ISTE 2 Connecting Students Globally

ISTE 2 discusses communication and collaboration "Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others."

The subsection that I focuses on in this standard is "Develop cultural understanding and global awareness by engaging with learners of other cultures". I was originally attracted to because I really believe that the best way to become gain more knowledge of other cultures is from experiences with individuals from those cultures. I questioned myself to look for ways to engage my future kindergartners with others across the globe in a way that is safe and appropriate. Through my investigation I found kidblog.org ( https://kidblog.org/home/ ). This is a site that you can pay for (one of my peers discovered that it is $44 a year or $9 a month) and have access to interactive portfolios and blogs for your students. What drew me to this site is that it can be used from kindergarten to high school. Student can create an avatar and can personalize their portfolio, even make vidoes. This site makes it easy to connect to other classes that use kidblog by following another class or entering in your search criteria.
https://kidblog.zendesk.com/hc/en-us This link to the left is a link to their help page. I am posting it because it helps you understand the site more providing links to classroom examples, FAQ, tutorials and webinars.
Another site that one of my peers help me find is http://www.epals.com/#/connections . This site is different from kidblog because you are connecting individual students to individual students, rather than whole classes collaborating on a project. This could be a great way to create unique and genuine friendships between students on your class to other in different cultures. What I like about this site is that you can select an age range, the youngest age is 3!

I appreciated this section of researching because it is so important to connect students to other students who are different from them. I was not aware that there are SO MANY sites out there that make this possible for even our kindergartners (or preschoolers). I hope to utilize both of these sites with my future students. I know they will benefit from it and so would I!

ISTE 1 Module Creativity and Innovation

Triggering Event

How can students demonstrate creative thinking, construct knowledge, and develop innovation products and processes using technology?

My Personalized Triggering Event Question

With so many apps and technological resources to choose from, how do I figure out which apps are effective and which apps are not before implementing them into my curriculum?


There are millions of apps available for mobile devices that I really wanted to spend time figuring out how I can choose an app that is appropriate and effective for an instructional aide. In an article written by Min Wook Ok, Min Kyung Kim, Eun Young Kang, and Brian R. Bryant titled How to Find Good Apps: An Evaluation Rubric for Instructional Apps for Teaching Students With Learning Disabilities I learned how to find effective apps.

When evaluating an app you want to look at objective, strategy, examples, practice, error correction and feedback, item error analysis, progress monitoring, motivation, navigation, font, customized settings and lastly, content area and bias. Below I have created a table the describes the qualities of the highest ranking apps according to Wook Ok, Kyung Kim, Young Kang, and Bryan. The authors go into greater detail in each area and I do recommend reading the article to better understand the information below.

Evaluating Apps Tips from Min Wook Ok, Min Kyung Kim, Eun Young Kang, and Brian R. Bryan
Objective	Clear and concise Easy to find
Strategy	Broke down into manageable and connected chunks Encourage, reinforce, and assess
Examples	Provides 3-4 examples for each concept or skill that make connections between instructional skills Examples model the concept or skill
Practice	Consistent and regular practice opportunities At least 5 opportunities to practice the concept or skill before moving on to the next step
Error Correction and Feedback	Notifies the student of correct/incorrect responses and are given the correct answer
Item Error Analysis	Keeps records of the types of errors that the student is making and provides a report
Progress Monitoring	Total point are provided Progress alerts are detected by a tracking system
Motivation	Constantly maintains student engagement during the entire learning process
Navigation	Easy and simple Students can easily get assistance Accessible (meaning simple, consistent and straight forward)
Font	Font size is sufficient and modifiable Font is easy to read
Customized Settings	Available customization settings to individualize for each student
Content Area and Bias	Content is free of errors and up to date Free from bias (like race or gender)

The main idea with this article and finding apps that are of good quality is to research it! Do not just blindly allow your students to use apps that do not meet the standards in the table above. Something that I noticed, and perhaps you agree or disagree, that many of these areas to evaluate seem to mirror types of good instructional strategies. I do think that this is the key to choosing an effective app.

Reflection 2 - Learners in Context

Our discussion on Nature vs nurture has been one of my favorite discussion because it was great to hear about the many different yet similar opinions. In particular Chad Johnson had a very unique take on it because his example mentioned his young twins. You could make the argument that his twins have had the same 'nurture' experience and yet he sees differences in their natural abilities. This to me is a great example of how there are biological predispositions. Our textbook stated that most developmental psychologist believe in the combination of nature and nurture rather than one or the other and I would say that our class agrees with this perspective. 
Another interesting topic that we have covered thus far is the chapter describing stage theories. I have always been fascinated when discussing stage theories because of it attempt the describe how we humans develop as we grow. Its also draws in my attention because Piaget is always discussed during a stage theory debate. While there are so many flaws (also addressed in our textbook) there is really some good information that does explain development. Specifically I think of the sensorimotor stage of development. Piaget described the type of learning during this time of growth to be all in the actions of the baby and not in the mind. Rather or not I completely agree with this or not is irrelevant because I can absolutely know what Piaget was getting at. Babies learn through experiencing not necessarily through thinking. During my time working at a Daycare we would think of all the different sensory experiences we could give the younger children: Soapy water, different types of fabric, rubber, etc. You could just see the expressions of pure amazement on their faces as they took in this new information and store it away. 
As for the information on the curriculum that is going to come I am really looking forward to the chapter titled "Language Development and Linguistic Diversity". I hope and also expect the authors to provide some really good information and research on the subject and I am excited to hear about it!

Reflection 1 - Learners in Context

I studied child and adolescent development at EWU, my bachelors degree is in developmental psychology with my focused age group being childhood and adolescence. I feel that I am familiar with concepts in this area even though it has been a couple years since I graduated. Our prompt asks us to say what we know about child and adolescent development and that is not the easiest thing to put into one reflection. I can say, however, that one of the most influential concepts that has shaped the way I interact with young people is that every interaction that you have with them could have a huge impact on their lives with out you ever realizing it. Childhood through adolescence is the most important time period in a persons life, it is the time when we look to the world for guidance. This vulnerability is something that I always remember when working with children, knowing that they are building trust, love, respect, good behavior and so much more based off of those who are closest to them. One of the most influential person in a child's life is their teacher, which is probably why I chose the path I did, I wanted to use what I knew to be a good influence in the lives of children. I am currently waiting for our textbooks to arrive and looking forward to reading it because I have read many books on development but none specifically geared for educators.

Course Reflection

A good teacher in my opinion is a teacher that is continuing to better themselves so it makes complete sense that the 8^th rubric for a distinguished teacher is about professional practice and development. Part of this rubric describes a teacher that collaborates with others in their profession, takes initiative and seeks feedback. While there are so many facets of this rubric and how to go about being fulfilling this standard cultural responsive teaching comes to mind. There are so many dimensions to cultural responsive teaching but it really begins with your own culture.

A lot of Americans say that they do not have culture and this couldn’t be more wrong. Culture males up who you are as a person and how you interact with the people around you and being aware of your own cultural bias is a step in the right direction. I, myself, come from a lower socioeconomic economic household, half of my life was spent as a military child so we moved around a lot, I am a white female, my parents are divorces, my mother remarried, I am the oldest of 4 children and education was not important in my household. All these things can create connections with my students or it could possibly lead to a disconnection because I might not know where an individual student is when they walk through the door every morning. This fact is why it is so important to get to know your students and where they come from.

Discovering the world that your students comes from brings me to my most important point because the only way to know your students better is to ask! Ask about their lives and traditions. Being ignorant about someone’s culture doesn’t make you dumb or a bad person but when you hide behind the ignorance it is your students that suffer. There are so many opportunities that you can create within the class to get to know the children more. Below is an excerpt from an article by Elizabeth B. Kozleski titled Culturally Responsive Teaching. This specific passage reiterates my point but adds to it. As the author states below this is learning more about your students can outline the differences between perspectives which can give you a further understanding. This entire article really dives into the topic and I have made sure to save a copy for further reference in my career.

Learning is a part of teaching, not just for the students but for the teachers as well. Each year I hope that my culture competence increases and I can create the type of classroom environment that will facilitate learning for all children from whatever background they come from. As a teacher you should never stop striving to learn more and there are an unlimited amount of tradition and cultures that you can learn about. Take classes, go out and experience events that might not be a part of your culture and ask questions!

Program Standards and Elements of a Model Entry

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Professional

Getting to know Sarah

I was born in Sacramento, California and moved to Washington when I was in kindergarten so Washington is where I consider my home. I am the oldest of 4 children, my sister is 2 years younger than I am, the older one my brothers is 6 years younger than me and my baby brother is 10 years younger. When I graduated from north Lakewood High school I headed over to Cheney, WA to attend Eastern Washington University where I graduated with my BS in Applied Developmental Psychology. I lived there for 8 years and gained many friends who I consider family. I moved back to western Washington at the end of the summer of 2016 so I could begin my journey to teaching here at SPU.

Interest and Experience in Education

I have always known that I wanted to work with children, from babysitting to daycare teacher, being in an environment with children was where I would be happiest in life. Last year I directed my focus as to the school district and got a job as a Para educator for the special education department in Spokane School district. After spending some time in the classroom I knew this was where I wanted to be and so I focused all my energy to becoming a teacher.