Voice Thread on "Spicy" Adjectives and Verbs in Writing.

 This Voice Thread artifact walks through examples of adjectives and verbs, and how these language components can enhance the quality of writing.  Students are given the opportunity to share with the class community their own favorite adjectives and verbs in the comments, so that personal databases of words can be expanded.  

Voice Thread Adjectives and Verbs

Constructionist/Constructivist in the 21st-Century Classroom

At some point, education became less about the process and more about the results. Numbers, statistics, rankings, etc. became the measurement by which schools and students were assessed. No considerations were given about the qualitative aspects of the student experience, merely the quantitative. A focus that brings back the tangible and meaningful work to the classroom is constructionism and constructivism.

To differentiate between these two concepts, constructivism is the theory that individuals create knowledge on their own with each experience they have. In contrast, constructionism is the ideology that students need to construct tangible, physical, or shareable artifacts in order to absorb valuable knowledge (Laureate Education, 2015). In a sense, it is a mental construction versus physical construction. As it relates to the classroom and providing real-world experiences, I see the immense value a constructionist approach can have. As anyone who has ever learned a new skill or methodology knows, it is the practice and application process that solidifies this new knowledge to stick. More importantly, it makes the skill or task engaging and a higher likelihood that the new knowledge will stick.  

In the scholarly article I found this week, researchers showed that constructivist classrooms are more effective than traditional classes, as demonstrated by appropriate constructivist measurements (Rosen & Soloman, 2007). A constructive and constructionist approach to education requires a classroom environment that fosters the creative and growing process. A classroom that engages learners in learning, encourages question-asking, confronts concepts and misconceptions, and extracts essential concepts and skills from examples and experiences will provide the atmosphere necessary to implement these theories (Orey, 2010). On a student-skill level focus, constructivist classroom atmospheres foster critical thinking, flexibility, and creativity, as outlined in the popular resource I found (Machado, 2011).  

A constructionist approach to the classroom pairs perfectly with technology. Tech resources allow students to create and build via resources like PowerPoint, website builders, video production, and many others facilitate shareable creations between students and the world beyond the classroom (Laureate education, 2015). A vital aspect of these tech resources is that they pose a problem, both in addressing the given task they are being used for as well as technical and formatting issues that may arise. This puts students into a disequilibrium state, which is essential for their growth and acquisition of new knowledge. The essence of constructivism is that students accommodate or assimilate new knowledge to their existing knowledge. Students do this in pursuit of maintaining equilibrium or balance within the brain where knowledge and meaning make sense (Laureate Education, 2015). By placing students in a state of disequilibrium, their minds must work harder to make sense of the new information they are being exposed to, thus contributing to piste educational growth. Technology allows for this place of growth by providing the creative mechanism for the task assigned and the technical knowledge and skills necessary to utilize the given tech/digital resource.  

A great way to get students into the constructionist mode is through problem (or project)-based learning. As Pitler et al. (2012, p. 144) states, “Problem-based inquiry is an effort to challenge students to address real-world problems and resolve realistic dilemmas. Such problems create opportunities for meaningful activities that engage students in problem-solving and higher-ordered thinking in authentic settings”. This instructional process engages students in a manner that can not be replicated with direct instruction and puts the skills/knowledge being taught into a real-world applicative. As an educator proceeds with a problem-based learning plan, it would be helpful to pose the problem to students before they begin any learning processes, so that they can keep the initial problem in mind as they move forward with focus and intentionality. Problem-based learning paired with technology is a dream team combination for constructionism in the classroom. It provides the key components of disequilibrium and tangible creations throughout the process from which students will grow.  

For example, a teacher could pose the problem of an environmental incident that happened in the local community. Students would initially begin with a brainstorming session of potential solutions, refraining back to background knowledge and hypothesis that could help. Students could then move forward in the design process by constructing plans, designs, or experiments that would allow them to solve the problem. The final step would be allowing students to implement their ideas and conclude the findings. Students are using higher-level thinking skills that put them into a state of disequilibrium during the entire process, with the problem-based question guiding their actions. A myriad of academic topics can be tied into a project/problem-based learning lesson (obviously and subtly) with language arts, math, science, and history, to name a few (Laureate Education, 2016).

I am eager to incorporate more problem-based learning in my classroom this upcoming school year. In the past, I have used it for scientific seed-growing/data collection and devising physical structures inspired by famous storybook dwellings. Moving forward, I believe that I could stretch projects longer into a given unit, while still adhering to all state standards that must be covered. By incorporating problem/project-based learning, I would be adhering to ISTE Educator standards 5 & 6, as I would be designing meaningful and interactive real-world scenarios via technology, and facilitating student use as they explore and solve the problem/project (ISTE, 2016a). Students would meet the requirements of ISTE Student standards 5 & 6 as computational thinkers and creative communicators. Students would be problem-solving and collecting data and expressing their findings through digital and tech formats.  

Problem /project-based learning directly relates to my hour of Code (HoC) lesson. Students will be creating and constructing gameplay via coding, and then writing about the experience with an emphasis on incorporating verbs and adjectives. Students will have the chance to build their knowledge and experience as the coding process puts them into a state of disequilibration. This experience will be the inspiration for their writing, which is the state standard I am tying their task to.  

To make the classroom environment as transferable to the real-world as possible, a constructionist approach is crucial. Having students indulge in a task that engages and excites makes learning more relevant for students. This approach helps students get comfortable with a disequilibrium state and even enjoy the process of solving the unknown. These tangible and shareable outcomes/creations can be given to an audience beyond the classroom, which motivates the use of best practices and quality effort. The constructionism approach to education is valuable in preparing our students for 21st-century college and career modalities.  

References

ISTE Standards for Educators | ISTE. (2016a). https://www.iste.org/standards/for-educators

ISTE Standards for Students | ISTE. (2016b). https://www.iste.org/standards/for-students

Laureate Education (Producer). (2015). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2016). Constructivism in practice [Video file]. Baltimore, MD: Author.

Machado, J. (2011). A Constructivist Classroom is a 21st-Century Classroom. Tech4Learning. https://web.tech4learning.com/a-constructivist-classroom-is-a-21st-century-classroom

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Rosen, Y., & Salomon, G. (2007). The Differential Learning Achievements of Constructivist Technology-Intensive Learning Environments as Compared with Traditional Ones: A Meta-Analysis. Journal of Educational Computing Research, 36(1), 1–14. https://doi.org/10.2190/r8m4-7762-282u-554j

Virtual Field Trip: Farming and Concept Map

In my urban classroom, there is a large disconnect between food and it's sourcing.  Many students associate the grocery store as the origination of the foods they buy, and have little to know background knowledge of how food is actually produced.  A virtual field trip to the farm is a great way to provide them with knowledge of where their food comes from, and all the time, effort, and work that goes into producing it.  In my lesson, the key question students were seeking to answer was "What is Farming?".  Using the virtual field trip provided by the 4H society, students had the opportunity to experience different types of farms, both agricultural and livestock.  Each farm had it's own unique vocabulary terms and specialty focus, providing students with audio and visual representations as well.  The concept map helped students concentrate essential information from the field trip to the overall category of farming.


Virtual Field Trip Link: 4H Virtual Farm Field Trip


Graphic Concept Map Link: Virtual Field Trip Concept Map

Behaviorist Theory in the 21st Century Classroom

Behaviorism is the idea that students will exhibit measurable and observable behaviors in response to various classroom stimuli (Orey, 2010).  As it pertains to behaviorism, new digital resources and tech devices can affect student motivation and enhance homework efficiency positively.  

A behavioral strategy that plays into student success is the concept of reinforcing effort. "Reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Pitler et al., 2012, p. 57).  If we want students to strive for success, we must utilize systems and methods that validate their effort, not necessarily the results.  Intrinsic motivation is the gold standard for student-driven achievement, but as is the nature in education, we need to "teach" this skill.  In planning, as we lay out lesson-specific learning outcomes for students that are visual and prominent, we are exhibiting behaviorism theory.  The scholarly source I found this week proclaimed that the specific verbiage and details outlined in learning outcomes affect the student's reactions and behaviors (Murtonen et al., 2017).  This shows that behaviorism in the 21st century as it relates to instruction is not all in the tactics and management styles of the educator, but the planning and presentation as well.

As it relates to the non-academic behaviors of the classroom, behavior theory is still critical in maintaining a safe and productive learning environment.  In the popular source I found this week, Teachable Moments (2017) had several suggestions for a focused technology implementation of behaviorist theory in the classroom.  Tips such as setting clear guidelines for acceptable times to use technology, parameters of appropriate web activity, and using tech in purposeful ways are all strategies to incorporate in the classroom.  The blog I found this week echoes this proposal.  Whereas traditional behaviorism would help students with memorization and repetition in the past, 21st-century behaviorism should focus more on logistics and creation through technology (History with Mr. J, 2016)

As Dr. Orey (Laureate Education, 2015) states, behaviorism is "ubiquitous" in online learning.  B.F. Skinner, who founded behavioral theory, explained that behaviorism revolves around two reactions to behaviors; positive reinforcement or punishment (Winokur, 1971).  Through online tutorials and gamification of a myriad of academic tasks and concepts, students can virtually receive instant positive reinforcement through the use of badges, certificates, or "level-ups" in digital platforms.  Sites such as IXL or Prodigy reward students who are working on remedial concepts or repetitive exposure to a subject with these validations for correct responses.  If answers are incorrect, the programming will re-explain the problem, and provide additional help so that the student has the chance to solve the problem correctly the next time it comes around.  While technology should not be used solely for remediation purposes, it augments the experience for students that need the most exposure to these skills.  

An argument against behaviorism from various educational psychologists and experts is that the theory is "outdated."  I think a clear distinction that needs to be made is the difference between what is theorized, and the practices implemented in theory.   Behaviorism is a force in modern education and enhanced through technology in the realm of positive reinforcement and correction of misconceptions.  This practice, however, can still be used ineffectively if not handled intentionally.  As Dr. Orey (Laureate Education, 2015) described, during the No Child Left Behind Act, the tendency was for the lowest-achieving students in a school to receive the most access to technology to be used for remediation purposes.  However, when technology is used to enrich content or promote creative endeavors, it is much more valuable in regards to the behavioral theory.  

In my own classroom, I incorporate the elements of behaviorism relating to boundaries of technology usage.  I teach 2nd grade, so I want to develop my student's digital literacy skills and good habits early on so they can benefit from the results for the continuation of their education.  I make sure to reiterate the times it is acceptable to use technology in the classroom, and the websites/resources that are approved to be used.  Monitoring student access online and the efficacy of the resources used aligns with ISTE Standard 3: the Citizen.  Under this standard, I help to provide students with safe and ethical online experiences, mentor appropriate digital practices, and model proper portrayals of personal data/digital identity online (ISTE, 2016a).  An area I would like to improve upon as it relates to 21st-century behaviorism and technology in the classroom is the use of technology in creative and meaningful ways.  While students enjoy engaging in the online game resources that practice repetitive skills, I do not want this to be the bulk over their digital experience.  Inclusion of group projects, digital depictions of knowledge acquired, and resources that deepen the learning more than physical manipulatives can adhere to ISTE educator standard 5: the Designer (ISTE, 2016a).  

More importantly, students benefit from having these practices in place.  Students would align with ISTE Student standards 2: Digital Citizen, 4: Innovative Designer, and 6: Creative Communicator (ISTE, 2016b).  Incorporating any worthwhile educational theory should have a positive effect on student success and achievement at an individual level. 

A key aspect to seeing all of these standards/goals come to fruition is to keep pedagogical learning at the forefront of planning, before finding the tech resource that will be the best fit (Moorehead, 2014).  I will use this strategy when implementing my lesson in conjunction with the Hour of Code in the coming weeks with students.  I want to be very clear with my learning outcome for students before I choose the Hour of Code program that helps meet that outcome best.  I will use the research and applicative tips from my scholarly and popular source articles in the lesson's planning portion.  Intentionality is vital for student success, and the implementation of behaviorist theory in 21st-century education.  

References

History with Mr. J. (2016, November 13). Behaviorism in the 21st-Century Classroom. Historywithmrj.https://historywithmrj.wordpress.com/2016/11/13/behaviorism-in-the-21st-century-classroom/

ISTE Standards for Educators | ISTE. (2016a). https://www.iste.org/standards/for-educators

ISTE Standards for Students | ISTE. (2016b). https://www.iste.org/standards/for-students

Laureate Education (Producer). (2015). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Moorhead, L. (2014, September 3). There’s no app for good teaching. Retrieved from http://ideas.ted.com/theres-no-app-for-good-teaching/

Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22, 114–128. https://doi.org/10.1016/j.edurev.2017.08.001

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Teachable Moments. (2017, December 9). Behaviorism in the 21st Century Classroom. https://teachablemoments2017.wordpress.com/2017/12/09/behaviorism-in-the-21st-century-classroom/

Winokur, S. (1971). SKINNER’S THEORY OF BEHAVIOR AN EXAMINATION OF B. F. SKINNER’S CONTINGENCIES OF REINFORCEMENT: A THEORETICAL ANALYSIS1. Journal of the Experimental Analysis of Behavior, 15(2), 253–259. https://doi.org/10.1901/jeab.1971.15-253

Reflective Essay: Final Reflection on the Impact of Technology

 "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn" - Alvin Toffler (Stanford, 2002). The advancements in technology and information via the internet is compounding at a staggering rate. Since June of 2019, there are over 4.4 billion internet users. This is an increase of 83% in the number of internet users in the past five years alone (Shultz, 2019). Humanity can connect, create, and collaborate for positive change in an unprecedented way. In order to maintain growth, educators and students must continue to learn and implement new technologies and internet resources in the classroom, and be prepared to let go of outdated modalities as they become obsolete. The impact of technology in the classroom is prevalent now more than ever, and we must prepare students for the real-world applications these devices and resources hold.  

 At the beginning of the course, I would have considered myself a very average tech user in the classroom. I had a few websites that I taught students how to access during independent rotations and apps through which students could work on assignments. I could troubleshoot most issues that arose myself and utilized screen sharing for lesson instruction. I now realize how superficial my actions had been, and the loss of meaningful learning and engagement that could have taken place. Educating myself through the resources of this course has opened my mind to new possibilities and research-based practices that support the exploration of tech in the classroom. In Richardson's book, From master Teacher To Master Learner, he has a chapter outlining a "toolkit" for teachers as modern learners that containing many resources to implement in the classroom. As Richardson (2015, p.51) states, "..part of this process is using the resources available online to teach yourself the technologies". It is not about educators sitting in seminar halls and masterclasses on every educational tech resource, but using intuition and autonomy to earn about these resources on our own, and critically analyze them with our particular set of students in mind. As Richardson explains further, students don't wait for tutorial videos on how to use the latest social media or web games. They learn by doing. I have taken up the same spirit of exploring new resources on my own, and evaluating them for use with my students.  

 My mindset has shifted to accepting the technology and internet resources as an even more beneficial source of information than what I can supply as the classroom teacher. Instead of resisting this fact, I have come to embrace it. The internet is an excellent tool to teach the skills students will need to know to be ready for college and career endeavors. As Dr. David Thornburg (Laureate, 2015) describes, the internet helps magnify skills and concepts that we should teach students anyway.  

 The process of distance learning, coupled with the wiki assignment from this course helped me gain confidence in my ability to create and implement a successfully relevant digital lesson. I am certain had it not been for the assignment, I may have never initiated a lesson designed to be autonomous to the learner via a digital medium. The ability to use a wiki or blog remotely allows for learning to continue at home and make the content accessible to a broader audience. I now feel ambitious to add more wiki-style lessons into my classroom routines and allow students to access information and content at a self-guided pace.  

 Admittedly, teaching primary grades had lured me to sit back and watch new technologies and web resources float by under the assumption my young students were not ready to learn the intricacies and processes involved. Through discussions with my classmates (many of whom teach similarly-aged students), academic journals of research, and activities implemented with my students, I have now realized the benefits and success students of all ages will experience with technology in the classroom. I believe that the best way to apply the knowledge I have gained is to entrust students' intuition regarding technology competencies and designing experiences around that incorporate it. Introducing mediums such as blogs, wikis, and podcasts early on in the school year in small intervals would allow for the learning curve to straighten and students to develop proficiency in these beneficial tech resources by the end of the school year. Starting low and expanding upon the knowledge gained will help ensure that students gain the understanding necessary to develop their 21st-century skills.  

 A Web 2.0 technology I would like to incorporate in the classroom is podcasting. I see the immense benefits of having students create rather than consume content in the classroom. "Podcasting is yet another way for [students] to be creating and contributing ideas to a larger conversation, and it's a way of archiving that contribution for future audiences to use" (Richardson, 2010, p.115). The most significant obstacle facing students will be the learning process of how to start, stop, and edit an audio recording. Thankfully, the barrier to entry for podcasting is quite low. All that is truly needed is a recording device and platform to upload the recording. In my classroom, students have laptops and iPads at their disposal, which are more than capable of handling the audio and uploading needs. To combat the initial obstacle, I would conduct small group learning seminars where I teach students how to use the audio recording app's basic functions and allow them to explore and practice the techniques. Podcasting arises the Student ISTE standard 6 of creative communicator, by expressing and publishing knowledge and ideas via a digital platform (ISTE, 2016a). As an educator, I would be adhering to ISTE Educator Standards five and six, because I would be designing an authentic learning experience for students while facilitating their use of technology to convey knowledge and creativity (ISTE, 2016b). The use of audio recording can also keep learner stakeholders informed. Podcasting is a quick and straightforward way to connect parents and other internet users to the classroom's ongoings and the learning opportunities taking place (Purcell, 2011). The reasons listed above are precisely why I am eager to implement this Web 2.0 technology in my classroom this upcoming school year.  

 I want to develop a SMART goal in the transformation of my classroom environment regarding the use of wiki lessons. I would like to include one wiki lesson per unit of literacy, where students go at their own pace learning the skill or concept being taught. Autonomy, critical thinking, and self-guided learning are 21st-century skills that students will need to succeed in their college and career endeavors (Kivunja, 2015). A wiki lesson includes aspects of all three key skills. To accomplish this goal, I will start with a manageable number of lessons to create per unit, which is one. A unit in our literacy curriculum runs about six weeks, and as I am developing my proficiency in creating wiki lessons, this time frame feels manageable. Using the resources from this course and the wiki I have already established as a template, I feel confident in my ability to produce meaningful learning experiences for students through this medium. SMART Goal: To facilitate student practice with 21st-century skills, I will incorporate a wiki lesson once per literacy unit. By May 2021, I will have created at least ten wiki lessons that students will use. I will keep track of the wiki lessons created via a links page in Google Docs, and record the success/feedback of the wikis as an appendix to the link page.  

 Another SMART Goal I have set for myself is in regards to using Twitter in the classroom, both as a communication tool and resource for myself. As Richardson (2010, p.86) describes it, "...[Twitter is a ] network at my fingertips phenomenon where people ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go through the day". As a social media app that can be accessed via smartphone or internet, Twitter has the potential to provide portable and profound inspiration and resources. As a communication tool, a classroom Twitter account would allow parents to connect to the daily occurrences of the classroom at their leisure. It would also provide links to student works or classroom announcements and reminders. SMART Goal: To better connect with parents, share helpful resources, and expand my teacher network, I will incorporate the use of Twitter in the classroom. By October 2020, I will tweet out at least once a week updates from the classroom for parents and students, and at least once per week share a resource from the teaching networks the I have found useful. I will keep track of the communication and helpful tweets in the feed of my twitter account and a back up link to the tweets on an ongoing Google Doc.  

 I would like to study further the role of technology in physical and emotional health. Throughout our course, we have explored the use of technology to communicate and create and its benefits on a variety of residual skills and learning. Though the benefits are numerous, I am also interested in the downsides of constant connection and how that can affect learners as a whole. Studies show that blue light from LED screens can be harmful to eye health, and disrupt circadian rhythm (Tosini et al., 2016). Research has also suggested that there can be negative mental health correlations with constant communication and connection via social media (Berryman et al., 2018). As I strive to use technology and social media in the classroom, I want to do so intentionally and with caution regarding physical and emotional health issues. Now that I have been introduced to resources and platforms for the effective use of technology and the internet, I can analyze the best practices and implantation methods that conscious of the two issues I would like to explore further. As we prepare students for a future that will undoubtedly contain significant use of technology and the internet, I want to prepare students to use these resources in a responsible and safe way that protects their vitality. 

 Throughout this course, I was presented with many new ideas on how to incorporate web resources and technology in the classroom. Many of which I assumed students would not be able to handle, or that I would not be able to grasp fully. Through discussion with classmates and classroom activities, I now see that all educators are more than capable of utilizing these resources with students of any age. I feel more confident in my ability to provide students with a relevant educational experience, from which they can take away real-world skills. If nothing else, it is our duty as educators to prepare students for the rest of their life as best we can. Continuing to learn and incorporate technology and web resources is one of the best ways for educators to prepare their students for schooling and beyond.  

References

Berryman, C., Ferguson, C. J., & Negy, C. (2018). Social Media Use and Mental Health among Young Adults. The Psychiatric quarterly, 89(2), 307–314. https://doi.org/10.1007/s11126-017-9535-6

ISTE Standards for Students | ISTE. (2016a). https://www.iste.org/standards/for-students

ISTE Standards for Educators | ISTE. (2016b). https://www.iste.org/standards/for-educators

Kivunja, C. (2015). Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning paradigm. International Journal of Higher Education, 4(1), 1–12. http://www.sciedu.ca/journal/index.php/ijhe/article/view/5694

Laureate Education (Producer). (2015). Skills for the 21st Century [Video file]. Baltimore, MD: Author.

Purcell, M. (2011). The Power of Podcasting. Library Media Connection, 29(5), 48–49. https://web-a-ebscohost-com.ezp.waldenulibrary.org/ehost/detail/detail?vid=0&sid=f5de01c9-abd9-4fe6-ad62 

Richardson, W. (2015). From Master Teacher to Master Learner. Amsterdam University Press.

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (Third ed.) [E-book]. NA

Schultz, J. (2019, August 6). How Much Data is Created on the Internet Each Day? Micro Focus Blog. https://blog.microfocus.com/how-much-data-is-created-on-the-internet-each-day/

Stanford Magazine. (2002). Embracing the Need to “Learn and Relearn.” Https://Stanfordmag.Org/Contents/Embracing-the-Need-to-Learn-and-Relearn. Stanford Magazine.  

Tosini, G., Ferguson, I., & Tsubota, K. (2016). Effects of blue light on the circadian system and eye physiology. Molecular vision, 22, 61–72.  https://pubmed.ncbi.nlm.nih.gov/26900325/

Living Digital Organism: The Blog

A blog is a living digital organism. It is designed to grow and expand with fresh new ideas, reflections on previous work, and to collaborate with partners through interactive features. The 21st century will be built upon the structures we put in place throughout the educational system, and digital literacy must be a solid pillar.

Purpose of blogging in the classroom: As was stated by Richardson, blogging is not merely journaling thoughts or posting assignments (Richardson, 2010).  Blogging requires a more academic approach, using analysis and critical thinking as the primary vessel for developing desired learner outcomes. As such, I would use blogs as a way for students to post analysis or research of the course work we are doing, and collaborate with the other students in our class as well as a grade level. Initially, I would like to start out blogging with my grade level cohort to establish norms and expectations amongst those who will be assessing students through the same medium. As a teaching tool, it would allow for reflection on daily lessons, links to activities/methods to try, and collaboration amongst teachers on specific grade level areas of concern. After this had been established, I would like to introduce it at the student level.

Rationale: I teach 2nd grade in a general education classroom. While young, my students have been born into a world where smartphones are no longer novel, and nearly every household has multiple digital screens that can access the internet in some facet. Our student's educational careers and beyond will be determined by their proficiency with technology and their ability to use digital resources to their potential for developing critical thinking skills and collaboration. These 21st-century learning skills are a necessity for productive and meaningful work. Blogging would be a great introduction to the realm of cyber-communication and the production of academic work. "They [blogs] can enhance learning, motivate students, and foster collaboration among learners" (Wang, 2008, p. 37). In my classroom, I want all my students to have the sort of educational experience described in the quote provided, and blogs certainly seem like the most relevant and practical medium through which to acquire the experience.

ISTE for students: 
1. Creative Communicator: Blogging allows students to develop the skills necessary to communicate effectively and respectfully over the digital platform. Blogging gives students the practice of posting thoughtfully curated content, and how to comment and offer opinions/feedback to the poster constructively.

2. Global Collaborator: The beauty of the internet is its binding compounds that unite learners from all across the globe through the connection of the internet. Students can collaborate at a local level by corresponding with students of the same grade level across the region on a common state standard, or at the national/global level through carefully constructed projects. Activities that require data collection unique to a location or the opinions/viewpoints of individuals from various geographic locations are all made possible via the blog.

ISTE for teachers:
1. Learner: Educators can continuously improve upon their current practice and grow from the ideas and resources provided by other educators. Blogging allows for the instant transfer of ideas and links that can help to shape and mold the teaching craft. By actively participating in these global networks via blogs, we continue to develop with modern methods and best practices of instruction for students.

2. Designer: Teachers who utilize blogging can customize the learning experience to their unique classroom needs, those differentiating at a level more appropriate for the individual learner. Customization will be a critical factor in the education of the 21st century, and blogging allows for this experience. Through the individual choice of research and expression of voice, to the level of depth, a student is able to reach, the teacher can optimize this zone through their design of the blog format.

References

ISTE Standards for Students | ISTE. (2016a). Retrieved from https://www.iste.org/standards/for-students

ISTE Standards for Educators | ISTE. (2016b). Retrieved from https://www.iste.org/standards/for-educators

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms [Kindle] (Third cite.edition.short). Retrieved from NA

Wang, H. (2008). Exploring educational use of blogs in U.S. education. Center for Teaching Excellence & Learning Technologies, 5(10), 34–38. Retrieved from https://files.eric.ed.gov/fulltext/ED503871.pdf