Every day, we see students struggle with how to
mindfully manage the potential and power of their digital devices.
With our TechforEd initiative, and other 1:1 school programs, it’s become obvious that students need time to examine the consequences of their online activity. Here are some reasons why educators should take the lead in promoting digital citizenship curriculum inside their classroom and some helpful resources for how to implement.
The number one concern we hear from teachers across our district is related to inappropriate use of technology by students in the classroom. With our TechforEd initiative, we knew we would need to provide instruction and guidance for staff and students around this topic. Jeffco’s Digital Citizenship scope and sequence and associated supports are built on Common Sense Media’s research based curriculum. This school year, resources are released monthly to schools and include lessons, activities, reading materials and family communication. If you are new to Digital Citizenship, these free resources are a great way to engage your students.
2. Incessant multitasking
If we want students to thrive in the digital world, they must be taught and have time to practice sustained attention. This is not a new practice, but urgent in the current environment. In the classroom, we can (and should) offer students incentives to engage in undistracted learning on their devices.
1. Time their engagement
ex: if students are on task for __ minutes, they get 2 minutes of YouTube
2. Create more engaging digital tasks.
ex: Create slideshows in Pear Deck, allowing for digital interaction with the content
3. Give students choice in how they show they learning.
ex: a typed essay, a Google site, a WeVideo, a podcast using Soundtrap, a digital poster using Google Drawings or Boardbuilder in Discovery Education
Educators tend to have two major assumptions. First, we assume that as digital natives, there is no need for teaching students how to use technology. Second, technology comes in many forms and we tend to lump it all together. In reality, the quality of the tools and devices matters. Remember creation vs. consumption. Engaging with an educational app (like Book Creator) for one hour per day is far more valuable than something that provides entertainment.
Tracy has been teaching in Jeffco for nine years, eight of which have been at Dakota Ridge. She is from Atlanta, GA. and has a BS in Management from Georgia Tech. Tracy also completed a post-baccalaureate program at Georgia State University in Secondary Mathematics Education and is working to finish her Masters in Mathematics in the fall. Tracy and her husband moved to Littleton, CO. in 1998 where she was a stay at home mom for the first few years. In 2001, she went to work for the Lakewood Police Department as an Investigative Technician. She then left the LPD in 2010 and returned to the classroom. Her son graduated from Dakota Ridge in 2011 and her daughter graduated from Lakewood High School in 2014. She likes to run, play soccer, and go to the gym.
Tracy currently teaches trigonometry and Integrated Math 3. The Math 3 class is comprised entirely of juniors who are working on a math Capstone Project to fulfill the new graduation requirement. Tracy uses technology almost everyday in her math classroom. Thank you Tracy for sharing your expertise with us!
This school year, I started teaching Trigonometry. The school has a set of books that the students can use in the classroom but the students cannot take the textbooks home. I saw students taking pictures of problem sets from the book. They did not take pictures of any of the examples, definitions, or formulas. I also noticed that students rarely used the textbook if they had access to the material electronically.
Nick Steinmetz (Jeffco Ed Tech Specialist) and our DTL Robin Luster, did professional development training at the start of this school year that included a brief overview of the new digital tools that were available throughout Jeffco. Book Creator was one of those tools. Initially, I was not interested. Nick used the example of English teachers using Book Creator; and I thought how fun it would be to have my math students write pages of a math book. From that "aha" moment came a spark. What if I wrote a book for my students?
This is a snapshot from the Unit 1 book. It has a link to a Geogebra activity and an example video about Coterminal Angles.
It did not matter how enamored I was of the Trigonometry Unit 1 book, because the true test was whether or not the students found value in it. I put a link to the book on Google Classroom and told the students that it was there. Not only did the book contain the Google Slides presentation that I would use in class but it had so much more, including homework for each lesson. Below is the Google Classroom post I showed my students when I introduced them to the book.
Here are the current playlists. Please share this resource with your staff and fellow teachers!
Read&Write for Google
We’re constantly working to make this a better resource. Please reach out to your EdTech Specialist if you have ideas for videos or questions that aren’t answered with the current video offerings.
Innovating with Google keep in the math classroom
G Suite Learning Center: Google Keep - goo.gl/AMAbXb
EquatIO for Google- goo.gl/NYrzj2
Convert PDF and Photo Files to Text - goo.gl/L8UQN9
Staff Personal Accounts on ChromeBooks
History Settings on accounts
Less Secure Apps
Chromebook Tips & Tricks
Four amazing Google Innovators led sessions throughout the day. Burt Lo (@trubol) came from the Modesto area where he is Director of Digital Curriculum & Instructional Technology. John Stevens (@jstevens009) is a math teacher from Southern California who is an author and hosts the website WouldYouRatherMath.com. Kim Randall (@scubagirl810) is a teacher and a co-author of Bring the World to Your Classroom: Using Google Geo Tools. Christy Yacano, DTL at Sierra Elementary, said, “The session leaders were insightful with new innovative ideas to use the Jeffco-purchased tools with kids that are engaging and promote deeper learning.”
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