thank you letter from a student about her iPad during year 1 of our 1:1 digital learning environment pilot
Create and support educators in using effective digital-age learning environments and experiences, and model appropriate digital citizenship (NETS-A2/5, NETS-C 2/3/5).
Exhibit technological, pedagogical, content knowledge and use technology networks and resources to enhance my own and others' professional practice and productivity (NETS-A 3, NETS-C 6).
Apps (which I now refer to as products) were analyzed, reviewed and created during ECI 512, ECI 514 and during my elective choice of New Literacies.
Although this makerspace design was created for ECI 518 under the Digital Leadership strand, I believe this addresses a competency for digital learning environments.
After further coursework with Dr. Oliver in Informal Learning Spaces, I had a discussion with our gifted education specialist. We are going to open our makerspace in zero period before school starts and have students help us redesign our space for their needs.
ECI 721 also inspired me to get my hands in to more coding with students and launched our annual Hour of Code into new territory with a theme about robots, called "Coding our Machines". With over $7,000 in grant funds, I planned different experiences with robots during Computer Science Education Week from December 4-11 across PreK through fifth grade.
Experiences with circuit kits and other hands-on activities allowed me understand myself as a learner and anticipate the needs of my students. Rather than remain intimidated by coding, I became comfortable with being uncomfortable and let the children lead the way.
The following video projects were created with WeVideo during ECI 513 to demonstrate how digital video can be created and used to support learning objectives.
These include, GoAnimate for book trailers;
Stop Motion Studio app-smashed with Felt Board app for science;
Anchored Instruction model for math;
and Public Service Announcement for Health and Physical Education.
The document below was researched and created during ECI 719 in response to the use of a digital portfolio product by K-2 teachers and its potential for larger-scale implementation. This paper explores a strategic model that can be used to onboard educators as novice users of Seesaw, a digital portfolio product in a North Carolina school district. The goals of digital portfolios and pain points that have impeded widespread adoption in school are explored and intermediate goals to alleviate some of the pain points are suggested.
The results of this work were used to write a grant proposal to fund schoolwide K-2 implementation of the paid version of this product. The local Public School Foundation awarded $1000 for the pilot program in October 2017.
Coursework also revealed that we have much work to do if educators are continuing to design their own curricular materials rather than rely on textbooks (that many districts no longer provide). "Redesign Slides for Student Minds" was presented at both NCDPI's Communities of Connected Stakeholders conference and Chapel Hill-Carrboro City Schools' Summer Institute.
This was presented with a product called PearDeck to demonstrate the interactive nature available with 1:1 device availability.