in order to gain insight, I need to understand these terms as they intersect, not individually.  I also think that my initial perception of these terms is how most school districts view these concepts as well.  My district has been focusing on the “4 Cs” that are in the P21 framework for the last several years (Partnership for 21st Century Learning, 2015).  However, I never really see them mentioned in conjunction with one another. Also, when looking at our district’s website, they mention the state standards, but do not go into the P21 standards at all (Lexington-Richland School District Five, 2024). I know I’m supposed to be referencing them when creating lesson plans, in conjunction with the DoK (depths of knowledge) and the cognitive rigor matrix, but many of these skills should be used together in order to help support the 21st century learner (Hess, 2013). For example, I found this graphic below to accurately describe my sentiments, as it illustrates how the student outcomes intersect and how standards and assessments should support it (Partnership for 21st Century Learning, 2015). The support systems illustrated are what is regarded for student achievement. If we cannot look at all of these concepts collaboratively, we may be missing some key aspects of what a 21st century learner needs beyond school.

Image Description: P21 Framework of Student Outcomes pictured in a puzzle piece-like semi-circle feeding into the school support systems. 

    When thinking about preparing the twenty-first century learner for the future, I definitely agree that more should be taught when it comes to “fake news.” I learned so much from listening to the resources in this week’s module about the differences between misinformation and disinformation. I always assumed “fake news” was an all-encompassing title for what I now know is disinformation or the intentional use of deceptive false information (Bowman, 2022). My assumption most likely comes from the idea of news as “political weaponry” during elections (Gungor, 2017). However, I think it’s important to note how misinformation can evolve from the initial disinformation scattered about social media and the internet. I can’t tell you how many times I’ve had to debunk misinformation my students learned on TikTok (while “live Googling” the truth on the SmartBoard). It’s because they honestly think everything on the internet is the truth. I frequently wonder where they learned this misinformation about misinformation! So, I decided to do what my students do- Google it. I was surprised to see that most of what I found had to do with the connection between teen’s social media use and mental health. While this is an issue that is on the rise, I found it odd that there were very few articles that discussed the impact of misinformation on student learning. That’s why I find Clay Johnson’s “information diet” approach to be so important (Gungor, 2017). As a history teacher, I think I naturally tend to evaluate the credibility of sources or the perspective from which an article is written, as stated in the podcast (Gungor, 2017). What a powerful lesson it would be if we could teach our students to use this when they are consuming information outside of school! The podcast stated that “it’s the awareness of our ignorance that gives science its reliability” (Gungor, 2017). Science is always questioning itself, which is why it’s so reliable. If more people could approach all information in this way, the information on the internet would probably be far more reliable!

    The Liturgists podcast also mentioned how a librarian was initially going to “strike out” his book because he used the phrase “some studies show” without using footnotes. Then, she realized there was a notes section explaining the study and said she approved (Gungor, 2017). I feel like this anecdote accurately portrays how school librarians should discern information, in addition to teaching these strategies to students. As a future school librarian, I would like to do more lessons with students to teach them about news and media literacy. While I feel many teachers incorporate some aspects, such as the evaluation of products or the synthesizing of resources, I feel students need explicitly taught lessons by the school librarian (The Big 6,1987). I especially liked the Common Sense Media lessons because it breaks down media literacy in terms students can understand (Common Sense Education, 2022). Our school uses homeroom time to teach technology lessons. As a team leader, I’ll be suggesting incorporating some of these lessons into our homeroom advisory curriculum this year. Hopefully, it will help our students become more vigilant about using and consuming reliable information.

References

Bowman, J.D. (2022, May 13). Module 3 intro [Video]. YouTube. https://www.youtube.com/watch?v=9HWmTrsakfw

Common Sense Education. (2022). News and media literacy resource center. https://www.commonsense.org/education/news-media-literacy-resource-center

Gungor, M. (2017, March 7). Fake news and media literacy [Audio podcast episode]. In The Liturgists. Apple Podcasts.

Hess, K. (2013). Linking research with practice: A local assessment toolkit to guide school leaders. Dr. Karin Hess. https://www.karin-hess.com/cognitive-rigor-and-dok

Lexington-Richland School District Five. (2024). Office of Academics.    https://www.lexrich5.org/departments/office-of-academics

Partnership for 21st Century Learning. (2015, May). Framework for 21st century learning. www.p21.org

The Big6. (1987). Big6 Skills Overview. https://thebig6.org/

ISCI 761 Blog Post 1

     When exploring Module 2, I immediately related with Mx. Dreeszen Bowman’s sentiments regarding vertical planning.  As stated in the introduction video, educators need to consider what skills students already possess and what skills they will need to have moving forward (Bowman, 2022). I teach eighth grade history, so vertical planning is something I am constantly doing with my colleagues and students to prepare students for high school and beyond. This is why I found the article on the “portrait of a graduate” to be engaging and enlightening, reflecting the importance of implementing the state, AASL, and ISTE standards effectively in the classroom and school library. 

    The AASL standards were updated in 2017 in order to “convey knowledge and skills” based on “sound philosophical foundations” and identify one of the roles as a school librarian as an “instructional partner” (American Association of School Libraries [AASL], 2017). Similarly, the ISTE standards for educators include collaboration in standard 2.4, giving the educator the role of co-learner when it comes to digital resources and troubleshooting (International Society for Technology in Education [ISTE], 2024). The idea of collaboration is also reflected in Ehler-Hansen and O’Meara’s (2019) article referencing Vermont’s movement toward proficiency-based learning. For example, one performance indicator states that students will “work effectively with others to broaden perspectives and work toward common goals” (Ehler-Hansen & O’Meara, 2019, p. 25). I like the idea of working collaboratively in order to broaden perspectives, as this is something from which both teachers and students can learn.  For example, when having my students complete group work, I am sometimes surprised by what students come up with as responses to a prompt or activity.  In our current history standards, none of our skills based indicators really address the positive impact collaboration has on learning.  

    Another similarity I noticed across the article and both sets of standards was the idea of personalized learning.  The ISTE standards provide a “provides a road map to helping students become empowered learners” (ISTE, 2024). Through the ISTE standards, educators create, adapt, and personalize learning experiences in order to foster creative environments in which students can thrive (ISTE, 2024). Vermont’s proficiency indicators are based on personalized learning, where students use their experiences and a growth mindset to set goals for themselves, thereby taking ownership of their own learning (Ehler-Hansen & O’Meara, 2019). The AASL standards also feature personalized learning in the shared foundation “explore,” by constructing new knowledge through exploration of topics of their own choosing (AASL, 2022). I envision these standards to work together as reflected in their similarities. The standards together make the student the center and tailor it to the needs of the individual by working collaboratively to achieve student goals. I feel like this goes hand in hand with vertical planning in that each student is on the pathway to their own future endeavors and it is our job as educators to help them get there. 

    The one distinct difference I noticed is the role of the school librarian. As a teacher, it’s easy to see where my role is when it comes to student learning in my classroom. I have standards and indicators I need to adhere to, along with district guided curriculum.  The role of the school librarian is not as defined across these standards.  I found it especially interesting that the ITSE standards did not have a specific section for school librarians.  While this role is considered under the umbrella of “educator,” school librarians often have much more influence and unique understanding of technology to “bring to the table,” so to speak.  This is clearly seen in the AASL standards as it shows how the librarian should be implementing each of the shared foundations. However, if we are to help to “paint the portrait of a graduate,” our roles should definitely be more defined through state curriculum and national standards. 

References 

American Association of School Libraries. (2017, September 12). AASL standards – evolved and familiar [Video]. https://www.youtube.com/watch?v=JFMCRxGPOgY&t=1s

American Association of School Libraries. (2022). Materials. https://standards.aasl.org/materials/

Bowman, J.D. (2022, May 12). Module 2 intro [Video]. YouTube. https://www.youtube.com/watchv=6VxQDmV1Rzw

Ehler-Hansen, D., & O’Meara, C. (2019). Portrait of a graduate and the national school library standards. Knowledge Quest 47(5), 22-29. 

International Society for Technology in Education. (2024). ISTE standards: For educators. ISTE. https://iste.org/standards/educators