Twitter Chat

Participate in a Twitter Chat during the week and write a blog post about which chat you participated in, share the topic and what you learned from participating. 

Twitter Chat is sometimes referred to as Twitter Party or a Tweet Chat.  This is an experience where a group of people all tweet about the same topic using a specific hashtag (#).  This hashtag allows it to be followed on Twitter.  The chats occur at scheduled times and usually repeat weekly or bi-weekly or are announced at specific times.  This forum reminded me of a group message but without the spam.  The comments are usually value-added comments and not irritating like a group message. Twitter Chat also reminded me of forums I used to read on different topics like basketball and education.  Those type of online forums were usually rants and unhelpful.  These Tweets however, were all very helpful.  The language used may be cryptic to first-time users but once you get the hang of it, you realize that the links and hashtags people use are used to make everything efficient.  One can simply click on a hyperlink and see what the individual is referring to or click on a video that they provided instantaneously.  

I took on the opportunity to look at #sschat a Twitter Chat for Social Studies.  It looked a bit different when viewing on my cellphone.  The mobile view displays the feed in chronological order.  It took a lot of scrolling and clicking on links to "catch on" to what the conversation was bout.  What I found helpful were the videos and blogs as well as the links people provided. It reminded me of one of my "aha"s I had on action research, one must document (back-up statements with research).  Many of the statements or responses made (aka, "tweets") provided links. One of the links I found interesting seemed more like an advertisement.  It was tweeted by C-SPAN Classroom: "Q5:  Engage students in deliberations about current issues:  c-spanclassroomdeliberations.org Minimum Wage, Gun Control, Immigration & more! #sschat"  I found this particularly useful as our school is working towards increasing academic discourse.  Now I really want to explore what we learned about in regards to having students using twitter.  Collaboration!  This is also another literacy solution as it reduces the amount of words students have to use to summarize what they want to share!  I love the idea, and hope to explore and implement this soon (now that I have the tools).


Weekly Twitter Chat Times:

https://docs.google.com/spreadsheet/lv?key=0AiftIdjCeWSXdDRLRzNsVktUUGJpRWJhdUlWLS1Genc

Google Sites Assignment & Checklist

Write a reflection on your blog highlighting what you learned to create and how you plan on using your site or how you will teach others to create a site.
Getting Started on making a Google Site involved:

• Add Text to a page
• Change font, color, size of text
• Link text to a website
• Change Layout of a page
• Create a site
• Share a site
• Find Format Tools
• Add Pages to website

Getting Going skills on the Checklist involve:

• Insert Images from web
• Insert images from computer files
• Insert Google Docs
• add playable YouTube videos
• Add a "Daily Agenda" announcement page
• Add image from your cell phone quickly
• I know what site gadgets are, can change their size, and page orientation
• Make a text wrap around image and change size of image

To be a "Ninja":

• embed things
• Add Twitter Feed
• Customize all visuals about the site, colors, background images, header on title, etc.
• Make it so a student can only edit one page
• Add custom search bar
• Publish website as a template

I have always had the intention of having an accessible site for my students and parents.  I began my search for such a resource in the SY of 2007-2008 by providing an online gradebook for our teachers that had email capability and posting links to assignments.  We have been using the online gradebook program since SY 2008-2009 schoolwide.  My hope is that I can get my Google Site up and running for my classes and train our teachers on how to at least have a site with the bare minimal of what we were taught in this class (getting going and creating a 'Home' page, 'Agenda', and 'Calendar').  I think what would get some "buy-in" would be how this is terrific evidence for our Core Professionalism in the EES and it greatly supports and builds communication with our stakeholders.  

Satta-Ellis' Google Site

Best Teacher Blogs & Action Research Status

http://www.edudemic.com/best-teacher-blogs
Assignment:  Explore the blogs from teachers in the field based on your interests and 
Blog Post:  Share one blog that you particularly enjoy and what you learned from reading it.  Also, reflect on the status of action research project, challenges, etc.

This article, 25 Brilliant Teacher Blogs Worth Following,  mentioned there are hundreds of blogs that teachers can check out, it even encouraged its readers to start blogs.  The list of blogs they provided gave a little inspiration to start one or at least maintain one.

As I clicked on the different blog, looking for one that was related to social studies, I noticed a few things from each of these blogs, and consider these as characteristics of why they are "brilliant":

• visuals enhance text
• posts are like journals reviewing resources and other sites
• hyperlinks provide quick access to references used or discussed
• organized by date of entry

I didn't feel like they were as brilliant as the ones my classmates have made however.  This is probably because I could not relate to the authors and my classmates provide good if not better, resources.  

The only blog that I remotely liked was@TeacherToolkit for it was easy to read, short, and its contents were like lists ("7 facts","5 Wonders", etc.). This easy to read and access format reminded me of the kinds of Facebook posts that I would click on as it stirred my interests. Similar to BuzzFeed news and social content that I enjoy reading as they are short and easy to read.

Update on Action Research:

There is a bit of a snag in the implementation of gathering final data as my class set of Chromebooks are still being updated by our tech.  I will now have to squeeze my students into our library lab for some computer time or hope that assigning an ACHIEVE 3000 article as homework will be suffice.  

Link to Action Research Presentation

Technology Integration

 Technology Integration  What have you learned about the SAMR & Trudacot models for observing technology integration Describe a lesson that you would like to try in your classroom or how you would modify an existing lesson based on the class activities and the readings and resources?
Educational Researcher, Sugata Mitra's TEDTalk, “The Child-Driven Education” shared with us how technology can be used not just as a means to an end, but focuses on the outcomes that occur. What stood out for me came from his colleague, Arthur C. Clarke," A teacher that can be replaced by a machine should be." A teacher can never be replaced by a machine if one is inspiring. But if one does only what a machine can do than they should! This talk reminded us that inspiration is key. The examples shared from third world settings truly exemplified how children can be inspired to do the most challenging tasks when inspired.The SAMR & Trudocot model poses the question of how and why we use technology in the classroom. The Trudocot model will help me assess the purpose of technology use in the classroom. In Scott Mcleod's blog (2014), he discusses how the Trudacot and SAMR can serve as models that will help us move towards the best use of technology integration. The Trudacot tool assists us in essentially evaluating how well technology is utilized. The Trudacot model will definitely assist me in assessing the use of technology in my classroom specific to the purpose of garnering higher-level thinking. My experience with technology integration becomes a battle with so many variables. There seems to be a dynamic with the intention to integrate technology and the availability or access to technology. Moving towards the higher level of integration in the SAMR model is what many of us strive towards. My biggest obstacle at this point is access to technology. This experience mirrors what was mentioned in the discussion of the Digital Divide. Schwartz (2014) speaks of the obstacles schools come across to provide an effective infrastructure for technological usage. I just had my laptop cart taken away to be replaced by 30 Chromebooks. This opportunity can be daunting to me as I have seen the endless possibilities we can use these tools for. The Trudocot and SAMR model will definitely be my right hand man as I make curriculum decisions as well as a template for how we will roll-out the Chromebooks.

I would like to begin with assessing our student's knowledge of the internet. Then provide lessons on WebSite Evaluations as I see that we will be using research as a large part of our usage. Understanding the proper way to research will provide a fairly good foundation for the other levels of technology integration in the classroom. In Social Studies we do a lot of reading, writing, and note-taking. Currently we use paper-pencil ways of assessing and collaborating. The Chromebooks will be excellent tools to teach cloud computing as well as collaboration. Now our students can do live, interactive Close Reading WITH their peers (substitution level).


This is truly an exciting time in education, despite the many changes that are occurring that consume much of our time. This is something that public educator's in Hawaii are faced with at this time as our responsiblities become overwhelming as we need to fulfill our end of the Educator Evaluation System. Having the resources of the Trudocot & SAMR models will help us move not only our curriculum, but our students.

Action Research Project Summary

 Action Research Plan Summary

Possible idea:

1. Describe the problem or situation.

Ask questions about your practice and what YOU can do about them. (What control do you have over the problem?

What changes in your teaching can you make to help solve the problem?)

Will using using differentiated online instruction improve student’s literacy proficiency and Lexile levels required for college and career readiness?

2. Make a plan to resolve the problem in steps.

Step 1. Set up Achieve 3000 accounts (print out, distribute log-in information: user name and passwords)

Step 2. Conduct pre-assesment, gather initial Qtr 1 Lexile scores

Step 3. Conduct technology survey (Qs on access to technology and opinions on how this form of technology has helped or hindered learning)

Step 4. Discuss with students lessons and expectations for using Achieve 3000 (emphasizing doing Activity Qs to demonstrate mastery and Thought Qs to construct meaning from reading)

Step 5. Gather student Lexile scores at the end of 2nd quarter

Step 6.  Analyze and interpret data

3. Anticipate obstacles you might face in completing your plan and consider how you can overcome them.

State what you’ll expect to see if the plan works as a research question.

“If I _____________________________ how will students _________________________?”

If I expose my students to primary and secondary resources using the online resource of Achieve 3000 how will students make significant gains in closing the reading achievement gap?

4. What data will you collect to study the plan in action?

a. Two column observation sheets? What will you observe and when?

b. Checklists? What will they include and when will you use them?

c. Students’ Work? Accuracy in responses to Activity Questions (Demonstrate Mastery) and student constructed responses to Thought Question (Construct Meaning)-supports the writing process

What kind and when? student constructed  online responses, Lexile scores, Quarterly

d. Interviews? Student interviews

What will you ask and when? Survey students on use of resource, if it challenges, maintains interest and improves literacy. Beginning of quarter and end of quarter

e. Your own journal?  Action Research Blog What will you write and when? Implementation of steps and checklist

f. other data?

5. What is your timeline for enacting your action plan and conducting your data collection?

Step 1. Begininng of quarter

Step 2. Quarter 1

Step 3. Quarter 2 Beginning of November

Step 4. ongoing throughout Quarter 2

Step 5. Quarter 2 mid November

Satta-Ellis' Diigo

Assignment #5: My PLN: Personal Learning Network

I really connected to what Kelsey Rogers mentioned in her YouTube video on how to begin a PLN. She stated that “...as teachers it is importnat to teach in a way that is relevant to the world around us and to the generation of our students. We can do this by expanding our PLN; learning from them and with them...Being a teacher that is fluent in technology will organize your mind and your students.” I always felt that my attempts at staying current and learning how to use tech tools quickly were a few of my strengths but I have so many. I have a vast collection of resources through my personal use of Pinterest, my subsriptions to Discovery Education, Promethean Planet, Achieve 3000, AVID weekly, and the TOPSS (APA Teachers of Psychology in Secondary Schools). When I’m in need of a resource I usually default to using my favorite search engine to narrow my search to what I need specifically (i.e., a video clip on Hammurabi’s code or a rubric on marking text). Reading through these resources on Pinterest, Twitter, and on a PLN made me realize that I may be connected to a variety of sources, but I am not the one sharing! I usually help problem-solve many of the questions that arise on our school campus from maintaining our online grade book to giving ideas on instructional strategies, these resources gave me ideas on how to organize all the resources that I seemed to have hoarded virtually. The Ed-tech Pinterest boards gave me the idea to organize my Edu Tech Resources. I hope to take the time to make different boards for the different things that I am always needing (e.g., a presentation tools board, graphic organizers board, collaboration tools board, etc.) and of course a PLN board to enhance my educational resources and encourage me to collaborate and share these ideas. The first step has already been taken, as we have the blogger tool that we use in this course. I now need to extend my writing to include what I do and share what works. I think what keeps me from going “all out” is what first came into my mind when I watched the YouTube video on the Importance of a PLN in Education. Rogers mentioned how one could connect globally to express and share resources and opinions through an “online identity”. I value the inherent collaborative nature of online learning, but as soon as I heard, “online identity”, it made me recoil a bit as I have always stressed to students to be smart about their active digital footprint. As educators, we all stress the importance of managing our digital footprint by thinking before posting; we also know thaty once it’s online, it could be there forever. But of course, as we begin our own educational PLN, we can give our students an opportunity to learn how to use it properly. I will be learning from them and with them.

I also really liked the November Learning article on How Twitter Can Be Used as an Educational Tool. I thought, like everyone else, Twitter was merely a tool used to gossip and share useless pieces of information, such as Bieberhair and what may show up on an episode of TMZ. When it first came out, I immediately signed-on to share my useless ramblings and jokes. I stopped using it after I took on the task of teaching our freshmen about our digital footprint and started living our mantra of, “Think Before You Post”. I may have used Twitter to share my a-ha moments but what an a-ha moment I had as I learned that Twitter could be used so effectively and in an educational way. One could elicit realtime reactions and engage students in conversations about current events and possibly make historical connections! #aha

So will I use Twitter? The assumption is that all of my students will have to have Twitter accounts and we as a school will have to teach proper use of technology.  I think I will work with our school to help us get to this point.  I will begin by starting conversations in our PLCs about Digital Literacy and Digital Citizenship. My hope is to have a clear plan of action implemented incrementally.  I will continue by teaching our 9th graders Digital Citizenship and with my 12th graders I will continue to allow them to use their various choices of online presentation tools and share with them the need to be responsible Digital Citizens.

Satta-Ellis' Diigo

Assignment # 4: Action Research Blog Post

What are the benefits of action research? What experiences do you have conducting research that could help you in this process?  What questions do you have?

In early the early 2000s, I experienced a  huge fundamental shift in education  in regards to the  belief  that if curriculum is tightly aligned to state standards, student achievement of those standards is likely to follow.  The task was overwhelming for classroom teachers who have taught a certain way (giving worksheets and lecturing for example) for years.  Many of whom have left the profession in droves.  When I came into the profession at this time, it was in the middle of this "pendulum swing" of reinventing education.  I was for the most part, an observer of change and a learner of new way of teaching I did not learn in college.  The standards implementation planning model was the mechanism for practical standards-based planning, imbedded in that model was reflection.  The driving question was how one can improve one's teaching or make more effective.  This is the focus of action research..  It is intended to improve and strengthen student achievement and reiterte the idea of edcucation as a research-based profession.  
My experiences with conducting research comes through PD courses I have taken on the process that emphasized the suggesion of research-tested practices to increase student learning.  I learned strategies that were derived from research-substantiated practices.  
My biggest question is what I could focus in on for this assignment while authenticating the practices I have in place for my EES (Educator Evaluator System).  I hope to "feed two birds with one seed" with this.  Our schools' focus last year was on argumentative wrtiting, this year it is building academic conversations. These foci are in alignment to our school's vision of developing college and career ready individuals.  In developing my plan for my SLOs as part of the EES, I and my social studies colleagues have decided that literacy is what will focus in on.  As part of my Action Research, I hope to evaluate the efficacy of online resources in improving literacy.  My colleague and I have been working closely with each other on developing strategies to improve literacy.  One of the components of this plan for improvement involves implementing the online program of ACHIEVE 3000.  I would like to see how using such technology in my 9th grade classes (of World History) could improve Lexile levels that reflect college readiness.