EDucational Technology Blog

Educational Technology is any tool that makes educating students more efficient, more engaging, and/or more accommodating. Educational Technology is essential in education because it engages students in a meaningful way. Students are drawn to technology and want to use devices to make their experience at school more entertaining. Educational Technology also takes some responsibilities off of a teacher's plate. Teachers can use educational technology to supplement their lectures to deepen understanding and help students apply information to their memory. Educational videos, for example, are not only entertaining for students but also give the students the ability to revisit the information by watching the video again. Technology can also provide necessary accommodations for students who need it such as reading text allowed to a child with visual impairment. Educational technology can help me in my classroom by providing students with digital art making experience. Graphic design is a huge field in the art industry and is very engaging for students. It also gives me the ability to use a doc-cam to magnify demonstrations of art making technique so students can see from any viewpoint in the classroom. Educational Technology bridges a gap between school and families. It allows parents and teachers to communicate with ease as necessary. It also provides easy translation for language barriers so young children are not responsible for translating for their parents. Educational Technology can be abused in the classroom. Educational Technology should not be used to replace a teacher nor should it be overused in the classroom. Children need a healthy blend of communicating and engaging without the use of technology and gaining experience with technology. 

In today's digital landscape, students are constantly surrounded by media. It is growing increasingly difficult to live life without using technology in some capacity on a daily basis. Between watching television, using social media, playing video games, and surfing the internet technology is of increasingly frequent use by young people. Presently, children begin technology usage at a young age as it is undeniable that technology is intriguing, so it is often utilized in schools. Schools use technology in a large variety of ways to supplement curriculum and enhance student engagement. Technology is what you make of it, that's where digital literacy comes into play.  

Digital Literacy is the knowledge and experience one has using technology and the ability to navigate digital spaces safely and responsibly. Digital literacy skills include the ability to locate reliable information, knowing what is dangerous in the digital space to access, and understanding when and where to set boundaries with technology. Digital citizenship is being a person who uses the internet, this means being responsibility using digital platforms and websites, as tools in a safe, considerate, and informed way. This differs from literacy because literacy is based on skill and experience, citizenship is inherent. When one starts navigating digital spaces, they are a digital citizen with the expectation of using the space responsibly; whereas digital literacy is knowing and understanding how to use technology meet that expectation and develop skills while doing it. 
Instilling digital literacy/citizenship skills in education has long term benefits for students. Digital citizenship skills show students how to maintain a positive digital footprint, which will be beneficial when portraying themselves as professional and respectful adults for the sake of their careers. Maintaining a positive digital footprint and using digital citizenship skills will also keep students safe on the internet, educating them on what information is okay to share. Developed digital citizens know what is honest/fair use when accessing technology. Digital literacy skills benefit students when they are doing research, enabling them to tell the difference between what is and is not reliable on the internet. Digitally literate people can set boundaries with technology and use it as a tool in any discipline. Early exposure to technology sets a foundation for academic success by enabling students with the tools to find reliable resources for themselves, to come up with creative solutions to problems and answer questions, and to teach themselves necessary skills. 

To develop a plan for teaching digital literact and citizenship in my classroom, I will ask current educators about their experiences with students using technology in their classroom. I will also make sure to have open and honest conversations with my students about their experience using technology and their understanding of digital literacy and citizenship. A good way to teach students digital literacy skills in the classroom, is to start by providing them a list of websites they are allowed to access to reference for a project, then asking them how they know it is a reliable source of information and how that information supports their research. This encourages students to ask themselves this question anytime they are using the internet as a resource. Inviting speakers from the library or the information technology department to talk about digital literacy is also an effective way to teach students digital literacy. The Professor Garfield website is another valuable resource to teach students digital literacy in an engaging way through games, activities, and quizzes. 

          I have been very fortunate to have access to the internet for most of my life as a student. As a teacher assistant at Grand Rapids Child Discovery Center however, there are often setbacks related to technology. Their technology is very outdated, often not working at all. My host teacher has to use a cheap bluetooth speaker she paid for herself to play videos in her classroom so the students can hear because the speakers on the projector are staticy and inaudible. Many of my colleagues placed at other schools have told me about their school's technology and they seem to have plentiful resources for learning. It is entirely possible I have similar difficulties in future classrooms; all schools have different budgets and access levels. I will do my best to support my students and develop their digital literacy regardless of the digital divide. As much as I can, I will apply for grants and write letters to administration or state representatives to advocate for the bridging of the digital divide. 

(2024, April 23). Understanding examples of the digital divide. Robert F. Smith. https://robertsmith.com/blog/examples-of-the-digital-divide/

Understanding Examples of the Digital Divide is an online article that describes what the digital divide is, why it matters, specific examples of the digital divide, and ways to work toward closing it. 

French, R. (2024, December 3). Broadband internet still lags in rural Michigan; new program links 30k homes. Bridge Michigan. https://www.bridgemi.com/talent-education/broadband-internet-still-lags-rural-michigan-new-program-links-30k-homes 

Broadband internet still lags in rural Michigan; new program links 30k homes is an online article that reports on the shocking lack of internet access in some rural areas of Michigan and a new program that will provide 30k homes with internet access.

Bridging the digital divide. (2023, January 18). [Video]. https://www.pbs.org/video/bridging-the-digital-divide-36dhyl/ 

          Bridging the Digital Divide by PBS is an online video special about real testimonies of the effects of digital divide and how PBS and Comcast are working to bridge the digital divide. 

         There is an increasingly concerning amount of AI art on the internet. Not only is this putting artists out of the job, but it is erasing originality, artistic integrity, and intellectual property rights. AI art models are trained with art created by humans, often replicating their original styles or ideas. Companies are using AI art to advertise their products, movies and video games are being made with AI art, voice acting is being eradicated with the use of AI, and this is only a few examples. By encouraging these new uses of AI imagery, we are not only putting real humans out of jobs and disregarding their unique artistry and skill, but we are also devaluing the time and effort these skills take to develop the end product. 
One way to address this problem is by adequately educating the general public about the effects of the rise of AI art on not only the art community but also on human connection. If we educate people on how to identify AI art when they see it, explain that it is eradicating different art styles and media, and reducing human connection, people may stop using AI imagery as a replacement for hiring artists. Another way we can address this problem is by defending art on the internet from AI by adding more options for protection of intellectual property on digital platforms. Giving artists the ability to protect their artist social media page or website from training AI, gives them back agency over their art. A third possible solution is by addressing appropriate use of AI image-generating tools. It is hard to identify the line of appropriate and inappropriate use for AI resources and tools but people need to be educated on proper use. 

I think the best solution for this is defending art on the internet from AI by adding more options for protection of intellectual property on digital platforms. This would not only allow artists more control over the usage of their art, but it would also keep AI image generation from becoming so advanced that it eradicates traditional, human artists. This solution also preserves originality and keeps individuality and uniqueness within the art community. AI art is pollution for the art community, it is suffocating and oppressive. It is something artists should be able to protect themselves from. 

           This is an impactful and successful solution. It would be feasible for websites to add a setting on user accounts for artists to make their accounts inaccessible to AI. This solution would only have positive outcomes for artists. There needs to be a way for artists to have more control over their art and what happens to it on the internet. This solution promotes that outcome, without eradicating AI generative imagery tools entirely, as their are benefits to it as a resource. 

         For my Technology infused lesson plan, I would like to create a lesson in which students use technology to learn about and create a comic. My class will use Pixton to learn the basic comic creation process. We will then build on that knowledge using Adobe InDesign to layout and create a comic completely by hand. Students will have the option of drawing their comics by hand and then scanning them in or using Adobe Illustrator to create their artwork digitally. There will be a pre-activity making a short form comic using Pixton and the final project using InDesign. 

          Writing a Graphic Novel Unit Comic Strip Graphic Novel Template Storyline Guide

I found this resource on the Teachers Pay Teachers website by searching "comics" and filtering for high school. Teachers Pay Teachers (TPT) is an online marketplace where educators buy and sell teaching materials. It has lots of PreK-12 resources that are updated frequently. However, since content is created by users, the quality varies and some materials might have mistakes. Though many teachers find it helpful, it's important to review resources carefully before using them. TPT's goal is to support educators in sharing and accessing teaching tools, but users should review materials to be sure they meet their needs. The Graphic Novel Template Storyline Guide resource would be helpful for teaching students how to create a storyline that is engaging for readers and follows an effective story arch for my TILP.

         Skillshare

My host teacher recommended this source to me after I told her I was nervous about the potential of having to teach students about an art form I had not personally practiced. Skillshare is an online learning website with user-created courses, mostly for artmaking. Course quality can vary since there’s no quality checking process by Skillshare and accuracy depends on the person running the course. While new courses are added frequently, users should check for relevance and credibility. I may use this for my TILP to sharpen my Adobe InDesign/Illustrator skills, especially since it is often updated.

Adobe Express Comic Strip Template

I found this source by googling "Comic Creation Resources." Adobe Express offers free comic strip templates that are easily customized. Created by Adobe, a trusted design company, the templates are high-quality. They are user-friendly and comfortably used by beginners or professionals. Overall, it’s a reliable resource for creating comics. In the final TILP, I may offer this resource to students using Adobe Illustrator or InDesign to create their comics. 

        The RAT Model or Replacement Amplification Transformation Model

          The RAT model is a technology teaching framework that covers 3 different levels of technology use to supplement a lesson. When teaching in the Replacement or "R" level, tech serves as a different means to the same instructional end. When in the Amplification or "A" level, tech increases efficiency and productivity without fundamental change. In the Transformation or "T" level tech allows forms of instruction and learning that were previously inconceivable. I think this framework is an effective way to assess technology involvement in a lesson. It also enables teachers to identify the role and effect of technology in their lesson and consider how they could use technology differently (if in the "R" or "A" tier) to increase engagement and improve lesson effectiveness. A possible negative of this framework is that it does not directly focus on how to help students achieve learning goals. 

        The Three E's Model 

            The Three E's Model is a technology teaching framework; the three E's are extend, enhance, and engage. This is a framework for educators to measure how well technology tools integrated into lessons are helping students engage in, enhance, and extend learning goals. The Triple E Framework website says, "The Triple E measurement tool was developed specially for K-12 teachers and administrators to use in lesson plan development, evaluation of the potential effectiveness of educational apps in learning, and evaluation of the potential effectiveness of tech tools in lesson plans." I think this is a very effective tool for technology teaching. A lot of times it is hard to find tools and websites that are educational, reputable, safe, and appropriate to use in the classroom. A potential negative is this may be time consuming to select individual resources. 

          The SAMR Model 

The SAMR model is used for teachers to reflect on how effectively they are using technology. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. In substitution, technology acts as a direct tool substitute with no functional change. In Augmentation also acts as a direct tool substitute but with a functional change. In Modification, tech allows for significant task redesign and in redefinition tech allows for the creation of new tasks, previously inconceivable. This model is similar to the RAT Model, however this model can be percieved in different ways. Some view the SAMR model as being meant to progress through the levels of the model, and others view the levels to be revisited at different times throughout the semester. This model is mostly meant for teachers to reflect on their usage of technology asking questions like: what am I doing with technology? Why am I doing it? How does it help student learning? A negative of this framework is that it does not necessarily assist the teacher in the process of technology resource finding and or directly help achieve student learning. 

Conclusion

After researching and exploring these different technology teaching frameworks, I am most drawn to the 3 E's model. I feel as though it is the most helpful in finding and assessing educational, reputable, and safe resources for teachers and students to use in the classroom. It acts as a resource check effectiveness of tools teachers intend on using for their lessons. I will use this in my final project and my classroom to reflect on the effectiveness of technology in my lessons. I will use it to reflect on the way I am using technology in my lessons and assess the importance of the technology used. 

        Magic School 

          Magic School is AI made for educators to assist writing lesson plans, creating worksheets, proof-read text, writing professional emails, and so much more. I took a look at Magic School and explored the lesson planning writing tool, it was pretty efficient; working quickly and precisely but needed a few adjustments to get what I was looking for. Then I used the rubric generator based on the lesson plan I wrote. I made a summative and a holistic rubric and I liked the first result for both. Magic School is an amazing tool to help educators save time and work efficiently and effectively. 

        Padlet TA

            Padlet TA has similar tools being AI generator lesson plans, rubrics, worksheets, etc. However, I feel it is less detailed, there are less lines of information to enter on most generators available: I tried the lesson plan generator and the multiple choice test generator. Some teachers may appreciate the simpler prompting, as it is user friendly however, if you are wanting something very specific you may have to add or tweak the lesson plan after copy and pasting it into your own document. Something unique I found that Padlet TA offers is suggestions for subjects to use to prompt the generator. This isn't overly necessary as there are endless subjects teachers may need to write a lesson about, but for trying out the possibilities it was very convenient. 

          Brisk Teaching

Brisk Teaching is the most unique out of the 3. It extends onto your chrome browser to assist you while you work through your already existing routine. Brisk does offer generation tools specific to many subjects. It also offers feedback on Google Docs, which is very intriguing as Brisk is almost "portable" rather than having to bring the content to the AI, the AI is available at all times. What I really like about Brisk is that it can adjust reading for all reading levels, it can simplify a piece of text easily or make it more difficult. Wherever a student's reading level is, the text can be customized to make reading an appropriate difficulty. 

Conclusion

After researching and exploring these different AI for educators, I am most likely to use Brisk. As an art teacher, none of these are exactly what I was looking for, however; for lesson planning, giving feedback on writing, and assigning reading Brisk seems like it will be the most simple to implement and will offer what I need. It's very user friendly and will work with the websites I already use to make it even more comfortable and routine to use.