Caitlin's+445+Wiki+Workspace


 * Seminar 1 Prep Reading Response **

//Reading Response to "An Educator's Social Media Guide" by Aaron Hogan: //

Author Aaron Hogan identified a variety of different tools that could be used to help us get involved in the social media movement in education today. First off, he recommended a series of different apps that we could use, including Voxer, Buffer, and Nuzzel. I am most interesting in Nuzzel and Buffer, and I have already downloaded the apps to start using them! These apps are great, and can be used to in a variety of ways to enhance my Twitter experience. Nuzzel is particularly interesting to me because it allows me to easily access blogs and readings that I am interested in on Twitter in a fresh app that is not limited to a set amount of characters. Buffer was also fascinating to me, because it strategically sorts out and times your tweets so that your online presence is constant but not overwhelming. I think this will be an extremely useful tool for me once I get in the full swing of Twitter.

What struck me the most in Aaron’s article, however, was not the different tools he uses to stay engaged, but rather the way he uses Twitter. In most of my education classes there has been a big push for Twitter use, and I have consistently pushed it away because all the middle schoolers I know do not like Twitter, and very few have accounts. After reading this article, however, I realized Twitter shouldn’t be a tool for me to connect with my students, but rather a tool for me to connect with my fellow educators and provoke thoughtful conversations in the realm of education. Looking at Twitter in this new light made me realize just how silly I've been by neglecting such a powerful resource. I am hoping to delve into the Twittersphere this semester!

Nice summary of different tools Hogan offers and what they can be used for. I also really like your openness to seeing technology tools, like Twitter, in a new light. It is really important to connect to other educators as they have thousands of ideas and experiences that they want to share that can inspire and encourage you. Have you found any people or groups to follow that you can use as a resource during student teaching?

//Reading Response to "The Secret Language of Girls on Instagram" by Rachel Simmons: //

After reading “The Secret Language of Girls on Instagram,” I realized that a lot of the hidden social cues used and instituted by preteen girls on Instagram are similarly prevalent in my experience with the app as a twenty-one year-old college student. The app does have a tendency to make our world smaller, and can definitely be used in a way to promote oneself socially and to let one's followers know where they've been and who they're with.

Last week I met with my CT for the first time and I asked her what kinds of technology she regularly used in the classroom. She showed me the school webpage and explained some websites she regularly used in the classroom, but she put an emphasis on her Instagram page. She said she posted things to instagram regularly because it is one of the only social medias her students regularly use. She showed me her page, and it is a celebration of her class with frequent reminders of upcoming assignments. After reading this article, I realized how important a class Instagram could be for me and my student alike. I would use it in a similar way to my CT, but I would also try to use it to uplift my students by adding encouraging posts regularly. While we can’t change the social “rules” of Instagram for middle school students (especially preteen girls), we can make their experience with the app as positive as possible by making it a portal into their academic lives.

I think that is super awesome that your CT is using the social media platform that students are already using (Instragram) instead of forcing them to use one that they don't use outside of the classroom. And she uses it in such a cool and relevant way! I also like your acknowledgement that you can't necessarily change what goes on in the Instragram world for your students, you can still infiltrate it with positive experiences. I just thought it might even be cool to showcase student work on Instragram to encourage them? Great reflection.


 * //Online Professional Identity Follow-Up: //**

This activity made me realize just how vulnerable my social medias are in the sense that my students and colleagues will have access to my accounts, regardless of how “private” they are. This is not a bad thing, however. If I am aware of my digital presence, I have the power to make it as positive as possible by presenting my best professional self, even on my personal pages. I found it particularly enlightening when Dr. Young advised us not to change our names on facebook to something more obscure. If students are going to search for my facebook, they might as well find my facebook account. That being said, I do not plan on lletting my students follow any of my personal pages. I do, however, plan on having class resources available for students and parents alike on the web. After seeing my CT use ClassDojo (an app used by parents to track student behavior and progress through easy communication), I definitely see myself using this app in the future. I also think I will likely open up a class Instagram for students to showcase work and remind students of upcoming events/assignments. I think that as long as parents and students can find my professional pages and I am readily accessible, they will not stress about not being able to see my private accounts. As long as I am open, appropriate, and effective at communicating, I imagine my online identity being nothing but positive. As is, I think my image online is acceptable. I do have some goofy profile pictures of me and my friends, but I plan on having more serious pictures once I begin searching for a job and taking on full-time teaching responsibilities. Nonetheless, my profile is appropriate and professional.

I definitely get the desire to keep your personal pages private. What pages will you make available to students/parents/employers? What do you think their perception would be of you based on what you found during the activity? What things would you like to change or improve about that image? How do you plan on going about that? Please add more detail.

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 * My Online Identity **
 * [|Click Here!]**
 * [|Rubric]**


 * Seminar 9/19/16**

Readings:

====2. We Are Teachers Blog post: //10 Ways to Use Instagram in the Classroom//==== ====3. Young, C. A., Long, S., & Myers, J. (2010). Editorial: Enhancing english language arts education with digital video. //Contemporary Issues in Technology and Teacher Education, 10//(1).====

Schoffner's article was extremely interesting to me, because I definitely see what she means by us preservice teachers being distracted by "technological squirrels" diverting our attention. It seems as if every single week we are bombarded with a new way to utilize technology--which is great in the sense that we get to see a diverse lot of technological tools, but frustrating in the sense that we rarely get to become experts in these technologies and figuring out how to incorporate them into student learning. When Schoffner stated that preservice teachers seem to be "focusing too much on the technology and too little on student learning," I was particularly frustrated because of the truth behind it. So often are we asked "what technology will you be using?" instead of "//how// and //why// will you be using technology?" Needless to say, I admire Schoffner's approach to using technology only as a means of engaging students and furthering our lessons, and it definitely raises some good points that I need to be aware of in my PS2 next semester.

I also really enjoyed the remaining articles describing how to bring in Instagram and digital videos into the classroom. I definitely plan on using Instagram to communicate with my future students in a similar fashion as my CT, in which she regularly posts about homework, assignments, and words on encouragement as a way in which her students can follow up with class in their spare time as a reminder. I also really like the idea of showcasing student work this way-- what a cool way to encourage students to do their best! Lastly, I really enjoyed the article about incorporating digital video into the classroom because I can definitely imagine this being a great way to involve student further into the class content. Students who can portray their knowledge by creating a //product// from class material is impressive to say the least, and would be academically rigorous while simultaneously being a fun assignment.

I really, really, really like the point you made about the Schoffner article in wanting to focus more on why you're using technology versus what technology you're using. I think sometimes evaluations become a bit of a checklist - "used technology - check!" - instead of thinking about the purpose behind them. I also agree that sometimes a pre-service program does feel like a bombardment of tools and doesn't give you a chance to be an expert, but a part of me thinks that's the way it should be because if you were trained to be an expert in several tools versus being presented with many of them, that would assume that we know what tools you find meaningful or not. One cool thing about being a teacher is you get to be your own person and choose what fits your students and your style and your unit. So I almost think it's up to you to latch onto technologies you find useful and take some time to get good at them for your students. Great reflection.

How am I preparing for edTPA?
 * I attended the edTPA session 2 on 9/8, and plan on attending session 3 on 9/29 with Dr. Sarah Cannon.

__Electronic Portfolio Brainstorm: __ I think I am the most likely to use an electronic portfolio to present my extensive knowledge in MSL education because I started one sophomore year in ED 204, and also because I feel extremely comfortable presenting ideas through Google sites because it is a medium that I trust.
 * Seminar 9/26**

Purpose: To showcase my own philosophies and beliefs regarding education in the twenty-first century. This portfolio could also act as a way to showcase work I have completed with students, potential lesson plans, and other projects that give employers a better glimpse at me as a professional and a person.

Audience: Potential employers, and possibly students and teachers. While I would definitely bring up my sight in an interview to show off some of the work I've done, I'm not so sure about showing it to students and teachers. This is not because I care to hide anything from them, but rather because I do not want to bombard them with so much work from my past. While I can definitely see myself showing them a letter I wrote regarding my philosophy of teaching, I am not so sure my students and their parents would be particularly interested to read hypothetical lesson plans I've written and may not use.

<span style="font-family: Arial,Helvetica,sans-serif;">Possible categories and contents: I think that I will organize my portfolio chronologically, so it is easy to access my most recent work as an education student. Not only is this work the most recent, but it is realistically the most impressive work as well.

There's nothing wrong with building on something you've already started. I like the idea of showcasing your work as well as your beliefs. I think making your portfolio available to students, parents, and other teachers wouldn't bombard them, but would satisfy the curiosity of those who want to know. I like the chronological order idea - makes it seem more like a journey than an end product.

__<span style="font-family: Arial,Helvetica,sans-serif;">Reading Reflection: __ <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">I really enjoyed this article and thought it raised many important points. While I agree with the article in the sense that video can can used as a great way to expose students to foreign environments, I also this that video can be used in a great way to show opposing viewpoints. In lieu of current events, we could show students coverage of the Charlotte protests from left-wing media outlets (i.e. The Daily Show) versus right-wing media outlets (i.e. Fox News). Students could analyze the main points from both sources and determine different ways in which they effectively communicated their idea. Activities like this could open up students minds about politics, while also encouraging them to see how the media can warp news to fit their own agenda. This could open up some great discussions providing insight into the "real" world.

__Three Takeaways from the Text:__ 1. The e-portfolio project helped students develop a stronger sense of identity as a beginning English teacher, consequently building upon their autonomy. 2. Guidance in design and content management resulted in a higher quality e-portfolio. 3. This project also provided students with multiple opportunities to critically reflect on their past work, while simultaneously giving students the opportunity to edit or manipulate any of their past work.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Seminar 10/3 **

__My Electronic Portfolio Brainstorm Updates:__ I think I would additionally categorize my portfolio into ELA and SS sections. I also think I would create an ELA/SS combined tab for activities I've completed that effectively combine ELA/SS elements together. This tab would be extremely beneficial when applying for ELA/SS hybrid jobs to showcase my ability. I also think I would add a reflection component as well. This was the main focus of the article, and I think it is extremely important to showcase growth through reflection. This would help future employers see //how// I am willing to adapt my lessons, while reassuring students and parents that I cater to my students' needs.

I really like how you pulled out the point about developing a stronger sense of identity. I think a lot of time we are presented with so many good ideas and perspectives on teaching that sometimes it gets overwhelming and while we may have an general idea of what we want to be as a teacher, it's hard to articulate it. I think the portfolio is a way to really put words and examples to this idea and make it more concrete. It is a way to communicate those intangible ideas to future employers and students and parents. I also like your idea of making reflection a category of your portfolio as it is one of the most important skills you can learn to improve your teaching practice and it would be good to showcase that you are capable of that.

__Digital Video (DV) Follow-Up:__
 * Seminar 10/17**

a) While I will be using some of Bethenny's video tools next semester, I think I will be using most of them in my future classroom for video projects. That being said, I will definitely be using her tips next semester as well, especially when considering where to place the video camera. There are several kids in my classroom next semester who cannot be in my edTPA videos, so it was good to see that I could cut them out of the video by strategically placing the camcorder either on their desks in a tripod, or by by just making sure the camera is in front of the students in general. I also loved how she told us that it may be wise to have the camcorder in the room for a few days before I begin filming so that students are used to its presence in her room. I will definitely be using this tip, because I have noticed that my CT's seventh grade students do not adapt to change seamlessly. Even something as simple as her not writing their homework in its usual spot on the board can throw her classroom into a tizzy for a few minutes.

b) I can imagine myself utilizing the editing tips and advanced pan/zoom shots more in my future ELA/SS classroom rather than in my edTPA due to restrictions and guidelines necessary to pass edTPA. I plan on using video projects in my classroom by having students reenact passages from literature/primary historical documents in videos. This is a unique lesson because it allows students to not only analyze literature, but also adapt emotions and evoke meaning from passages. Students can bring words to life by acting out words and changing their voice inflection.

__Language Today Prep Work:__ Thus far, I have posted three tweets on the @Language_Today twitter. 1. https://twitter.com/Language_Today/status/787753931334180864 2. https://twitter.com/Language_Today/status/785661548647751680 3. https://twitter.com/Language_Today/status/775393195454767105 4. https://twitter.com/Language_Today/status/803033916319875072 5. https://twitter.com/Language_Today/status/803031885144158208 6. https://twitter.com/Language_Today/status/803029798389948416 7. https://twitter.com/Language_Today/status/803029250987192320


 * edit: all seven of my Language_Today tweets are posted above**

A few ways I could use the @Language_Today account in class could be.... 1. Having students follow the account and write up a reflection on one article that was posted once every two weeks. 2. Having students evaluate the page and then find their own language articles that have //not// been posted. Students could then discuss why they would post such articles and how they would justify their presence on the page.

I like the idea of reenacting literature and historical events. It definitely forces students to own the material and also opens it up to interpretation. Students could do the same event and analyze how each interpreted it differently. I also think focusing on the editing techniques and cinematography enhances students' analytical skills in more than just print text, but video as well - something they engage with a lot. I think reflecting on articles from language today is cool, but adding to it themselves through their own research is even more powerful. You could even create your own account.


 * EP/TT Progress Report **


 * 10/24 **

Today is my first day working on my website. After some deliberation, I have decided to post my website through Google Sites. Today I set up the tabs: Teaching Philosophy, Experience, Tech Tools, and an About Me. I also set up representative banner picture for each section. For my teaching philosophy section I posted a picture of colored pencils, since my main message is about diversity, acceptance, and tolerance. For my experiences tab, I used a picture of puzzle pieces, since I have extensive work with children with disabilities, and specifically children with autism. For my technology page, I used a backdrop of a motherboard for a computer. For my "About me" I used a picture that I took of the ocean from my favorite beach in my hometown. These are all symbolic of a message I am trying to portray.

I presented my mini lesson this week, so I did not work on my portfolio. I am proud of my lesson, and I think it went well!
 * 10/31 **

Today I realized that my portfolio is supposed to have a theme, so I am going to have to nix most of my symbolic pictures to have them go along with a broader theme. My theme is going to be ocean-based, because I love the ocean and I am from an island. My homepage is going to be a picture of the coastline of the island I am from to set the scene and act as a brief introduction to me. My teaching philosophy will be a picture a light house to show guidance and the symbol of me looking out for my students. My experience tab is going to be a picture of someone sailing a boat proficiently, and my "about me" section will be a picture of me at the beach, with a picture I took at the beach.
 * 11/7 **

Today I uploaded my documents to the sections. For my teaching philosophy, I uploaded (and updated) my teaching philosophy statement that I wrote two years ago. I did not have to adjust much since my main messages of tolerance and acceptance still run true to my teaching philosophy today. In my experience tab, I uploaded my resume. For Tech Tools, I uploaded videos of me teaching and my online identity prezi. I think I will also upload different tech tools I am proficient in eventually (i.e. Kahoot, padlet, Nearpod, and more). For my about me I uploaded a small blurb describing me as a person and an educator!
 * 11/14 **