naomi_r_wright_final_presentation_playposit.pdf
For my final presentation in EDUC331 I chose to explore playposit.com. For the lesson, I clipped and sliced several videos about acoustic space. All of the videos were pulled from YouTube.com and I was able to reference the videos within the full sliced video. The first video is about how sound waves work in various acoustic spaces, the second video includes a Colorado Children's Choir singing at the Tank in Rangely, Colorado. The third video shows a stage that is being remodeled using interchangeable panels for various ensembles, instrumentalists, and vocalists. The last video shows a person who has built a recording booth to block out extra sound waves. I posted learning objectives at the beginning of the lesson. Within the middle of the lesson I posted various forms of questions including multiple choice, free form, fill in the blank, polls, and discussions. When exploring PlayPosit I also found that educators can access pre-made videos (made by other educators). Educators have options of creating their own videos or pulling videos from other sites. Educators can also use both summative and formal assessment via PlayPosit. Lessons through PlayPosit have the potential to meet ISTE standards and be within the areas of redefinition or modification of the SAMR model. The ISTE standards I used within this lesson were ISTE 5a, 7a, and 7b Additionally, I believe this lesson falls within the redefinition area of the SAMR model. Students can learn at their own pace, learn independently, and have to collaborate through discussion. Educators can design their own lessons, and have immediate assessment feedback to collect data. All of this would not be possible without the use of technology and therefore educators have the ability to use PlayPosit to create previously inconceivable tasks. In my lesson, I created multiple forms of questions to accommodate all learners, and rather than having one video, I chose to slice together several videos for students to hear differences of acoustic spaces. I therefore met ISTE standard 5a- Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. By creating multiple forms of assessment I met ISTE standards 7a- Provide alternative ways for students to demonstrate competency and reflect on their learning using technology, and 7b- Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. Within my lesson, students are able to explore concepts of digital citizenship. I found that it is easy to accommodate all types of learners through PlayPosit. Additionally, this lesson extends beyond the four classroom walls. By slicing together videos that explore various acoustic spaces, students can hear and directly compare each video. Within the video, I ask several questions about whether the space is good or bad, and at the end, as a formal assessment I posted a discussion question about what kind of space the students think would be best to perform in, and what changes could be made to the spaces within the school. Through the last discussion question I am asking students to collaborate and problem solve, thus extending beyond the four classroom walls. I believe this could also offer more opportunities for students to collaborate with other students that do not have the resources for acoustically friendly performance spaces. The creation of various forms of questions allows educators to accommodate all types of learners. Furthermore, students have options to record their responses either through video or audio, they can type their answers, or students can search for images or links to support their answers. For discussion questions I remind students to be respectful, and I also remind students to pull site their sources should they want to add additional information and therefore the lesson incorporates digital citizenship concepts. Several take-aways from EDUC331 are that there are many options to engage students through technology, educators from all over the world can collaborate to create unique learning experiences through the use of technology, and students can collaborate, through the use of technology, to solve large "real world" problems. It is thrilling to be in a time where technology continues to be developed, and I am excited for the possibilities within my own classroom. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration https://www.iste.org/standards/for-educators
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âManaging personal electronic devices in classrooms is difficult because educators are unable to monitor the devices closely, and the multiple distractions that comes with use of the devices. In managing devices, I believe that consistency among educators within the school is key, similar to positive behavior plans. Therefore, I believe one interview question to ask would be What is this school's policy on personal electronic devices in classrooms and do you have suggestions on ways that I can keep the policy consistent with the school or with other educators in the school (if the policy is up to the teachers discretion). If the choice is left to individual educators, I will choose to allow personal electronic devices in the classroom and have posted a picture (above) of what my cell phone policy might look like.
In a managed and controlled environment cellphones, iwatches, or personal ipads can enhance learning if used correctly. There should be a balance between personal device usage and non-usage, there should be a list of clear and consistent rules for students when bringing or using their device, and when students bring out their devices for a lesson, the instruction and procedure should be engaging. Many educators argue that when students use their personal devices, they can get easily distracted. However, that can be mitigated if the educator has a solid plan in which the students are using their devices to collaborate and do something productive. When students are given a task that they have to be individually responsible for, students are more likely to hold themselves accountable. From the article Laptops and Phones in the Classroom Yay, Nae, or a Third Way by Anya Kamanetz, she quotes Derick Bruff, who gets his students to collaborate and hold small debates. Bruff states, âif you give students something productive and on-topic to do with their devices, it reduces idle browsing.â Some educators believe that personal device usage takes away from face to face interaction. While, I agree, I believe that educators should balance their lessons by using multiple sources to engaging students. Therefore, I believe that sometimes it can be engaging and meaningful for students to use their personal devices. In the article 6 Benefits of BYOD in the Classroom by Tiziana Sopanaro, Sopanaro saw that in her own classroom her students were more willing to participate, as well as collaborate and communicate with use of personal devices. In my own classroom, I to have a list of clear rules for students to follow. In the article Practical Advice for Painless Time Management by Darri Stephens, Stephens suggests posting an acceptable use policy (AUP), using a visual cue so that students can see whether their devices should be out (green), off (yellow), or stored away (red), and a locked charging station for students to store and charge their devices. I believe that the AUP should be clear and state exactly how students should use their devices. I included the first direction that phones should be off unless otherwise stated and the image of the traffic light because of Stephen's suggestion for a visual cue. This is why I included the information about staying on task, as well as being safe, responsible, and respectful. In the article How to Manage Cell Phone Use in Your Classroom by Matthew Lynch, Lynch suggests creating a rule/consequence chart with students and having them sign a contract so that students will hold themselves accountable. I also like Lynch's idea of giving students a cell phone break after students stay on task for 20 or 30 minutes, in order to keep students from becoming distracted and wanting to take out their phones at inappropriate times. In another article How to Deal with Cell phones in Schools by Nancy Barile, Barile states that she asked students and parents to sign a cell phone policy as well as a designated place to put cell phones. I believe that students should have choice over where they put their cell phones which is why I included the backpack and pocket as options, but I like the idea of creating a charging station as a motivation tool for phones to be in untempting places. Finally, like many educators I believe there should be consequences that students should be aware of, and therefore left the list of consequences on the policy. I understand that students can get easily distracted and can be tempted to use their devices at inappropriate times or in inappropriate ways. Part of our job as educators is to prepare students for the future and should include teaching students to use their devices appropriately. Unfortunately, failure is part of learning and students will sometimes use their devices inappropriately. Therefore, educators should be prepared to motivate and empower the phone offender student to take charge of their own learning. Images on infographic pulled from: https://create.piktochart.com/infographic/saved/38228078# & In EDUC 331 we have discussed Digital Citizenship, how to use technology in the classroom and professional learning networks. Assistive technology relates to the SSAMR model discussed in the book Teaching in the Fourth Industrial Revolution because technology in both cases is used to create independence, motivate and should be used to enhance learning. Ms. Trish Atherly did a presentation about assistive technology for our EDUC 331 class. This topic is important because in my music classroom I would like to provide tools so that all students with and without disabilities can learn music. Ms. Atherly showed us a document that included rights for people with disabilities. Ms. Atherly explained that all people with disabilities have the right to choose and be directly spoken to whether they were verbal or non-verbal. She provided an example of a student who received a device to communicate. Because of this, the student grew both academically and was able to build trusting relationships with peers. The idea of a tool that helps a person communicate, whether the device helps the person seek attention or find pictures to express needs, is incredibly powerful. Music can also be a tool for communication purposes and expression. More importantly, students with disabilities should be able to participate in music classrooms where they can develop relationships with their peers through a common goal, and mimic their peers social behavior. I have done some research on the topic of supporting students with special needs in music classrooms. Additionally I have researched adaptive instruments and ways to adapt standard notation. Below are several links, pulled directly from my annotated bibliography. As a future music educator it will be important to know that there are multiple resources available for students with special needs so that students with special needs can succeed and educators can continue to support their growth. Included in the presentation was how and where to find or access resources for future students. Ms. Atherly stated that she is a member of the SWAAAC for the Poudre School District and that there are similar teams in other districts. SWAAAC stands for Statewide Assistive Technology, Augmentative, and Alternative Communication. The people working for SWAAAC can help teachers in finding assistive technology resources for students. Additionally, school districts and individual schools have access to funding. It is important to collaborate with administrators, parents, and other teachers in order to advocate for students with special needs and ask for assistive technology resources. Disability Arts International. “My Music Ability: Inclusive Music Teaching.” Disability Arts International: Promoting Increased Access for Disabled Artists and Audiences Around the Globe (blog). British Council, 2018. http://www.disabilityartsinternational.org/blogs/2018/my-music-ability-inclusive-music-teaching/ Exceptionalities for All. “Adaptive Musical Instruments.” Resources for All Children With Exceptionalities: A Special Interest Group of the National Association for Music Education. NAFME. Accessed Fall, 2017 https://sites.google.com/site/exceptionalitiessrig/home. Jammbox. “About Jammbox.” Jammbox. Accessed December, 2018. https://www.jamboxx.com/. My Breath My Music. “The Magic Flute- The Head Sets the Tone.” Mybreathmymusic. Accessed Fall, 2017. http://mybreathmymusic.com/en/magic-flute. OHMI. “A Call to All Instrument Makers.” Competition. OHMI Enabling Music For The Physically Disabled. Accessed Fall, 2017. https://www.ohmi.org.uk/competition-darr.html Soundbeam. “What is Soundbeam?” Soundbeam. Accessed Fall, 2017. https://www.soundbeam.co.uk/what-is-soundbeam-1/. SkoogMusic. Accessed Fall, 2018. http://skoogmusic.com.
For information in this blog I relied on the resource Reimagining the Role of Technology in Education a 2017 plan governed by the US Department of Education and Joseph Smith Director of the Office of Educational Technology.
Because access to technology is becoming easier and required for employment, it is important for teachers to continue their learning in order to understand resources and provide students with tools that will help them succeed and will help them grow as learners. Several resources I've added to help me in my personal growth as an educator are EDCAMP, Putting Learning in Teachers Hands, and Building Communities for Educators: International Education and Research Network. Building Communities for Educators is a resource that teachers can access to connect with other teachers and students globally. This is not only engaging for students, as we learned in the book Teaching in the Fourth Industrial Revolution students benefit from collaborating with other students to problem solve and think of larger issues. This tool can also assist in bringing a new element of culture into the classroom to foster growth in acceptance and tolerance. Putting Learning in Teachers Hands is a personalized professional development tool out of Denver. Teachers can record videos of their lessons, share videos or other tools used to teach and get feedback from other teachers. I can imagine that it is easy to find a routine and stick to the tools that work after teaching for several years, but it is important to stay connected and continue our own education so that we can continue to reach students. EDCAMP is a professional development opportunity that educators can attend in person or over the internet. EDCAMP offers a variety of sessions similar to a conference. Most sessions at EDCAMP are based on resources to navigate the challenges of teaching with technology. Educators create a shared document for each session that can be viewed at any time for attendees. As a music educator, I see traditional practices used for performance based classes. Therefore, I believe it would be interesting to create resources for music educators similar to EDCAMP , or Building Communities for Educators. In Building Communities for Educators it could be modified for music educators to connect students globally. Students could learn cultural context in a real setting and for peer teaching purposes, or to collaborate and perform together through the web. EDCAMP could be modified as a web platform for music educators could connect and learn how other music educators use technology in their classrooms. Through the platform, educators could host webinars, and create shared documents. Music educators would be able to personalize their learning by viewing the categories most interesting and relevant to them. Here are the links that I used for the information in this blog:
https://youtu.be/YJ5N1BQc0bc https://chrome.google.com/webstore/detail/readwrite-for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd?hl=en-US The Google Read and Write Extension is an excellent tool to support all learners. Students can use the extension as a speech to text tool in google docs, but also when browsing the internet. For students who struggle with writing, they can use speech to text, word prediction tools, tools to highlight text passages and place in google docs, and tools to remove distracting advertisements. There is even a tool for visual learners. Visual learners are able to click on words to either see a dictionary definition, or an image of the word will pop up. The extension is free for teachers. Here is a link to the information I used for this blog post:
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics/assistive-technology-what-it-is-and-how-it-works There are many tools to support students with both IEPs and 504 plans. As stated on the website (link above) tools can include pencil grips, reading guides, colored overlays, fidget tools, and alternative seating i.e. stand up desks. There are also many technology tools that can help support the learning needs of students. Assistive technology tools can help students with writing, reading, note taking, thought organization for writing essays, typing, speech to text, text to speech, and word prediction. Assistive technology can help students in math, and literacy (reading, writing, and comprehension). Examples of assistive technology in reading and writing include tools such as graphic organizers, tools to annotate while reading, audio books, or display controls (similar to physical reading guides). I personally use Kurzweil on both my computer and I pad so that I can listen to text. I also use the accessibility setting on my ipad to create a colored screen that is similar to a covered overlay. Kurzweil allows me to annotate texts, but I like to listen to the text on my computer while using either PDF Acrobat reader or Flexil : both allow me to hand write notes and highlight words or phrases. I am unfamiliar with math assistive technology tools, but the site (link above) states that these tools can assist students with calculating (calculators), notating i.e. writing equations, graph paper for purposes of organization or graphing- there are apps that have graph paper such as ZoomNote, drawing tools i.e. rulers protractors, equation-solving tools, manipulatives, and graphic organizers- can be used for word problems. Teachers can create graphic organizers through google docs, one note, or word, there are also graphic organizing apps such as think space which has templates that can be adjusted. According to the site there are many apps that can assist students in reading, organization, note taking, self-control, social skills, meditation, and other school challenges. Some apps can be found through Tech Finder. Schools can provide students on 504 and IEP plans with free assistive technology. If the school does not have technology that works for the student it is worth researching apps that might work, after all, teachers should want to support their students success. Here are a list of mostly free apps that I personally use or have used for reading, note taking, writing, and organization- hope some of them might help someone either now or in the future: Kurzweil- this was provided to me through CSU: text to speech, annotation tool, and tool for brain mapping/writing organization (can be converted to word) *there is a cost to this I believe the ipad app is less than downloading this onto a laptop Speechify: speech to text Sonocent: a tool to record lectures, allows to highlight important parts of lecture and only listen to those points within lecture Acrobat and PDF Reader: speech to text, annotation tool My Converter: allows me to take pictures of articles or hand outs and convert them to pdf documents, from there I can send them to kurzweil for speech to text Flexil: allows me to hand write notes on my ipad, annotation tool, multiple notebooks can be created and notes can be saved directly to each notebook, also allows picture of notes ZoomNote: allows hand written note taking with ipad pen on a variety of paper including lined, graph, and plain paper, also has a planner for important dates and reminders ThinkSpace: has a variety of graphic organizers as templates or you can create your own, allows for hand written notes with ipad pen Notebook: allows notes to be saved in various notebooks, allows hand written notes with use of ipad pen, allows scan of articles or notes via photo, & text to type Google Drive/GoogleDocs/Google Calendar: Can upload all notes to one place and share them, allows creation of graphic organizers, allows upload via photo of hand written notes- advantage all assignment due dates & notes are in same place disadvantage- I personally like to hand write lecture notes on my ipad and have not found a way to do this via google docs, but I can upload notes from other apps into google docs Here is a link to the site I used for this blog post:
https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans Spending time working with adults who had severe physical and developmental disabilities, and discovering that I have several learning disabilities my final years of my undergrad, I am passionate about being an advocate for students that have disabilities. Therefore, I believe it is important to understand how IEPs and 504 plans are planned and put together, how to navigate IEP and 504 plans, IEP/504 committees and collaboration with the people on the committee, and the legalities of IEP and 504 plans. To be eligible for an IEP or Individualized Education Program, a student must have one or more of 13 specific learning disabilities defined by IDEA. A 504 plan differs from an IEP because the student can have any disability including attention issues. A 504 plan is broader as stated on the website (link above) and therefore a student that does not qualify for an IEP may qualify for a 504 plan as long as the disability effects the student's learning. Both IEP and 504 committees consists of guardians, sometimes the student if the student can self-advocate, the principle, and general and special education teachers. IEP committees will also include the school or an outside psychologist, and a district representative. When teachers find that a student is struggling it is their job to collect data and initiate collaboration with other teachers in the school. Teachers then discover resources and may change instruction, if the student does not respond, teachers communicate with guardians and then form an IEP or 504 committee to begin the process of creating a plan. Both the IEP and 504 documents state specific accommodations. The IEP plan also contains data from the student's work, parent information (sometimes birth information), the student's interests (what motivates the student, measurable goals for the student, modifications, test, and specific accommodations in specific classes. Both the IEP and 504 are legal documents and if not followed could result in a lawsuit. In music education or any classes that are structured differently from core classes, it is important to understand the IEP or 504, sit in on the committee meetings, and collaborate with other committee members. Digital Citizenship: Respect, Educate, Protect
In EDUC 331 my colleagues lead presentations about digital citizenship which included the following topics: digital respect, digital education, and digital protection. It is important that students understand their rights, by seeking information about user rights and site policies, knowing governing rules of sites, understanding cyber bullying, and realizing their personal information i.e. credit card numbers, account numbers, names, or addresses should be kept private and sent securely. Additionally, it is also important that teachers, guardians, and students understand the protection of pupil rights: a federal law stating parents must provide written consent for students to participate in surveys that give access to political affiliations, mental and psychological problems, sex behaviors and attitudes, illegal/anti-social/demeaning behavior and religious practices.[1] Students should not have to give information over the internet that they are uncomfortable giving, but more so, students should understand the implications of giving out their personal information such as other internet users having access to the information and using it for bullying purposes, fraud, or intentional crime.[2] [3] People can use information inappropriately, and students need to be aware of this. Knowing where malware and viruses can come from and understanding how to access secure and reliable sites will further protect students. Teaching students about secure and reliable sources can be added to lesson plan on research where students learn the importance of obtaining information legally, citing sources, and searching for credible sites and researchers.[4] Furthermore, students should understand the importance of appropriate interactions online and creating professional profiles. Educators monitor student platforms and withhold high expectations that students will use respectful and professional language, and that statements should include proper grammar, spelling, and punctuation.[5][6] Although, there are digital sources that can be accessed at any time, educators should include and stress the importance of digital health which should include time away from digital sources and maintaining face to face contact.[7] Here is a link to an interesting blog post about cell phone usage- https://whitneyhansen.com/put-down-your-phone-stop-telling-people-they-dont-matter/ Blogger Whitney Hansen argues that by keeping cell phones out and with us all the time, we are telling people that they don’t matter.[8] Personally, as an older student, I did not grow up with cell phones, ipads, or computer in the house until I was 15. I believe that I could have benefited from learning about digital citizenship. Therefore, as an educator, it is my goal to understand and help students understand the importance of digital citizenship. Platforms such as Blackboard, Canvas and Schoology interest me because they provide a way to communicate with students, opportunities for students to discuss or blog about topics, ways to monitor students blogs or discussions and provide feedback about digital citizenship. As a music educator I can use platforms to generate discussion posts regarding research, reflection, or problem- solving trouble spots. I can use platforms to provide lists of reliable sites, and model by sharing articles that use cited information and that are pulled from valid cites or written by credible researchers. Additionally, as a music educator, I believe it is my responsibility to lead by example and insure students obtain music legally. Monitoring platforms, I will be able to share and provide students with feedback about ways find out whether the music shared is obtained legally, and how the artist is compensated. It is also important for students to understand how copyright works in music. On example of this is a case in which Ed Sheeran is being sued for plagiarizing the song Lets Get It On, sung by Artist Marvin Gaye.[9] Unfortunately for Sheeran, this could result in a twenty-million dollar fine. Sheeran also has a case against his song Photograph which sounds like an exact replica of artist Matt Cradle’s Amazing. Here is a link to a youtube video showing the two songs Lets Get It On and Thinking Out Loud : https://youtu.be/0kt1DXu7dlo [10] Footnotes [1] “PPRA for Parents,” US Department of Education, December 31, 2014, retrieved from https://www2.ed.gov/policy/gen/guid/fpco/ppra/parents.html [2] Kelly Peterson, Josie Johnson, Venus Cariaso, Erika Bansemer, Liz Richardson, “Digital Education,” CSU School of Education Presentation, February 18, 2019. [3] Tess Collins, Xareny Polanco, Casey Barretero, Lyn Huff, “Digital Protection,” CSU School of Education Presentation, February 18, 2019. [4] Kelly Peterson, Josie Johnson, Venus Cariaso, Erika Bansemer, Liz Richardson, “Digital Education,” CSU School of Education Presentation, February 18, 2019. [5] Hannah Stevens, Sarah Bales, Angela Vasquez, Amber English, “Digital Citizenship- Respect Presentation,” CSU School of Education Presentation, February 18, 2019. [6]Kelly Peterson, Josie Johnson, Venus Cariaso, Erika Bansemer, Liz Richardson, “Digital Education,” CSU School of Education Presentation, February 18, 2019. [7] Tess Collins, Xareny Polanco, Casey Barretero, Lyn Huff, “Digital Protection,” CSU School of Education Presentation, February 18, 2019. [9] Whitney Hansen, “Put Down Your Cell Phone- Stop Telling People They Don’t Matter,” Whitney Hansen Blog. retrieved from https://whitneyhansen.com/put-down-your-phone-stop-telling-people-they-dont-matter/ [9]Daniel Sanchez, “Willful Plagiarism? Ed Sheeran’s Copyright Infringement is now headed to a jury trial,” Digital Music News, January 4 2019, retrieved from https://www.digitalmusicnews.com/2019/01/04/ed-sheeran-v-marvin-gaye-jury-trial/. [10] Rick Beato, “Ed Sheeran VS Marvin Gaye Lawsuit, Lets Compare,” July 2 2018, retrieved from https://youtu.be/0kt1DXu7dlo. Bibliography Beato Rick. “Ed Sheeran VS Marvin Gaye Lawsuit, Lets Compare.” YouTube. July 2, 2018. retrieved from https://youtu.be/0kt1DXu7dlo. Collins Tess, Xareny Polanco, Casey Barretero, Lyn Huff. “Digital Protection.” CSU School of Education Presentation. February 18, 2019. Hansen Whitney. “Put Down Your Cell Phone- Stop Telling People They Don’t Matter.” Whitney Hansen Blog. retrieved from https://whitneyhansen.com/put-down-your-phone-stop-telling-people-they-dont-matter/ Peterson Kelly, Josie Johnson, Venus Cariaso, Erika Bansemer, Liz Richardson. “Digital Education.” CSU School of Education Presentation. February 18, 2019. Sanchez Daniel. “Willful Plagiarism? Ed Sheeran’s Copyright Infringement is now headed to a jury trial.” Digital Music News. January 4 2019. retrieved from https://www.digitalmusicnews.com/2019/01/04/ed-sheeran-v-marvin-gaye-jury-trial/. Stevens Hannah, Sarah Bales, Angela Vasquez, Amber English. “Digital Citizenship Respect Presentation.” CSU School of Education Presentation. February 18, 2019. |
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