Engaging Technology Games

            With the end of the year quickly approaching, I notice all the exhausted faces around me. Although the students are burnt out, time is still valuable and teaching must continue. I have really focused on implementing engaging technology games to review third grade standards. I want to ensure my students are comfortable with all the material learned this year before I send them off to fourth grade.

            One of my most favorite engaging technology games is Kahoot! If you haven’t tried Kahoot, I highly suggest trying it out. The best part about Kahoot is it’s a free and there are already teacher created lessons. Last week I found a teacher made Kahoot that focused on a variety of third grade standards. The students get to create their own names which appear on the projector throughout the game. The students use a code that you provide them with, which allows them to play. Once the game starts questions pop up and students must respond using their device. After all students answer the question, the correct answer is revealed and the students with the leading scores appear. I was shocked at how well my students did with this. Every single one of my students were engaged and had smiles on their faces. I also love the report side of Kahoot which allows teachers to run data to see student strengths and weaknesses. Give Kahoot a try if you haven’t already!

            Another engaging technology game is using Plickers to review. It’s very similar to Kahoot, but doesn’t require as much technology. Teachers need to have a projector and a phone with the Plickers app downloaded. The teacher can create a mini quiz or can find one that already exists. Students use Plicker cards that can be printed and downloaded from the Plickers website (the cards look similar to QR codes). Once a question pops up students hold up their cards to answer. Each side of the card has a different answer (A, B, C, D). The student holds the card up with their answer letter facing up. The teacher then uses their device to scan the room. The device will pick up all answers and project them on the board. Like Kahoot, teachers can also run data on Plickers to see student progress. Plickers is another must try!

Have you ever used Kahoot or Plickers in your classroom? How did it go? 

Computer Science 2020

            If you teach in Seminole County, you know what I am talking’ about! This year our school started Computer Science 2020. It’s a program adopted by Seminole County, which teaches students computer science technology skills. When this program first rolled out, I was extremely nervous at our training because it was something new. I also thought to myself, “Oh great something else to add to the list.”

            However, now that my class has completed seven lessons, I have had a change of heart. The students LOVE it and they are completely engaged at all times. The first few lessons focused on creating codes in which students would use to make a character complete a task. Then students worked toward implementing codes within games. Although students were challenged, they never gave up. I was able to experience the critical thinking piece of this project by watching each my students. I also enjoy the program because it teaches students the importance of learning from your mistakes. The coding requires students to try something and problem solve if they do not get it right the first time.

 My other concern with starting this project was the lack of technology. Each grade level at our school has a laptop cart in which they share with their teams. Our third grade team made a rotating schedule which determines a day and time of the week set aside for technology time. My class spends Monday afternoons working through our Computer Science lessons. Our school is very fortunate to have this technology offered to us. If your school does not have enough technology, students can work in pairs to complete these lessons. I have done this with my class and I was actually surprised with the results. Check out the Hour of Code website to get started on coding.

Does your school currently code? What are your experiences with Computer Science 2020 or coding? 

My Digital Storytelling Project

In my third grade classroom, we spend a lot of time “traveling” the world to other countries and learning about their cultures. This digital storytelling project is built around our Social Studies Mexico Unit. Students in my classroom will be working in groups (2-3 students) to create their digital storytelling project. The students will be able to decide from the following topics to research: land/water/climate, food, fun/sports, money, and natural resources. The example I have provided students with is on Mexico’s Landmarks.

Please take the time to view my digital storytelling example and provide me with any helpful feedback. Are there any items you feel I should add or take out? If you were my student, would you understand what is expected of you? What questions would you have about the project that I could address more clearly? I look forward to your feedback and comments. Thank you for stopping by!

http://missesquivel2017.wikispaces.com/Digital+Storytelling+Example

Digital Storytelling

The more I learn about digital storytelling the more it begins to grow on me. I first didn’t really understand what digital storytelling was, but after reading many research articles I have come to find out many benefits of digital storytelling. Through digital storytelling students sharpen their literacy skills. According to Robin (2006) by implementing digital storytelling in the classroom students build research, writing, organization, technology, presentation, interview, interpersonal, problem-solving and assessment skills.

In my classroom, I would like to incorporate digital storytelling with third grade Social Studies curriculum. Our Class spends time learning about other countires and the students really enjoy these units. I feel that by incorporating digital storytelling into these units it will provide ways for students to get answers to the questions that go unanswered. For example, our units cover vague topics like (food, money, climate, location, etc.), but the topics are not covered in great detail. I think it would be great for each student to be assigned a specific topic in which they become experts. They would use their digital stories to teach other students in the classroom who were assigned different topics. 

I would allow students to pick their topic to increase engagement. Each student would be responsible for finding artifacts that go along with their topic. Students would have to collects pictures, videos, and music that go along with their topics and country. For example, if students were assigned the topic of foods in Mexico they would have to find a way to bring the experience of eating in Mexico to our classroom. Students could do this by providing our class with a virtual experience of eating at a restaurant in Mexico. Students could address the following questions: What food options do they have? What type of music would be playing? Would they have to order in another language? Etc. 

In order to ensure students completely understand the assignment, I would have to create an examples for them. I would create a teacher digital storytelling example where students can see a final product of what they are expected to produce. Our Social Studies units come with materials for students to read about specific countries, but I would also want them to research and find other artifacts to incorporate in their stories. 

Resources for Students:  

http://kids.nationalgeographic.com/explore/countries/mexico/#mexico-dancers.jpg- This is a helpful website to gather information and pictures on Mexico.

http://www.history.com/topics/mexico  - This website provides great pictures and videos on Mexico.

http://www.kids-world-travel-guide.com/mexico-facts.html  - This website provides pictures and information on Mexico.

http://www.watchknowlearn.org/Category.aspx?CategoryID=3346 – This website provides videos for students to watch about Mexico.

https://www.youtube.com/watch?v=dKZiXR5qUlQ- This video is a great way to introduce digital storytelling to students.

file:///C:/Users/esquivbm/Downloads/storyboard.pdf - I would have students use this story board to help with their planning process of their digital storytelling.

http://www.microsoft.com/en-us/download/details.aspx?id=11132 – I would have to ensure students have access to PhotoStory to create their digital stories.

http://www.videowinsoft.com/videowin-movie-maker.html- Windows Movie Maker could be another resources students can use to create their digital storytelling.

References

Robin, B. (2006). The educational uses of digital storytelling. Retrieved from

http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf

Digital Storytelling

Virtual Field Trips

Educational technology hardware is improving each year. Each time I speak with our “tech guy” he’s always informing me of the new technologies coming our way. Our school is slowing switching over from desktop computers to laptops (even for all the teachers). Eventually, teachers will have a touch screen they carry with them around the room that allows teachers to manipulate while teaching. I’m super excited about this and hope we get to experience this hardware soon. I have noticed with each piece of technology that is added to my classroom, I grow as a teacher.

One of my most recent interests with technology is virtual field trips. My class just finished our unit on Mexico. We learned all about Mexico’s culture and important landmarks.  The students were very interested in all the places Mexico has to offer. Many of my students will never have the opportunity to travel to these places, so I thought why not bring Mexico to them. I started searching for virtual field trips to Mexico and came across this awesome site. We decided as a class to bring in Mexican themed food while “visiting” Mexico. Below is a picture of my class visiting Teotihuacan Pyramid while enjoying some Mexican treats! If you can’t tell from the picture, they LOVED it! We even used Google Maps to visit some of our favorite places. Next stop, The Caribbean!

            It’s moments like these that make me appreciate technology. I was able to utilize technology to assist my students in making real life connections. Unfortunately, I was not able to make these connections when I was in elementary school because technology was not in the place it’s in today. I think it’s a wonderful experience not only for students, but also teachers to share these moments with each of them. I know that some students will reflect back on their elementary experience and remember their “field trip to Mexico.”  

References

Mexico Virtual Field Trip (2017). Retrieved from http://www.youvisit.com/tour/mexicocity/80648

Media Literacy

            Every teacher has experienced a moment when a student poses a question that the teacher may not have answers to. I can say it has definitely happened to me! It’s important that students understand when we do not know the answers to a question, we research and explore the world for answers. I have caught myself saying, “Great question, research the answer and bring it to class tomorrow.” With the world at our fingertips we can easily access information to all questions. However, is the information we read valid or opinionated?

            According to Herold (2016) fewer than 4 percent of 7^th graders could correctly navigate the internet and determine the overall reliability of the information presented on a site. The University of Connecticut conducted a study and found many middle schoolers who believed that a new species of octopus lived in trees (clearly this is an issue). Herold (2016) also states “on every policy issue that has an impact on the daily life of ordinary citizens, there are private interests working to sway public opinion by pretending to be something they’re not. It misleads and blinds us” (para. 10).

            Is determining the reliability of resources properly being taught in classrooms? As educators, it’s important that we teach our students these critical thinking skills that will assist them when navigating resources. This skill is referred to as “media literacy- the ability to access, analyze, evaluate, and create information using multiple forms of communication” (Herold, 2016). So how do we do this? The National Center for Media Literacy Education explains that as teachers and students we must ask ourselves key questions:

·         Who paid for this?

·         When was it made?

·         Who might benefit?

·         What is left out of this message that may be important to know?

·         How was this information shared with the public?

Teachers can also require explanations on reference sheets. Students must provide clarification for each reference that was selected and how they distinguish if that source is reliable (Herold, 2016).

While teaching students media literacy it’s also vital that students understand plagiarism. I personally believe it’s important that we start students off as early as possible. For example, in third grade students practice finding evidence within the text to support their answer. I have noticed many students want to copy straight from the passage. I try to teach my students the importance of paraphrasing information and not taking credit for something that was not created by them. We practice many evidence based writing stems like: according to the text, the author states, in the story, etc. These are skills students will use for the rest of their academic careers. By teaching our students these habits early on, we are avoiding future issues with plagiarism and media literacy.

References

            Herold, B. (2016, December 8). Fake new, bogus tweets raise stakes for media literacy. Education Week. Retrieved from http://www.edweek.org/ew/articles/2016/12/08/fake-news-bogus-tweets-raise-stakes-for.html?preview=1&user_acl=0