Author Archives: jasminequezada

About jasminequezada

I’m extremely lucky to call Boise Idaho, an outdoor haven of a beautiful little city, the place I call home. I teach 4th grade dual language. This means that I teach native English speakers, Spanish, and native Spanish speakers, English, by using both languages to teach the regular 4th grade curriculum to nine year old’s. I also have an extremely creative and inquisitive seven year old son who keeps me playing, laughing, and on my toes all day long, he is my favorite person. My boyfriend’s name is Victor and he is my partner in discovering the outdoors, which is why living in Boise is perfect for us! While I enjoy being outdoors, I also love technology and all of the doors it has opened to humanity to learn, grow, and evolve. This is why I consider it vital for myself as an educator to delve deeper into this technological world so I can continue to serve as a guide for my students, in their discovery of the world.

EdTech 543: Final Reflection

Standard

Artifact Introduction:

During our final week in our Social Networking class, we were asked to reflect on our learning by:

  • Evaluating another group’s Social Networked Mini Curricular Unit
  • Developing a grading system for the evaluation
  • Writing a final reflection for the course about what we learned & plan to apply to our professional practice
  • Writing a self-assessment about our blog performance throughout the course.
  • Proposing a grade for our blog – out of 75 points.

Artifact #1 A: Screencast evaluation 

 

 

Artifact #1 B: Screencast & spreadsheet evaluation 

 

 

Artifact #2: Final Reflection

I absolutely loved this course & thought the benefits from taking it will affect my teaching practice in many ways. Below are the key components I learned from this course & how I plan to apply them to my professional practice.

  • Social Media Set Up (M. 1): When we first started the course I learned about several platforms that can be used for classroom communication that I had never really explored. Since the beginning of this course, I have created a class Google site for my classroom & have requested our school to create a Facebook page to keep parents in touch!
  • PLN & PLE (M. 2): When starting I had no idea what these acronyms meant & now I understand their importance and significance in the classroom. I appreciated that we got to create a PLN in the course & that we expanded our learning using these resources. This is one of my biggest takeaways!  I also loved working with Ally, Katie, & Ben the members of my PLN!
  • TweekDeck, Live PD, & Digital Footprints (M. 3): This was my favorite part of this course. Very eye opening! I had no idea that Twitter was such a resource. The live twitter chats & webinars that I participated in were so helpful. I plan on participating in more of these twitter chats in the future as I found them to be very beneficial and they expanded my PLN significantly. I want to share this with all of my colleagues as there is a wealth of information waiting on Twitter!
  • Content Curation (M. 4): I loved using  ScoopIt to curate content.  I thought that of the ones I explored it was the most user-friendly and allowed for easy curation and comments. Curation was something I had never previously considered & it even seems like a job I might one day want to look into.
  • PLE Diagram (M. 5): By creating my PLE diagram, I realized all the different things that make up my personal learning environment. This course helped my PLE to expand significantly & I hope that it will only continue to expand!
  • Research & Social Media Policies (M. 6): I loved having the opportunity to explore the policies other teachers employ to use social media in their classrooms. I loved synthesizing all of the things I learned in order to create my own policies. I liked working with my PLN & loved how our social media policy came out using the ABC’s.
  • Social Media Mini Unit (M. 7):  I think my PLN worked very well together and I love having the opportunity to use technology to collaborate. I think the unit we created is going to be very useful and that we employed social media effectively. I loved going through the peer review process through a screencast, I had never used Screencast-o-matic before & it was very user-friendly. I want to employ this wonderful idea that allowed me to see what other groups did for their  mini units in my own classroom since it was so easy to use.

I am excited that I have learned so much throughout this course that can be immediately employed in my own classroom. I know my students will greatly benefit from me being exposed to such great information. I give myself  75 out of 75 points on my blog posts because every post is very thorough. I made sure I included all that was expected by outlining the requirements at the beginning & then including a reflection/connection to the standards at the end of every post.

Reflection of Learning/Standard Connection:

AECT Standard 4.3  Reflection on Practice: In this assignment, I analyzed and interpreted data & artifacts & reflected on the effectiveness of the design, development & implementation of technology (social media) in my work in this course, in order to support instruction & learning to enhance my professional growth.

AECT Standard 4.4 Assessing/Evaluating: In this assignment, I designed & implemented assessment & evaluation plans using screencasting & a spreadsheet to align with learning goals & instructional activities (provided).

 

Resources:

 

 

EdTech 543: Social Media Policy

Standard

Artifact Introduction:

During our seventh week in our Social Networking class, we were asked to explore Social Network Policies by:

  • Exploring a variety of Social Media Policies 
  • Developing social media policies for our learning environment (in my case, my classroom).
  • Ensure that our plan includes at least 10 policies & plans to share/get feedback from students, parents, teachers, staff, & community members.
  • Post our strategies online via a blog post & class Facebook page.
  • Explore & give feedback to our course PLN’s policies via the comments section of their Facebook post or their blog post.

Artifact #1: Social Media Guidelines

Artifact #2: Reflection

In order to create the social media policy for my classroom, I explored a variety of resources including the Boise School District’s Responsible Use of Technology, Access, and Digital Communication  page since this is the District I currently work for. This is the closest document available to a social media policy and it served as a good starting place. Next, I visited Edutopia’s article How to Create Social Media Guidelines for your School and this helped to remind me to keep the policy connected to my own classroom culture and school environment. The Edutopia article linked to several helpful pages, one of my favorites was Intels’ Social Media Guidelines as they were surprisingly relevant to my own students and it made me realize adults needed some similar “guidelines” to abide by.  Even more helpful was New York City’s Department of Education’s page on Social Media since this was much more specific in referring to Social Media and its use in classrooms. I particularly enjoyed looking through the Social Media Guidelines for Students Age 12 & Under since some of the guidelines were very applicable to my fourth-grade classroom and inspired some of my own policies.

Next year, when I use this Social Media Policy in my classroom. I will begin by asking my students to help develop our classroom policy, as with classroom rules, I feel this would be more effective if the students have ownership of it. After students have suggested ideas independently I may post them for students to see & open the dialogue to see if we could combine ideas. After we combine ideas, I would double check the ideas we have posted with the ones I listed above to ensure we’re not missing any important ideas. Finally, I would make this living document available to parents and administration for feedback, more heads are better than one & both parents and administration are vital members of this team.

Reflection of Learning/Standard Connection:

AECT Standard 3.1  Creating: In this assignment, I created an instructional design product (Social Media Policies) based on learning principles and research-based best practices that I researched.

Resources:

Anderson, S. (2012). How to create social media guidelines for your school. Retrieved from https://www.edutopia.org/pdfs/edutopia-anderson-social-media-guidelines.pdf

Intel Social Media Guidelines. (n.d.). Retrieved from http://www.intel.com/content/www/us/en/legal/intel-social-media-guidelines.html

Responsible Use of Technology, Access, and Digital Communication. (2015). Boise School District. Retrieved from: https://goo.gl/GfJ6kW

Social Media Guidelines for Students Age 12 & Under. (n.d.). Retrieved from http://schools.nyc.gov/NR/rdonlyres/C5A1F024-5B97-4894-92FA-078F50FF06B8/0/SMG12andYounger.pdf

 

 

Ed-Tech 543:

Standard

Artifact Introduction:

During our sixth week in our Social Networking class, we were asked to explore ways schools are using Social Networking by:

  • Finding 10-15 educational projects that successfully using social networking & social media as teaching and learning strategies for our content/grade level. Ensuring that social networking was a central component.
  • Curate the located projects via one of the curation tools.
  • Write a brief description for each project that describes its connection to our content area interest.
  • Write a blog post about the key learning/ideas/applications about using social media in our teaching/learning environment we discovered through our research.

Artifact #1: Curation of Social Networking Projects

Artifact #2: Reflection

While finding educational projects that used social networking to enhance learning in the fourth-grade dual language classroom I was pleasantly surprised at the wealth of resources out there. I started by searching Skype in the classroom, which has it’s own page where there are lessons, virtual field trips, ideas, and a whole bunch of other information on how teachers have and are using Skype in their classrooms. It really made me appreciate how much teachers are ensuring that their classrooms are truly connected and preparing students to be active participants in the 21st century. There is a wealth of information out there on the reasons to use a blogging platform such as EduBlogs in the classroom to have students develop a passion for writing and to share their writing with an authentic audience, I explored some of these suggestions during my curation. I also explored Twitter, which I have started to feel more comfortable with because our classroom has our own Twitter account and we use it for reflection on a daily basis. Last year we also did started a #KidsPoetweet hashtag (& are hoping to expand it this year) where students wrote short poems and shared them to an authentic audience and even got to read others poetry! Instagram provided a wealth of ideas for the “dual language” portion of our classroom and using this network to develop vocabulary since images are such a great way to do so. It was so interesting to see how there are so many people out there sharing ideas & all we have to do is connect with others, share ideas & go off on our way to using social networking in the classroom as a tool to enhance student learning.

Reflection of Learning/Standard Connection:

AECT Standard 5.2  Method: In this assignment I had to apply research methodologies to find resources using social networking in the fourth grade classroom, solve problems and in this way enhance my practice.

Resources:

 

 

 

EdTech 543: Personal Learning Environments

Standard

Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore personal learning environments (PLE’s) by:

  • Creating a PLE diagram of our online communities
  • Representing at least 10 different online communities in our graphic and explicitly showing connections between the communities.
  • Post a link and screenshot of our PLE so our classmates could view it on Facebook & Tweet our diagram out using the #EdTechSN hashtag
  • Complete a Reflection via a blog post addressing the following:
    • What did you learn about yourself when looking at your PLE?
    • Visit your classmates’ (min. 6) PLE posts.  How does your PLE compare to other peers in class?
    • Write a self-reflection and a comparative analysis that discusses similarities and differences between yours and your classmates’ diagrams.

Artifact #1: PLE 

personal-learni_548_a2be3c54efb205dcb255c7495faacd8694f57608

Artifact #2: Reflection

Connie Malamed describes Personal Learning Environments as “A self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests” (Malamed, 2014) I thought of a Christmas tree because just like we collect ornaments over time to enhance our Christmas trees our PLE’s get enhanced over time with various tools. The tools are not in a hierarchical order just like our ornaments are not on our tree, but they are organized by type of tool (as seen by the labels). I purposefully put the collaborating tools outside the tree because collaboration happens regularly and with many of the same tools, when communicating, collecting, and creating.

When creating my PLE I learned just how many tools are a part of my PLE, I truly had no idea & that’s that I didn’t even include all of them! I also learned how many of the tools serve many different purposes for me. For example, I learned that the way I use FaceBook & Twitter has evolved from not only communicating but collaborating & this has only occurred recently. I also learned which tools I am more comfortable using as those are the tools that came to me immediately and which I am not as comfortable with, as those came later or didn’t come at all.

When I looked over my classmates’ (Mary, Ally, Kristen, Jana, Patricia, & Katie) PLE’s I found many similarities and differences.  Many of the tools that we included in our PLE’s were similar but there were many that I was not familiar with especially on Jana’s PLE (but this may be because she included a lot of tools). Many of us placed the same tools in different “categories” of our PLE. For example, Ally placed WordPress in collaborating & sharing while I placed it under communicating & creating. I think this is because we use the same tool for different purposes. This is great to see because it may inspire me to use WordPress as more of a collaborative tool as well. Overall, I found it interesting that we used so many different models with various “categories” to describe our PLE. Mary & I used the “4 C’s Model” of collecting, connecting, creating, and collaborating yet even though we used the same model our PLE’s were different. I think this can be connected to how everyone learns things differently. I love the we didn’t have to follow a particular model as it is apparent that we all felt different models better explained our PLE.

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 2.2 Using:  Collaborative Practice: – My PLE diagram, I demonstrated how I implement appropriate educational technologies and processes based on appropriate content pedagogy and distinguished the various categories I use to do so.

EdTech 543: Online Communities

Standard

Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore online communities by:

  • Find four online (educational-based) communities to join.
  • In order to go from lurker to participant, we needed to contribute content to the community in some way – asking questions, adding resources, etc.
  • Make  10 total contributions in any of form (comment, question, posting a weblink, adding a video or image, etc)

Artifact #1: Slideshow of screenshots of contributions

The majority of the communities I joined were through Google +.I also joined one community on EdWeb. I love that I get little alerts in the right hand corner of my webpage when logged into my e-mail to let me know that there has been action in one of the community blog posts I’m following on Google +. This helps me keep track of my conversations since there are so many communities I am now a part of.

The communities I joined & contributed to this week are:

Here is the evidence of my contributions to these communities:

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I have joined but am currently solely lurking not contributing to the following communities:

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By becoming a contributor in online learning communities I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and may be able to evaluate its impact on learners at a later time.

EdTech 543: Professional Development-Redefined

Standard

Artifact Introduction:

In the time between our third & fifth week in our Social Networking class, we were asked to explore Live Virtual Professional Development by:

  • Attending & contributing to four (4) live webinars.
  • Attending & contributing to four (4)  live Twitter chats.
  • Write a blog post on the webinars and live chats we attended.
  • Describe how we contributed, & what we learned both in terms of content and the process of doing real-time professional development.
  • Demonstrate through screenshots and/or a copy of the live chat how we participated.

Artifact #1: Webinars

The majority of the webinars I attended were on technology in the classroom through Simple K-12. They were wonderful! The last webinar I attended was from a private vendor who I follow on Facebook called Create-abilities.

  • 10 Activities that will have students moving with Mobile Devices
  • Easy QR Code Projects to Differentiate & Energize Learning
  • Creative & Engaging Mobile Assessments for Active Learning
  • Math Tasks: Proven Methods that will Transform your Math Block

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I loved the Simple K-12 webinars because of the back channel chats that I could participate while the facilitators presented their material. I was able to connect with several different teachers I am still talking to and collaborating with. One in particular, has another fourth grade class with whom my class has begun chatting with using Google. I contributed to these chats by presenting my own ideas of how I used technology (mobile devices, QR Codes,  & mobile assessments) and then by taking notes. The wonderful thing about these “notes” was that the “notes page” was shared therefore all of our notes were available for everyone to see/use. Specifically, I am putting into place many of the ideas I got from a few of the webinars, like using QR Codes with voice recordings (I plan on using that in my Spanish courses for students to practice speaking) yay! The Math Tasks webinar by Create-abilities was my least favorite because the presentor removed the “backchannel” & “chatting” options. She said that previous attendees had said it was ‘distracting’ from her presentation, however I didn’t think that was the case at all for the other webinars I attended, quite the contrary, I felt they enhanced the presentations because of additional ideas that were shared. In the Math Tasks webinar I did participate by answering surveys and asking questions directly to the presenter via e-mail. I didn’t enjoy this as much because I felt it was more of a sales pitch. Lesson learned, webinars from private vendors will try to sell. 🙂 I did get some ideas on organizing my math block more effectively and I’ve tweaked with that some to apply some of the ideas I learned.

Artifact #2: Twitter Live Chats

Twitter Live Chats are now one of my favorite things. It is seriously the fastest way to make an hour go by. These chats are SO fast paced and there are so many people participating in dialogue all over the world, it’s amazing. I ended up particpating in 8 but I am presenting my five favorites, that I hope to become a regular participant in, they are:

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There is NO WAY to be conducting professional development without using Twitter Live Chats, that is my conclusion after participating. I’ve never learned so much about education and specifically best practices that are working right now in other places all around the world. In the #langchat I particpated in I shared some ideas of how I use podcasts in the classroom to help students practice speaking and learned about a slew of really helpful foreign language teacher blogs that it seemed everyone else knew of and loved. The #whatisschool topic was “Using Modern Tech to Enhance Learning” so it was right up my alley of interest. I learned various tools people are using, in particular blogs that teachers are employing in their classrooms and shared how my students use QR Codes during math centers. Out of pure interest and curiosity I participated in the #geniushour chat. I have been enthralled by genius hour ever since I first learned about it and in this chat I learned how others are bringing genius hour to life in their classrooms. I shared ideas on how to create a safe and flexible learning environment but I felt that I benefitted the most by seeing how it putting something like this into play in the classroom isn’t so scary after all. The #edtechchat focused on digital textbooks for this session and that wasn’t too exciting for me but I was still able to learn how much digital textbooks have evolved and heard the case for employing them more often in the classroom from many participants. I don’t feel like I contributed much but did answer all questions based on my experience with digital textbooks as a graduate student. My favorite was the #4thchat probably because I was surrounded by others in my same 4th grade “world”. I shared quite a bit about the flexible seating I am doing in my classroom and even ended up e-mailing back and forth with a few other participants to brainstorm ideas. I learned a lot about how to add movement into the classroom, in particular using The Walking Classroom, for which I am already in the process of filling out an application for a grant to try and implement it at my school.

Twitter Live Chats were the game-changer for me as a teacher. I cannot believe I had never participated in this before. I also wish that schools evolved to help teachers learn using this “evolution” of professional development. There is so much to learn and Twitter is making creating those connections so easy.

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By participating in virtual live profession development I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and will later be able to evaluate its impact on learners.

EdTech 543: Curation in Action!

Standard

Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore curation by:

  • Developing a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality & value of an education-related curated topic with our PLN.
  • Using a curation tool like Scoopit, Educlipper, LessonPaths, PearlTrees, Livebinders, etc. curate a topic (with 25 resources) of our choice, applicable to our content areas and/or grade level.
  •  Post it on any platform (Facebook, Blog post) so both us & our mini-PLN group can give feedback to one another using the criteria we developed.
  • Self-assess the value of our own curation using all of our group’s curation criteria in our assessment (& post the results in the comments section where we posted our link to the Curated Topic)
  • Assess our group members curation’s using the same checklist & ensuring that we again, use all of our group’s curation criteria in our assessment, noting what was especially noteworthy & also what needs further development/tweaking. 

Artifact 1: Curated Content

The Classroom Redesign: Flexible Seating  

screenshot-36

Artifact 2: Self-Assessment using Curation Criteria

Reflection:

The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the content curation I needed to select and use technological resources and processes by conducting research on curation and applying it to curate. I did this to learn how to and provide information for others on how to effectively support student learning and to enhance our pedagogies.

AECT Standard 4.3 Reflection on Practice: In order to create my content curation I needed to  analyze and interpret the curation criteria data that my PLN compiled and ensure that my content curation reflected the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance my own & others professional growth.

References/Resources: 

ScoopIt

EdTech 543: Curation

Standard

Artifact Introduction:

During our fourth week in our Social Networking class, we were asked to explore curation by:

  • Decide upon & develop a curation criteria with our mini PLN group.
  • Decide as a group which collaborative online tool to use to complete this list of criteria & a format to use
  • Reviewing the readings and resources about curation.
  • Based on the readings, develop a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality and value of an education-related curated topic.
  • Ensure our checklist of criteria includes an APA formatted in-text references and a reference list of the sources that influenced and informed that list.
  • Post a link to our group’s checklist on the class Facebook.
  • Reflect on the process of creating the checklist and working as a group in the comments section of the Facebook checklist post and blog entry.

Artifact: 

Reflection:

The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the curation criteria artifact I needed to demonstrate the ability to select and use technological resources and processes by conducting research on curation and the criteria to most effectively support student learning and to enhance my pedagogy.

AECT Standard 4.1 Collaborative Practice: In order to create the curation criteria artifact I needed to collaborate with my peers in my PLN and utilize information and ideas from subject matter experts. I did this to develop criteria for curation that will later have a  positive impact on learners.

References/Resources: also included in artifact

Birt, N. (2016, May 3). Why You Should Invest In Content Curation – ScribbleLive. Retrieved from http://www.scribblelive.com/blog/2016/05/03/invest-content-curation/

Dork, Marian. (2011, May). The information flaneur: A fresh look at information seeking. Retrieved from http://mariandoerk.de/informationflaneur/

Bhargava, Roberto. (2016). The 5 models of content curation. Retrieved from http://www.rohitbhargava.com/2011/03/the-5-models-of-content-curation.html

Dougherty, J. (2015). 8 best practices for content curation. Retrieved from http://www.cision.com/us/2015/03/8-best-practices-for-content-curation/

Hoffman, V. (2015, July 6). 5 Tips for More Efficient & Effective Content Curation. Retrieved from https://hub.uberflip.com/blog/content-curaton-tips

Kanter, B. (2011, October 4). Content curation primer [web log post]. Retrieved from http://www.bethkanter.org/content-curation-101/

Lauby, Sharlyn. (2014, June 26). Informal and social learning through curation. Retrieved from https://www.hrbartender.com/2014/training/informal-social-learning-curation/

Oxnevad, S. (2012, August 16). 3 free tools to curate content. Retrieved from http://gettingsmart.com/2012/08/3-free-cool-tools-curate-content/.

Popova, M. (n.d.). CURATOR’S CODE. Retrieved from http://www.curatorscode.org/

Rosenbaum, S. (2010, May 3). Why content curation is here to stay. Retrieved from http://mashable.com/2010/05/03/content-curation-creation/#O2I_xRM6VaqN.

Stringfellow, A. (2016, April 14). 31 content marketing experts share their #1 tips and best practices for effective content curation. Retrieved from http://www.docurated.com/all-things-productivity/content-marketing-experts-share-their-1-tips-and-best-practices-for-effective-content-curation/

Weisgerber, C., & Butler, S. (2012, March 5). Re-envisioning Modern Pedagogy: Educators as Curators. Retrieved from http://www.slideshare.net/corinnew/reenvisioning-modern-pedagogy-educators-as-curators-11879841

White, N. (2012, July 7). Understanding content curation [web log post]. Retrieved from http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/

Zhong, C., Shah, S., Sundaravadivelan, K., & Sastry, N. (2013, July). Sharing the Loves: Understanding the How and Why of Online Content Curation. In ICWSM.

 

EdTech 543: Digital Footprints

Standard

Artifact Introduction:

During our third week in our Social Networking class, we were asked to explore digital footprints take a call of action by:

  • Research our own digital footprint
  • Reflect upon our lives in a world where digital footprints are inevitable
  • Share what we discovered when researching our own digital footprint
  • Research digital footprints in academic articles
  • Formulate a plan (10 individual strategies with supporting references) to develop a positive professional online presence & ensure that your reputation remains “safe” and positive.

Artifact Part 1: My Digital Footprint

Upon researching my own digital footprint, the only thing I found is this blog site I am writing upon today, with my educational technology portfolio. After narrowing down my search by including “Boise” (the city where I am from) in my search, I found a couple other articles that referenced me. One is the meeting minutes of a square dancing club here in Boise with notes to contact me if anyone in the square dancing club would like to volunteer in our fourth-grade rendezvous event. Another is the meeting notes to the Board of my high school that includes a petition for me to graduate a year early.

I have a 2 Facebook accounts, an Instagram, 2 Twitter accounts, and a SnapChat account among others. I have found that having two Facebook accounts, one for my professional use and another for personal use helps me ensure that I am cautious of my posts. I also have made all of these accounts private and regularly ensure that nothing is visible unless you have specific permission. That being said, living in the USA is now synonymous with “living in a digital world”, my parents who did not have social media accounts until last year, have been on Facebook for many years prior on other people’s posts. It is no longer simply a manner of ensuring that you

That being said, living in the USA is now synonymous with “living in a digital world”, my parents who did not have social media accounts until last year, have been on Facebook for many years prior on other people’s posts. It is no longer simply a manner of ensuring that you only post what you would feel comfortable being “broadcasted on the daily news” but that your behavior, in general, is one that you feel comfortable sharing. Being in education brings that up a notch, as our public image is one that we can never truly escape, everywhere we go we can encounter a student, colleague, parent, or prior students, colleagues, or parents. Because of the wonderful impact we have on

Being in education brings that up a notch, as our public image is one that we can never truly escape, everywhere we go we can encounter a student, colleague, parent, or prior students, colleagues, or parents. Because of the wonderful impact we have on so many lives, we are also in the public eye of so many people, that is something we should remember. Students and everyone around us have a glimpse of our lives, based on our digital footprint.

Artifact Part 2: Digital Footprint Plan

  1. Who is the digital you?: To begin creating a plan to create/ensure a positive professional online presence you must first begin by finding who you are online by “Googling” yourself. This should be done regularly on various different search engines. (Linaker, 2016)
  2. If it’s not nice…nothing at all: “Accentuate the Positive” (Creating, 2015) by avoiding wording that can come across as unreasonable, illogical, or closed minded by avoiding harsh criticism and keeping language positive.
  3. Use it: Creating online lessons such as webquests, video lessons, interactive lessons, etc are the exact type of things you want your signature on online. These online lessons & the sharing of these lessons via networking are the keys to our positive digital footprint as educators and demonstrate our professionalism. (Costa & Torres, 2011)
  4. Build the Brand: “Building a teacher brand can feel like an act of hubris that goes against a core teacher value: humility.” Teachers are known to be selfless givers and “tooting ones own horn” is tough to do for some however if you share what you do online others can benefit and it serves as a form of self reflection which is vital for growth. (EdSurge, 2015)
  5. Find your Tribe: The internet serves many purposes but one of the most powerful is it’s enabling of making connections. Using the internet to join groups for various different purposes being personal or professional has the power to change the world. When forces are joined, change occurs. (Creating, 2015)
  6. Go Old School: A good connection online can take you places, there is no doubt about it. However, there still is something about that face to face connection. Don’t forget to publish your work and then let others put your face to your name by being present at conferences and even taking it a step further by presenting! (EdSurge, 2015)
  7. Evolve: Mother Nature and the internet both do a wonderful job of modeling evolution. Encouraging us to “be a flexible, life-long learner, willing to accept and embrace change, willing to make a mistake and be wrong” (Stansbury, 2011). The internet facilitates and demands that we evolve, we must seek change, growth, and move with the motions if we are to succeed.
  8. Paint the Best Picture: Paint the best picture of yourself, not an inaccurate picture but the best picture. What you want people to see and ultimately judge you by, because this is what will be occuring. Keeping personal information off the internet is best practice, the internet is not a personal journal of self reflection but a record of your life as others will perceive it. (Kuehn, 2010)
  9. Lead: The children of today know not of a time before the internet, before their lives were broadcasted (without their consent and even knowledge), before selfies. Therefore, it is our job to be the example, beign a part of the online world is what we owe to our children, so we can help them navigate the digital world we created for them. (Kuehn, 2010)
  10. Prepare & Plan: Always have a plan for when things don’t go as planned. The internet is the digital world and things never go as planned in the world. Being prepared for criticism, spreading of false informatin, and for the times when “things don’t go as planned”. (Wainwright, 2012)

Standard Connection:

AECT Standard 5.3 Collaborative Practice:In order to write this blog post and conduct this reflection I had to research and ensure that I continuously practice using accepted professional and institutional guidelines and procedures.

References/Resources:

Costa, C., & Torres, R. (2011). To be or not to be, the importance of digital identity in the networked society. Educação, Formação & Tecnologias-ISSN 1646-933X, 47-53.

Creating a positive online presence. (2015). San Diego State University. Retrieved from: http://bit.ly/2dsn32P.

How to Build Your Teacher Brand (EdSurge News). (2015, December 23). Retrieved September 26, 2016, from: https://goo.gl/n1E4gO

Kuehn, L. (2010). Manage your digital footprint. Teacher Newsmagazine, 23(3).

Linaker, E. (2016). How to develop a digital presence for professional success. Entrepreneur Middle East.  Retrieved from https://www.entrepreneur.com/article/275398.

Stansbury, M. (2011). Five characterisitcs of an effective 21st-century educator. E-School News. Retrieved from: https://goo.gl/vvMi1

Wainwright, S. (2012). 5 tips to build an online reputation. Business to community. Retrieved from: https://goo.gl/Mju2LP

 

EdTech 543: #Tweet #PD

Standard

Artifact Introduction:

During our third week in our Social Networking class, we were asked to engage in professional development using Twitter by:

  • Explore professional development hashtags that we were interested in following
  • Follow five hashtags by using a Twitter client such as Tweet Deck
  • Share the hashtags we are following & explain three new things we learned by following them
  • Formulate our thoughts  about using Twitter as a form of just-in-time professional development via our blog post

Artifact: 

Upon much exploring and spending countless hours on Twitter & still not being able to narrow it down to five hashtags, I decided to follow:

  • #duallanguage
  • #langchat
  • #TESOL
  • #latinoedu
  • #ipaded
  • #multiliteracy
  • #edtech

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I teach fourth grade dual language (50% curriculum in Spanish & 50% curriculum in Enlish), we don’t have the resources necessary to “reach” all children in this model, therefore, Twitter has provided me with an abundance of resources. The #duallanguage hashtag allowed for me to find some excellent research based articles on dual language including triumphs and doubts. I also learned about a US Dept of Education talk that will occur later this week on multiliteracy & dual language. After exploring the #langchat hashtag I ended up re-writing my plans for the week TWICE. There was so much out there for me to learn to share with my students, for example, I am going to have my kiddos further explore Hispanic Heritage Month (which I am now also following on Twitter), that was a new one that I wasn’t following at the beginning of this post!). I found this super neat activity that is sure to engage my kiddos, let them use technology as a tool to expand their learning, and get the speaking, writing, reading, and using the language.

Based on the extraordinary amount of time I have spent learning and enhancing my educational practice because of the connections Twitter has helped me form, I cannot fully express how wonderful Twitter is as a tool for just-in-time professional development. The ability that it has to allow for conversations world wide, sharing of resources, and communicating ideas/concerns is so powerful. This is a tool that is ivaluable for educators in this day & age, in fact, how did educators ever survive without it? Gracias Twitter!

 

Standard Connection:

AECT Standard 4.1 Collaborative Practice: To create this creative reflection I analyzed COPs, PLNs & the theory of Connectivism & then used the knowledge I gained, to develop a Prezi that accurately portrayed my interpretation of these concepts & their interconnectedness. This helped me develop a deeper understanding of each concept and how they relate to one another.

In order to add to and organize my TweetDeck I needed to explore my resources which inevitably lead to my collaboration & professional development with peers and subject matter experts all over the world to analyze learners, develop and design instruction, and evaluate its impact on learners.

References/Resources: