Voxer Chat #3

Planning for the use of BYOD and other technologies in instruction was the topic of our 3rd and final chat. The 21st Century classroom is an ever changing environment. During the final chat we discussed topics like bring your own device, makerspace, and using audio and video in the classroom.
Celia stated that a disadvantage to BYOD can be distraction and disruptions but a positive of BYOD is it bridges the digital gap. David discussed a new concept to my called makerspace. Makerspace is a collaborative space for sharing, learning, and creating. Samantha stated that using audio and visual devices such as cameras in the classroom allows students to be creative. This media opens up discussion and collaboration with students that otherwise my be too shy to interact.

Through this semester I was introduced to Voxer as a means of sharing information. This application is a great way to share media though audio recording and visual images. The chat groups we had shared information and details about various topics and we all exchanged thoughts and ideas with each other. I can see many uses for this tool in a school setting. Administration could use this to form grade level chats about data or committee chats for fundraisers. I will continue to use this tool in my future leadership roles.

Voxer Chat #2

During our 2nd Voxer chat we discussed school culture for multiple generations. I choose generation Z which are children who were born 1995-2009. This generation makes up most of the students in middle and high schools today. They are the technology native generation which gives teachers the challenge of integrating technology in all aspects of the classroom. David discussed generation X and Samantha discussed the Millennial generation. These two generation make up the majority of k-12 teachers. Their level of technology use and knowledge is different.  Millennials use a mobile device for everything from communication to ordering food. Generation X are visitors in the technology age, consistently trying to keep up with the younger generations. Lisa discussed the baby boomer generation. This generation makes up teachers and many administrators. Lisa stated that baby boomers have a growth mindset but the challenges of the 21st century classroom are hard on them.

Earning Administrator's Buy-In

21st-century classrooms are changing the way teachers teach and how students learn. Coding is something, which in the past, has been limited to specialized classes and enrichment activities. In the modern classroom of today coding is a skill that students can use to expand their critical thinking and creativity (Brookhouser & Megnin, 2016).

Coding should not be limited to students who are "computer nerds" but be available to all students. Teachers have the task of integrating technology into their daily lessons; adding coding is just another step in the process. When looking at coding, educators should understand that it doesn't only mean computers and keyboards but actually is the foundation of almost everything we do and use on a daily basis. Traffic lights, television, baby monitors, and airport terminals are only a fraction of things for which coding is responsible (Brookhouser & Megnin, 2016).

The first step for a teacher or school to include coding in general education classrooms is getting permission from the administration. Technology is still a new concept for some administrators. Coming to the realization that it is here to stay and a necessary component in the classroom is a significant challenge. Administrators need to be reassured that what a teacher is doing benefits the students' success.

Administrators must be sure that coding and technology meet the educational standards. Computer science does not mean just teaching typing skills or even word processing. Computer science teaches critical thinking skills, problem-solving techniques, and making connections with everyday functions (Brookhouser & Megnin, 2016). It is important to include these skills in every classroom; not just in a computer lab. Each teacher has the opportunity to include a coding element in his or her lessons.

School administrators must also consider the financial impact. How much money will the addition of coding to the classroom cost the school? The answer to this question can be surprisingly low. There are multiple options that do not include spending any money. Teachers can teach coding with simple chalk and a sidewalk; high tech devices are not necessarily needed.

When one has addressed all the concerns of administration and still experience resistance, one may have to just "do it" and ask for forgiveness after the fact.  Sometimes taking the calculated risk is worth it when all of the due diligence on the subject of coding is complete.  One does not want to disobey administration but there are times where planning for classroom coding education significantly reduces the risk of failure in the classroom. Some administrators need to see things in action to fully understand the impact (Brookhouser & Megnin, 2016).

Reading, writing, arithmetic, and coding are the subjects of the 21^st century classroom. To assure that our students are properly equipped for their future in a world of technology they need coding to understand how things work (Berdik, 2015). Everyone isn't a computer programmer but everyone needs to learn the skills that coding provides. Moreover, adding coding to the classroom can benefit students in other areas of study.

Berdik, C. (2015, April 15). Should every school class be a computer coding class? Retrieved April
          25, 2018, from http://hechingerreport.org/should-every-school-class-be-a-computer-coding-
         class/
BROOKHOUSER, K. (2017). CODE IN EVERY CLASS. S.l.: EDTECH TEAM.

Pros and Cons of Social Media

The use of social media networking sites has increased to 69% in 2018 from 26% in 2008 based on a survey by ProCon.Org. People use social media as a platform for their news, weather, and daily information about the world. This can be good and bad for society. Social media makes accessing information quick and easy but that also means false and incorrect information is spread just as quickly. Turner states that students and adults will spread and share a hoax, or false information, and never stop to see if it is true or factual. Just the act of sharing this information demonstrates a claim to the information (Turner, 2017). Students and adults that share links without making sure they are accurate demonstrates that the person doing the sharing feels it is true. It is like the new digital gossip line. One person shares something and it just proliferates until it has a life of its own.

Arguments or debates on social media are quickly becoming an important method of data and information. A good debate shows both sides of the argument and doesn't lean one way or another. Readers must make sure to evaluate all sides of an argument; not just the side they favor. They should also make sure the information is accurate. Procon.org published an argument showing the pros and cons of tablets vs textbooks.

• Pro: 81% of teachers surveyed feel that tablets enrich learning
• Pro: Digital textbooks on tablets cost 50-60% less than published textbooks
• Pro: Tablets provide many features not available in a paper textook
• Pro: Tablets prepare students for a world of technology
• Con: Classroom distractions
• Con: Many students can't access tablets at home due to lack of internet access
• Con: Tablets can allow students to cheat or cut corners on homework or assignments

To see the other pros and cons of tablets vs textbooks visit Procon.org.

Teachers are tasked with the duty, in the 21st century classroom, of teaching students how to use social media responsibly (Hick, 2013). Young people spend all day reading and writing text messages, tweets, and status updates but they don't feel this is actual reading or writing. Teachers have to express to students how important their voice is and how powerful these "short text" entries on social media are (Turner, Hicks, 2017). Turner and Hicks discuss the MINDFUL approach to social media. Monitor, Identify, Note, Determine, Facts, Understand, and Leverage. When using this approach, students take the time necessary to properly evaluate the information they are writing, reading, or sharing on social media (Turner, Hicks, 2017).

Tablets vs. Textbooks - ProCon.org. (2017, February 7). Retrieved April 18, 2018, from 

         https://tablets-textbooks.procon.org/

Troy, H. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, 

         NH: Heinemann.

Turner, K. H., & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and 

        write digital texts. Portsmouth, NH: Heinemann.

Social Networking