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Posts: 70
Reply with quote  #16 
As an educator, it is actually quite difficult to "engage digital learners in the content and process of learning."  My school has laptops for all the students, but I think that it's sometimes hard to make sure that the students are learning content and not struggling with the technology or goofing off.  For example, students who are unable to type quickly spend more time looking for the keys than actually producing something.  Giving students access to the Internet can quickly lead to chaos as the kids find it easy to goof off.  

It's important that students learn how to use digital tools, but my students have access at home to computers and are very comfortable using them.  We as educators need to instruct them on how to use computers in an academic setting.  It's great that they can find Minecraft YouTube videos, but can they find something relevant to what they are learning, for example a program that lets students type words in hieroglyphs when learning about Ancient Egypt?  Limiting the amount of time that students can use the computers, I have found, is very important.  Just as it's easy for adults to waste time on the Internet, students can do that as well.  For example, it students are looking for an image, they could spend all day looking for the perfect image.  I tell them to search for something on Google images, and they are allowed to choose only from the first page.  This sets a limit and keeps them from spending too much time away from actual learning.  If they are doing a Power Point presentation, I think, how long would it take them to write up a 5 page / 3 bullet points per page presentation?  It shouldn't take them more time to do something on the computer once they know how to use a program.

That said, many of our students with learning disabilities can benefit from technology.  Students who are unable to write can type or use Google speech to text to type up assignments.  For these students, technology can be a game-changer.  For dyslexic students who struggle with reading, listening to books read aloud keeps them on the same page (literally and figuratively) as their classmates.

Educational programs are sometimes hit or miss, and it's up to us to direct our students to programs that are more education instead of edu-tainment.  For example, iXL is a good program for math skills and math drills, but many students become frustrated when they get wrong answers.  I think that when they see a problem on the computer, they are not as likely to work it out on paper or put forth a strong effort.  So I limit what I assign my students.  

There are also digital tools that I do not like at all!  My daughter's teacher (3rd grade) last year assigned Spelling City games.  Some of the games were just that, games.  She would spend more time shooting mice (yes, that's a game) than actually spelling.  Some of the games were okay, but as a parent I was frustrated that I would have to limit her to a few games that actually taught spelling.  

Posts: 12
Reply with quote  #17 

“Digital learning has the potential to not only enhance pedagogy but also increase achievement.”  --pg. 37

After reading chapter 3, how do you plan to effectively engage digital learners in the content and process of learning?

As a ESL teacher who teaches online, there is already a deep immersion in digital learning. Most lessons are already set up so in order to teach, I can use more technology or daily non-technological props to teach content.


Posts: 148
Reply with quote  #18 
I do not know a if I will have an actual classroom this year, or if I will be floating as an in class support teacher.  What I began trying to do last year and would like to try again is having students create mini Google slide shows to show mastery of concepts.  Then we make files based on the name of the concept.  Students who need to review or need extra help on a concept can go to the class files and choose lessons their peers have made.

Posts: 5
Reply with quote  #19 
Digital learning is necessary in every facade of education as we continue through the 21st century, including the library or media center (whichever term is used).  At the school district where I am librarian, each year our goal is become more tech savvy and to incorporate more and more technology into our lessons.  We are very fortunate to have our own laptops (30) to use with lessons as well as around 10 tablets we can check out from technology any time we would like.  We flip back and forth using the laptops and tablets depending on the lesson.  The very first lesson this coming school year, library orientation, will look differently than it did last year.  Students will be in groups and will go around the library scanning QR codes that I have created where they learn more about each section of the library (nonfiction, easy fiction/picture books, etc.).  

While reading chapter 3, "A Culture Moving in a Different (Better) Direction" section caught my attention more than any other section.  I really enjoyed reading about teacher Hershey Groff and how he is incorporating digital tools in his classroom.  Like Mr. Groff, I would like to incorporate more digital tools in lessons as well as to reach out to the community and let them know what is going on in the library.  Groff stated he used Twitter to hold "virtual discussions and class debates with students across the country"(798).  How cool is this?!  "He has students use Pinterest to create digital web galleries to present material and research logs when conducting extended research projects"(806).  "He uses social media to communicate with parents, display student work, and share resources, which also results in enhanced levels of engagement and student achievement"(806).  


Posts: 6
Reply with quote  #20 

The biggest lesson for me from chapter three was that the way I incorporated technology into the classroom was on a basic level -- technology for technology's sake. I wasn't focused on the question, "Technology for the purpose of what?" If I return to the classroom, I want to be more thoughtful about how I incorporate technology into the classroom, and the frameworks presented in this chapter will certainly be helpful in accomplishing that.

In addition, to effectively engage digital learners in the content and process of learning, I need to stay up-to-date on new technologies and push myself to become comfortable using them. I was impressed by the chapter's opening discussion of the various social media and other digital tools incorporated by Mr. Groff into his history classroom, and I am unfamiliar with several of the tools mentioned. I must have a willingness to experiment with these tools in order to understand how to effectively use them in the classroom.


Posts: 65
Reply with quote  #21 
I think digital lessons can be overwhelming to plan because technology is always changing. It's hard to keep up! I think taking more professional learning courses would be my first step so that I can understand how best to implement the technology for content mastery, assessment, providing feedback, etc. Like he mentioned in the previous chapter, modeling is really important. I love what he said on p. 43: "Pedagogy always trumps technology. For digital learning to be implemented effectively, focus on pedagogy first and technology second when appropriate. Do not haphazardly throw technology into a lesson because it will address a required checkbox on an observation form. Do it with learning intent and purpose." I admit that in the past I have been tempted to implement technology for the sake of a check in a checkbox or for praise that I was implementing technology in such a way.  I hope, in the future, to utilize technology to where it allows for student creativity & as mentioned, "liberates them into an understanding of growth that gives students relevance and positions them to be owners of their knowledge and members of their world." I hope to make technology purposeful & meaningful, not just engaging. 

Posts: 83
Reply with quote  #22 
As an early childhood educator, I found most of the digital learning ideas in the book to be impractical for children who cannot read. My students are from low income homes and often do not have computers. In my classroom, however, I do have a computer center that I use to promote independent navigation of websites and to introduce beginning computer skills (i.e. clicking the correct mouse button). My goal will be to continue to find relevant learning sites that my students can be successful in using independently.

Posts: 12
Reply with quote  #23 

After reading chapter 3, I plan to effectively engage digital learners in the content and process of learning by assigning not just paperwork but computer based assignments. For example, dividing students in collaboration groups to do a video weather cast over typhoons and eathquakes in Japan. Then have the students go online to submit finished product. They could then be asked to view others works and answer questions. I have seen this assignment work and it puts tge students in charge of their learning process.

Cheryl Rene Ferguson

Posts: 11
Reply with quote  #24 
My district uses schoology, so I am going to investigate more on how I can use schoology as a digital forum in my classroom. I teach English, so having my students use blogs for replies about their literature reading will be beneficial. However, many of my students don't have access to technology outside of the school, and sometimes access to technology in our building is also limited, so I'll be working on that to see what I can do to add more digital learning to my classroom.

Posts: 42
Reply with quote  #25 
I would love if I could incorporate a couple of tablets into my classroom that allow students to use technology to enhance what we are learning about the classroom. This would allow students to learn more about a variety of subjects. Also I believe this could highly benefit children who are having difficulties with a certain subject.

Posts: 67
Reply with quote  #26 

For several years, I have used Educreations to make videos for my tutoring students when they’re struggling with a concept in-between tutoring sessions.  I love the ability to send them a video where they can watch the very problem they’re struggling with be solved with my voice explaining what’s going on.   At the same time, I also set up an Edmodo account to give my students access to all the support materials I had created and collected relevant to their subjects.  But there was no buy in with that.  I don’t think they ever even looked at it. 


Since my tutoring sessions are on demand, I don’t really have the ability to set up a system for using digital learning, other than the Educreations videos and video chat calls using graphics tablets to demonstrate math problems.  

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