This week, we talked about Personal Learning Networks (PLN) and what they can do for educators. You can build up your PLN through the web, social media and other internet sources.

Twitter is a great place to find other groups and individuals. There are so many groups that offer advice, resources and a cheerful note to help teachers make it through these long weeks. There are so many groups that also offer opportunities for professional development, either by advertising courses or by sharing what they have learned from previous professional development sessions. Other social media platforms that are great for this are Instagram, Facebook, etc. Many teachers and educators share their experiences with others so that we can all support each other in this crazy profession.

We also spoke this week on research and the best ways to do it. For example, we did research for our final project and it was very important that we found sources that were not only helpful, but credible. Searching on sites like Google Scholar and through the Temple online Library allow us to find sources that we know will be accurate and written by someone who understands the topic. When I worked on the research for my final project, I specifically looked for articles that were relevant first, current second, and interesting third. I felt that the content of the article and the usefulness of it were more important than when it was written (as long as it wasn’t too outdated). Overall the research process for the final project went well because there are so many different ways to approach my topic of virtual reality in the classroom.

Lastly, I want to reflect on this course and how I will carry the things I learned here in my future classes. There were many different tools that I would like to use, but I’ll mention a few here. One of the ones I would like to use in the future is screen cast. I assign a lot of assignments through Google Classroom, and to be able to show them directly on my computer what they should do will make that easier when explaining what to do. Another one that I regularly use is Google forms. I like the options that it gives me, and it allows me to give a test that is greener (and also grades it for me!). The last one I’d like to mention is the website alexa.com/siteinfo. I like this website because it allows me to check the resources my students are using in order to make sure they are appropriate and authentic.

Overall, this was a great course and I look forward to carrying what I’ve learned into the future!

This week the main topic revolved around how to spot a fraud…..website that is. Not everything you read on the internet is true (I know, what a shock!) but that’s the reality of things. You need to be careful what you believe, and be careful what you share! If it seems fishy, it probably is not the real deal.

What should you do if you think it’s bogus?

1. If it seems extreme, it’s most likely a stretch of the truth or completely fabricated in the first place. To use an example originally from Michigan State University “What’s more likely to catch your attention? Correlation found between chocolate consumption and heart health, or Want to have a healthy heart? Eat Chocolate!” The more eye-catching and extreme it is, the more likely it is to be clickbait and therefore fake. They want you to click because that is how they make money.
2. Look at the domain- If its a .com.co address, it’s most likely a phony site.
3. How does the headline make you feel? If the answer is angry or upset- you guessed it!- It’s probably fake. The more they manipulate your emotions, the more likely you are to click on it. They want you to feel upset and remember their false news so you can spread it, rather than spread the truth which is less “exciting” or likely to make you feel the need to act. Political fake news is extremely notorious for this. If the article names something that makes you ask “how could they possibly do that?” it’s probably because they didn’t; they just want you to think it’s true. If you do that then they can manipulate you into getting what they want. The best bet for us all is to find the true facts and make your own opinion about it.
4. As I mentioned above, check it out! If it seems ridiculous, then see who else is talking about it. If no one else is, then it’s probably fake news. Or even better, they might have debunked it altogether. Cross checking your news may seem tedious, but would rather it be right or easy? If you can’t find anyone else talking about it, use one of the many numerous fact checking websites to find the truth.

How can I tell when it seems so realistic?

1. Look for their statement of ethics. All legitimate news sources will have a statement that tells you their journalistic code.
2. Do they have a correction policy? All news sources get it wrong some times. It. happens, we understand. But. what do they do when. they need to fix it? If the answer is nothing, then watch out.
3. Are their sources named? If so What do they say is the reason why not. If it’s full of “anonymous” sources, then it’s doubtful those sources even exist.
4. Does is specify what kind of piece it is? Is it an opinionated editorial or fact checked news source? If the article doesn’t specify, then it might be fake.
5. Lastly, what other work has the author done? Check out their other pieces and try to get a feel for the integrity of the writer.

Overall, it’s up to you do the work. It seems like a lot, but being informed is better than being quick. Let’s be a nation of smart readers, rather than clickbait consumers.

This week we learned about all types of assistive technology. As teachers, it is our job to stay up to date with what is available for our students. Now that there are so many options out there, we can make the learning experience more inclusive and overall just better for our students. Putting yourself in the shoes of a teacher who is being introduced to this technology without having the opportunity to truly understand it just makes it harder for educators to do right by their students and hurts their students ability to. benefit from the technology. We have a responsibility not only as teachers but as schools to make sure our teachers have the opportunity to be introduced to the many available options out there.

One of the specific types of assistive technology mentioned was e-books and e-reader apps. This stood out to me because it is one that I use in my classroom currently. I have several students who struggle with reading, but enjoy using the e-reader capabilities that come with our online curriculum options. These students can have the book read to the, have words defined, take notes and highlight things, etc. There are so many different free or inexpensive softwares and apps out there that allow for students to use an e-book. It creates a whole different experience for learning when some students have the opportunity to use an e-book as their book.

All this assistive technology comes back to what we as educators are really trying to achieve: A Universal Design for Learning. UDL is the basic principle that rather than have accommodations just for students with disabilities, why not change and accommodate the curriculum so that it is designed for every type of learner to begin with? All students, even without any specific disabilities can benefit from the opportunities and variations that UDL is trying to promote. They operate on 3 basic principles:

• Principle 1: Provide multiple means of representation (recognition network).
• Principle 2: Provide multiple means of action and expression (strategic network).
• Principle 3: Provide multiple means of engagement (affective network).

All of these together help educators create and expand their curriculum plans so that all learners can benefit from a universal, diverse, interesting learning experience.

Overall these assistive technology devices help us to create a more inclusive, interesting, and welcoming classroom experience for every student who walks through our door. But teachers alone can’t do it. They need the support of their school to help them provide the best opportunities for their students.

This week we learned all about technology and global education. I researched two different programs that connect students on a global level. The first was called Empatico. The second was Skype for Education. Both applications are on the surface very similar. They both use video chatting as a main interaction tool. They both wish to foster empathy and understanding among classrooms around the world. They are both noble in their pursuits of trying to make the world a smaller place by helping improve communication and global understanding. But they are also very unique in many ways as well.

Empatico is a website the connects classrooms from all over the world and allows them to interact with each other. It matches your class with others based on what experience you are looking for. It provides activities and resources that allow students to share cultural and educational experiences with each other. The aim of Empatico is to “empower teachers and students to explore the world through experiences that spark curiosity, kindness, and empathy. We combine live video with activities designed to foster meaningful connections among students ages 6-11.” It is a completely free experience for educators and students alike. One thing that was unique about Empatico was the very structured layout. It has 3 steps: Prepare, Interact and Reflect. The structure allows for the experiences to become familiar to the students and help them know what to expect so they can just focus on what they are learning. As an educator, I must say I really liked it. I like the structure.

Skype for Education forms connections through sessions and posts on the website. By searching for a topic, location, etc. you can connect via Skype with others who post on the website as well. You can take virtual field trips, listen to guest speakers, and participate in collaborative projects through the use of the Skype application. Skype has a broader range of activities than activities in some ways, which is great. The activities are shorter, which allows for more small connections rather than deep connections, which has it’s merits as well.

One thing I can appreciate about both is the work that goes into implementing each into the classroom. It is not just something you do on a whim. It is something that must be carefully scheduled, selected and implemented in the classroom. Skype has so many different experiences that could lead to many new ideas and topics being introduced to students. Empatico is more about the relationships that students build with classrooms across the world. Either way, they are the future of understanding, empathy and global collaboration the classroom. After watching how teachers had used Skype in their classrooms through the Ditch that Textbook video made me really consider what opportunities could be opened up with my students in my own classroom. One teacher talked about the collaboration experience her students had through a mystery Skype activity. The way she spoke about how her students were engaged is amazing. And the age didn’t seem to matter. The variety of teachers and the range of students shows that older students and younger students not only can benefit from these experiences, but also can enjoy the experiences.

Overall these programs seem to be amazing for what the world needs. They have the same goal; understanding, collaboration and empathy. And they will help bring our students into the modern age.

This week I did a little bit of research on an odd topic: myself! I searched different sites like Google, Truthfinder, Facebook and more to see what pops up and has gotten through my privacy filters. Just about every site that I checked came up with the basic information like my name, age, and where I’m from. But I was happy to say that I couldn’t find any pictures of myself, and information like my school and job were much harder to find. I actually found relatively little information about myself which tells me that I don’t put anything on my accounts that I wouldn’t want to find, and my privacy settings are working pretty well. However the same couldn’t be said for everyone when it comes to the internet.

I actually had more luck at finding information for my business accounts (I have a small photography business) online. They came up as linked to my facebook and instagram accounts, which is why they showed up when I searched myself. Online Privacy is extremely important. Everything you post can be dangerous if found in the wrong hands. This little test reassures me that I am doing what I need to be safe online.

This week I also learned about Spector’s review of learning theories. He mentions the theories of Behaviorism, Cognitivism, Constructivism, Critical Theory, and Humanism. Behaviorism is the one that stuck out to me the most, because it is based on the idea of observable things (ex. behaviors). As a teacher, the easiest way to help students is to observe what they show us. As I always say to them, I am not a mind reader. Being able to take observable things, like classwork, behavior, words, etc. I can paint a picture of the best way to help that student.

That’s what’s up for week 3! Tune in next week to see what we learn about next!

This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.

You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.

Why do this?

• Because it gives new readers context. What are you about? Why should they read your blog?
• Because it will help you focus you own ideas about your blog and what you’d like to do with it.

The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.

To help you get started, here are a few questions:

• Why are you blogging publicly, rather than keeping a personal journal?
• What topics do you think you’ll write about?
• Who would you love to connect with via your blog?
• If you blog successfully throughout the next year, what would you hope to have accomplished?

You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.

Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.

When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.