The Final Project :)

My Project:  My Website and Remind

My Narrative:                                          The Written Assignment Rubric Self Score

This class marks the wrap up moment of my Graduate Studies here at Rhode Island College.  I am a middle child and was born in 1970. This defines me as a Digital Immigrant as Prensky has taught us.  Dighton, Massachusetts is the small rural town where I grew up; it’s just outside of Rhode Island.  My childhood was composed of a lot of play in the neighborhood. One Summer between Kindergarten and First Grade my Mother signed me up for a very short gymnastics session at a summer camp at the local high school.  From that moment on I begged my Mother year after year to please put me in a gymnastics class. I don’t know why or where this desire came from; it was just there all the time; like Baby George determined to master the step in Wesch’s Ted Talk.  

Finally, in the fourth grade my Mom made my wishes come true when she signed me up for gymnastics classes.  Once in the gym, I quickly advanced because I just wanted to learn more and more. I had an undeniable connection with learning gymnastics and failure made me try harder.  In 1985 my family moved us to Warwick, Rhode Island. I was very excited because the high school had a gymnastics team.

In 1988 I graduated from High School.  My first computer was the Commodore 64.  Then, I believe, we had a MS-DOS computer. I used it as a Word Processing tool to write papers throughout College.  In 1993 I graduated from Rhode Island College with a Bachelor of Art degree in Early Childhood Education and in Psychology.  I was certified to teach up to second grade in Rhode Island. At this time I had no desire to go on to get my Master’s Degree; instead I got married in 1994.  In 1995, I had my first child. By 1999, I had three children and I divorced. Now, I had to support my three children as a single parent; they were one, two and three.

From 1999 to 2005 I taught in a Child Care Center and I took my children with me until they entered Elementary School. I was Miss Dawn to many infants, toddlers, preschoolers, and their parents.  There was no technology in the child care centers at that time. All connections made were interpersonal.

My next phase began in 2005.  This is when I connected my three loves:  Early Childhood Education, Gymnastics, and Children.  I started a small mobile gymnastics business and named it Head Over Heels Gymnastics on Wheels.  Initially, my target population were children enrolled in Child Care Centers; but quickly, After School Programs filtered there way into my bullseye.  The carrot of this business was convenience. I brought the classes to the Child Care Center or the After School Program.

At this time Scott Noon would consider me to be a techno traditionalist.  I used technology for Program Development. Microsoft Word was the tool I used to create business paraphernalia.  I was using the web for email and to access information on potential clients. I knew once I got a yes, and families signed on, my connection with each student would make me successful.

As 2007 floated in, I anchored my business at a set location in Providence.  I named it Dawn Corrado’s School of Gymnastics because I believed people would connect to my new business through my name.  Now I expanded my used of technology to create a Myspace account, then Facebook, and a Website. I converted from a 35 mm camera to a digital camera.  I created digital slideshows and movies which I burned onto CD’s to display gymnastics performances and gymnastics meets. I began using group texts to connect and communicate with families.  At that time I also had help with my now husband. He would go on the internet and play around with google algorhythms. His goal was to have my business come up first on the google search engine when people googled ‘gymnastics in Rhode Island;’ Boyd would be proud.

Still a gym owner, I began moonlighting in 2012 as I leapt back into the classroom in Providence.  I have been teaching a Regular Education Kindergarten Class at Alan Shawn Feinstein Broad Street School for the past six years.  Very quickly, I connected to my students and my families interpersonally. I made it routine to connect with each of my students daily.  No exceptions.

I believe students need to connect with their teacher to know they are valued and cared for.  I believe students need to connect with their learning through discovery, centers, direct learning, and collaboration.  This is modelled through my blended learning classroom. It began four years ago at which time I attended my first of three Blended Learning Conferences transitioning to what Noon defines as a techno constructivist.  My students use technology centers independently twice a day. For math they use the Dreambox app and for ELA they use the Lexia app. Both apps are directly correlated with common core standards and produce data which can guide grouping, differentiated learning, and scaffolding.

Additionally, I use the cloud.  This way any images the students capture during technology time pop up on my computer.  This is another way to monitor how students are (or are not) spending technology time.

What would Prensky and Boyd think about these screenshots and selfies during technology time?  My take away is that Prensky would expect to see five year olds playing with digital media like this.  They are Digital Natives and this part comes easy. They probably have been playing with a SmartPhone since infancy.  On the other hand, Boyd thinks if they were true ‘natives’ they would innately know how to use the apps the way they were intended.  I believe it is my responsibility to directly teach my five year olds that technology can be used for play and creativity as well as a learning tool to monitor their progress.  This caused me to begin sharing the data that popped up on my teacher dashboard about their progress. As a result, my five year old students began to use the technological learning tools the way it was intended on a more frequent basis.  What actually began happening is that the students would ask to see what the dashboard was sharing, and they began to tell me what level they were on. With my guidance, they begin setting achievable goals on this learning app.

I have also utilized an app called Edu Creations.  I have used it as a teaching tool: creating slideshows for frontloading and other teaching purposes, I also taught my students how to use it on their own so they could create their own slide shows.  I have even used it as a formative teaching tool. I just completed my second year of teaching with a smartboard in my classroom. It is an awesome tool to utilize to support learning in the classroom.  

I believe it is my responsibility to communicate to parents.  Communications include classroom housekeeping notes, what we are learning in the classroom, materials or resources for parents to access, celebrations, and more.  This has been my past struggle. I would do all of this via paper notes. I even began including “detach the bottom of this sheet, sign and write me if you have any questions or comments, so I know you have received and read this note.”  I have translated through google translate if my students home language was something other than English; yet, I still felt like my communications were less than proficient. As a result of this class; I am happy to report that I have decided to utilize two technology tools to improve my responsibility with parents.  The two tools are the “remind” app and a website.  

I began building a website for parents.  I have been using google translate so all information will be posted in English and in Spanish.  I am including information on the “Remind” app from what it is about, to providing links for a quick and easy way to sign up.

I am also utilizing the “Remind” app because the website is not enough.  Using the website alone is sort of like being out in the cloud without a way for parents to connect to it regularly.  This technological tool will enable parents to receive messages, pictures, or links directly to their mobile devices or email.  I am super excited to try it out. Working in a school which hosts a population of over sixty percent English Language Learners; communication can be challenging.  This “Remind” app translates over seventy languages.

Finally, in Simon Sinek’s Ted Talk, he shared the formula to the secret to success in life.  It is the Golden Circle which consists of the answers to three questions:  Why? How? And What? My What? I believe effective teaching occurs through communication.  My Why? I believe in and I love children and I want them to learn. My How is through making connections.  To me, this is the key to finding your way through the corn maze of life.

         So Happy to be done!

Pecha Kucha

https://docs.google.com/presentation/d/e/2PACX-1vS5sWQX2ZqyWkUOsX7izn53V-UiWrI_XtwSbSDdIlJVq8dBUFZp8Dh1zxklXl4xoFvRktmULTQzF9Tu/pub?start=false&loop=false&delayms=20000

Turkle and Wesch

The Readings:  

Sherry Turkle, “The Flight from Conversation;”

Quotes:  

• "My students tell me about an important new skill: it involves maintaining eye contact with someone while you text someone else: it's hard, but it can be done.
• "We've become accustomed to a new way of being "alone together."
• "Our colleagues want to go to that board meeting but pay attention only to what interests them."
• "And we use conversation with others to learn to converse with ourselves.  So our flight from conversation can mean diminished chances to learn skills of self-reflection."
• "So I say, look up, look at one another, and let's start the conversation."

Michael Wesch, “Crisis of Significance”

Quotes:  

• "Visit a classroom and pay attention to the types of questions asked by students.  Good questions are the driving force of critical and creative thinking and therefore one of the best indicators of significant learning."
• "Much more common are administrative questions":
• "How long does this paper need to be?"
• "Is attendance mandatory?"
• "or the worst (and most common) of all:  'What do we need to know for this test?'"
• "...education has become a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create."
• "A world map is laid onto a map of the classroom, and students are asked to imagine themselves living in the cultural and physical environment that maps on them.
• "Students work together to help design a two-hour simulation of the last 500 years of world history...""...to recreate the world system."
• "We find ourselves as co-creators of our world, and the future is up to us."
• "It is in this environment that even then worst questions take on all the characteristics of the best:  What do we need to know for this test?"

     The relationship between Turkle and Wesch stem from the same societal phenomenon:  plugging into technology causes a disconnect to interpersonal relationships and skills.  Turkle paints a visual image of today's society walking with their heads down alone; yet together, maintaining communication through their technological devices.  The result:  humans maintaining a lone ranger lifestyle surrounded by family, friends, and colleagues without the ability (or desire) to converse with each other.  

     Wesch recognizes this occurrence in the University.  Students:  alone, yet in class.  The University is institutionalized by administration and the students burning interest is to discover the answer to the question:  "What do I need to know for the test?"  The right kind of learning is not happening.  Students are not interacting with each other or the content of the classes.  They can not relate.  Wesch finds a way to connect students with each other and with the content of the class.  He provides hands on problems forcing students to learn about the world through collaboration with their devices and each other.

     I believe it took for life to happen with the innovation of technology and all it holds and offers; now researchers and educators such as Wesch and Turkle recognize that having the technological devices is our present and our future; this will remain static.  Turkle states the problem is:  that we prefer relationships and advisement with Artificial Intelligence.  I believe Wesch acknowledges this; but has found a way (in his class) to teach todays learners how to merge A.I. with interpersonal human skills for functioning, learning, and advancing in the 21st Century.   It's a lead I think I should follow.

Remind as a Technological Tool Review

 

A technological communication tool.

• Uses smartphones and/or email

• Communicate with Families without worrying about the student delivering it or the parent checking the student's communication folder.
• Teacher can plan ahead and input a remind message and schedule the delivery at a different time.
• Last minute topics can be communicated quickly

• Reach everyone you need to reach.
• Translates into 70 different languages.
•  
• Be heard.  
• Parents/guardians can send you acknowledging emojis so you know they received your message.
• Know who has read your message and who still needs to be reached
• Send Photos, PDFs, voice clips, and more.

Seems to be user-friendly.  

I quickly created an account.

The options for parents to get linked is easy and quick. 

Parents can get linked:

see below

1. phone or email
2. printable pdf provided by remind
3. in person instructions
4. shared through a remind link

User friendly, simple Teacher Dashboard

I give it a:

Homework#3: Six Going on Sixteen

My article choice:Six Going on Sixteen

• I teach Kindergarten.  
• I just rounded up a year where I witnessed 5 and 6 year old girls enter the class with shoes with heels, and shirts with the shoulders cut out, fake nails, and hoop earrings.  
• 5 & 6 year old students sharing news about viewing movies like "Deadpool" with their family over the weekend, watching programs like "The Walking Dead,"  and knowing about (and playing?) games like Fortnite (with a 13+ rating).  
• The songs and the dance moves are current and top 40 with and without swear words, sexual language, and violence.  

 In the classroom 95% of the students actions were suppressing conversations and activities surrounding these extra curricular activities they partake in (while I was looking and listening); 

Recess time was a difficult time to control and the pushing and the swearing and the mimicking of these age inappropriate programs and video games they were watching and playing were being re-enacted on the playground, to include the profane language.

• We constantly were holding Meeting Circles to talk about appropriate games and language and actions.  
• I directly taught them that they are not old enough to watch these programs and repeat the words they hear because they are 5 and 6 years old.  
• I point out the ratings of 13 and older and the privileges that adults have to use any language they want.  
• I also pointed out how I and my colleagues and the Principal of our school talk to each other and children. 
• Do we act this way?  
• Do we use swear words when talking to students and children?  
• You get the picture.   

This is why the title "Six going on Sixteen" captured my attention.  I found I was not the only Kindergarten teacher who found a class with students acting much older than their age.  This chapter consumes pages 37 - 45 in "Rethinking Popular Culture and Media" edited by E. Marshall and O. Sensoy.

My biggest take aways from the chapter:

The cause of this phenomenon:

• "The corporate world deliberately targets vulnerable children." p 39
• "...the toy market has dramatically changed since children't television was deregulated in 1984." p 39
• Another possible contributing factor:  with the high demand of standardized tests in the schools including early childhood:  Kindergarten is more like first grade yet our students are not developmentally prepared for this kind of learning.

The name of this phenomenon:

• Age Compression:  "term used by media professionals and marketers to describe how children at ever younger ages are doing what older children used to do." p 39
• ...additionally boundaries have been blurred between children and adults
• this is demonstrated in the fashion industry with similar clothing being marketed for children and adults
• "...especially disturbing when it involves sexual behavior.  Children become involved in and learn about sexual issues and behavior they do not yet have the intellectual or emotional ability to understand and that can confuse them." p 39

What actions can we take?

• Keep Parents informed/educate parents
• Bring Play back into the classroom: 
• dramatic play
• blocks
• art center
• Power down from media and technology and play age appropriate games
• Older children and adults model appropriate play and problem solving in play

Useful Resources for educators and parents:

www.allianceforchildhood.org 

http://www.allianceforchildhood.org

www.commercialfreechildhood.org

http://www.commercialfreechildhood.org

www.truceteachers.org (Teachers Resisting Unhealthy Children's Entertainment)

http://www.truceteachers.org

Homework #2: Disney, etc.

Relationship with Disney and Animated Children's Culture:

Reflecting to my own childhood.  I preferred to watch Popeye the Sailor Man.  I loved Popeye and as opposed to seeing the hidden messages about racism and the demeaning of women, my biggest take away was if you eat healthy food, it makes you strong enough to battle against the biggest and the baddest.  I thought he was true to himself despite how others saw him.  His quote:  "I yam what I yam." resonates with me.  I also thought that is why Olive always chose Popeye over Brutus.  He was just a Brute!  Although I love living in my Bubble with my innocent take aways; I can see the more worldly messages that are depicted as is pointed out by Christensen's, “Unlearning the Myths That Bind Us”.

How my Memories Challenge Christiansen's Claims:

It makes sense that I did not grow up obsessed with Disney Princesses as the Disney Princess dress phenomena began in 2000's. Which brings me to my children. I remember having innocent Disney films in the background as I would feed my young children their bottles. My son was probably too young, but I was excited to bring him to the theater at the age of 2 to watch Mulan on the big screen. At home we watched VHS tapes of the classics: Snow White, Cinderella, Peter Pan, The Fox and the Hound, The Little Mermaid, 101 Dalmations, and Beauty and the Beast. My memories of this challenge Christiansen's Claims more than agree with them, because we watched for enjoyment and the fantasy of it. The characters were not role models of whom we aspired to be like; nor did I ever catch my children role playing as Princesses and the Prince. (I have 1 boy and 2 girls.) Actually, my Middle Child (daughter) tended to voice her favorite characters: Ursula and Cruella DeVille .

How Frozen challenges or meets my expectations of Princess Culture:

This was my first viewing of Frozen. I was thoroughly impressed with the main characters being the sister team of Elsa and Anna. As a mother of 3 children - 2 being girls; I always taught all three that no matter what your family comes first and you are always to be there for each other. My girls, I talked to always and consistently, you are to grow up to be Independent Women meaning you take care of yourselves first and all else will fall into place. I feel that Frozen demonstrates that Elsa was taught to take care of her sister and these girls were taught to be their for each other no matter what. I disagree with the parents teaching Elsa to sacrifice and suppress her powers; but I understand the conflict. On the one hand; it was hazardous to Anna's health, on the other hand, if she were allowed to utilize her powers in her childhood she would have learned how to control them and prevented the catastrophe which occurred in the movie.  Because of the tempo of the movie, when I heard the Elder Troll explain only true love will melt her frozen heart; I knew (hoped) it would be her sister. My take away from Frozen, right or wrong, was that Elsa and Anna were the strength. Christof was a support. He was good looking and able bodied; but hard working and caring. The Villain was masked with beauty in Hans. The sisters were strong enough to find their way without the help of anyone else, but Christof was supportive - just in case. He was raised by the same Troll family Elsa and Anna's parents trusted.

Homework Blog #1: Digital Native, Digital Immigrant

Readings:  

1. Danah Boyd, from It’s Complicated Chapter 7: Are Today’s Youth Digital Natives?
2. Prensky, Digital Natives, Digital Immigrants

My

Divergent Native? Divergent Immigrant?

Who is the teacher?  Who is the learner?

What I make of the "divergent" positions of Boyd and Prensky:

• It makes sense that their opinions are different.
• Prensky's article was published in 2001
• Boyd's book: copywrite date was 2014
• Social Media's from 2001 to 2014 (and even present day)has evolved, multiplied and become much more prevalent and accessible.
• Social Media time line: https://www.infoplease.com/science/timeline-social-media
• "As new technologies emerge to enable people to access infor- mation, the issues brought forth by media literacy and technological familiarity intersect to create new challenges. Empowering youth requires much more than calling them native participants."
• I feel the above quote from Chapter 7 in Boyd's "It's Complicated" expresses why he disagrees with using the terms originated by Prensky:  "Digital Natives, Digital Immigrants".
• Boyd feels that in order for a Digital Native to be a true Native he/she will have an understanding of the algorithms of the search agents and how to navigate expertly while surfing the Web to obtain "real" facts and avoid "fake" facts.
• Boyd says when it comes to differentiating "real" from "fake" they listen to the adults as opposed to understanding how the information is put on the Web.

My Stance on the Topic:

I like the terms:  Digital Native and Digital Immigrant.  

Just like children acquiring a new language, the meaning of the words develop over time.  The more proficient we become with our language, the more meaning we derive from it and the better we can use it more accurately.  This comes with experience and guidance from our more knowledgeable others.

As a Teacher of English Language Learners we do not have to be proficient in the Native Language of the student in order to teach and guide students to achieve proficiency in the "new" language.  We just need to provide students with the tools,  an environment of comfort, opportunities, and guide the learners.  It's a form of translanguaging in the technological world.  

Boyd gives us great information on the "how" the Google Search agent is engineered and of the usefulness of Wikipedia.  Both sound like perfect tools for us to utilize as teachers to our Digital Natives regardless of our own "Digital" label.  With the textbooks of yesterday becoming obsolete so is the content they held.  

Doesn't the digital world provide us with the resources we need to read information, research our sources, and develop our critical analytical skills to learn, formulate our own opinions, and truly learn?