3.7 Communication & Collaboration
Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g)
Artifact: Blog Entries on Videos and Podcasting and Google Classroom Video (see below for video)
Reflection:
There are many artifacts I could use that would demonstrate my abilities to both communicate and collaborate locally and globally with students, parents, peers, and the larger community. During the time I worked at Midway Elementary School (and worked at throughout the implementation of my Capstone project), I helped the school establish its own YouTube channel to showcase the morning announcements, student work through video production and green-screen technology, and any other videos needed to be shared. As an administrator on the school’s Facebook page and a member of the Parents of Pierce County page (although I am not yet a parent), I shared the links as needed to communicate the videos and other information to parents and the community. In addition, I communicated information through the PC STEAM Team and Okefenokee Technology Fair Facebook pages for the technology fairs and events occurring at the time as an administrator for both of those pages. Because I had a good relationship with the local newspaper, I had articles published when my students earned recognition and was the founder and Editor-and-Chief for our local school elementary newspaper known as The Cub Express. I had a class website embedded on the school’s website to communicate with parents and students. I also used Google Classroom continually to communicate with the students in my gifted program. Of course, I also communicate and collaborate through email and other social media platforms (such as Twitter and LinkedIn) as a teacher. As a special education teacher, I use many of the same tools to communicate with my students, parents, and teachers as well. I am also in the process of creating a Pinterest page for Assistive Technology ideas for the teachers in my school system to view and use.
One of the artifacts used to demonstrate my abilities is a blog entry about video editing and production, which also displays some of the videos produced by both my students and me. A blog entry on podcasting is also an artifact to display my abilities to communicate. My video about using Google Classroom for collaboration and communication is included as well.
I utilize video production as a tool to communicate locally and globally with students, parents, peers, and the larger community. A YouTube channel, which includes private, unlisted, and public videos has been used to communicate with all stakeholders, and it’s also been a collaboration tool with my students as I’ve taught them how to produce videos as well. In response, one of my students also created a YouTube channel.
Google Classroom is also used to display collaboration and communication within my classroom. It is a tool used for students that encourages collaboration with their teachers and their peers. It’s also a great way to share work and information with parents. I also enjoy using other Google tools to communicate with teachers as well. Using podcasts in the classroom to communicate was a new concept and tool I was introduced to through my time at KSU. They are also a great way to communicate as well as to connect globally with others.
Using a YouTube channel and video production are great tools in communicating; however, I have learned about the importance of knowing confidentiality laws and understandings prior to implementing this type of communication in the classroom. Students need to be aware of how a tool like this could be harmful as well, which is a concept that has been taught through digital citizenship classes and concepts within the school. Google Classroom is an excellent tool that has improved the quality of my teaching in many ways, especially in the areas of communicating with my students and increasing peer-to-peer collaboration opportunities. If I could change anything about these artifacts, I would add information in the blogs about the importance of teaching those digital citizenship concepts in correlation with or prior to the implementation of video-production instruction and YouTube channels. If I could change anything about the Google Classroom video, I would add in information about digital citizenship concepts that need to be taught as well prior to using it in the classroom.
School improvement was improved immensely through the use of video production to communicate with the weekly news as well as other information, especially when published through the YouTube channel and shared through social media such as Facebook and Twitter. It can be assessed through the number of people who are watching and commenting on the posts and videos. Google Classroom has also positive affected the use of communication and collaboration for both teachers and students. It’s impacted school improvement due to the increased technology use and faculty development in terms of learning a new digital tool through a series of professional development opportunities. It can be assessed by the number of teachers and students who are currently using the tool. Podcasts have improved my instructional strategies as well and can be assessed through the number of people who are listening to them.
There are many artifacts I could use that would demonstrate my abilities to both communicate and collaborate locally and globally with students, parents, peers, and the larger community. During the time I worked at Midway Elementary School (and worked at throughout the implementation of my Capstone project), I helped the school establish its own YouTube channel to showcase the morning announcements, student work through video production and green-screen technology, and any other videos needed to be shared. As an administrator on the school’s Facebook page and a member of the Parents of Pierce County page (although I am not yet a parent), I shared the links as needed to communicate the videos and other information to parents and the community. In addition, I communicated information through the PC STEAM Team and Okefenokee Technology Fair Facebook pages for the technology fairs and events occurring at the time as an administrator for both of those pages. Because I had a good relationship with the local newspaper, I had articles published when my students earned recognition and was the founder and Editor-and-Chief for our local school elementary newspaper known as The Cub Express. I had a class website embedded on the school’s website to communicate with parents and students. I also used Google Classroom continually to communicate with the students in my gifted program. Of course, I also communicate and collaborate through email and other social media platforms (such as Twitter and LinkedIn) as a teacher. As a special education teacher, I use many of the same tools to communicate with my students, parents, and teachers as well. I am also in the process of creating a Pinterest page for Assistive Technology ideas for the teachers in my school system to view and use.
One of the artifacts used to demonstrate my abilities is a blog entry about video editing and production, which also displays some of the videos produced by both my students and me. A blog entry on podcasting is also an artifact to display my abilities to communicate. My video about using Google Classroom for collaboration and communication is included as well.
I utilize video production as a tool to communicate locally and globally with students, parents, peers, and the larger community. A YouTube channel, which includes private, unlisted, and public videos has been used to communicate with all stakeholders, and it’s also been a collaboration tool with my students as I’ve taught them how to produce videos as well. In response, one of my students also created a YouTube channel.
Google Classroom is also used to display collaboration and communication within my classroom. It is a tool used for students that encourages collaboration with their teachers and their peers. It’s also a great way to share work and information with parents. I also enjoy using other Google tools to communicate with teachers as well. Using podcasts in the classroom to communicate was a new concept and tool I was introduced to through my time at KSU. They are also a great way to communicate as well as to connect globally with others.
Using a YouTube channel and video production are great tools in communicating; however, I have learned about the importance of knowing confidentiality laws and understandings prior to implementing this type of communication in the classroom. Students need to be aware of how a tool like this could be harmful as well, which is a concept that has been taught through digital citizenship classes and concepts within the school. Google Classroom is an excellent tool that has improved the quality of my teaching in many ways, especially in the areas of communicating with my students and increasing peer-to-peer collaboration opportunities. If I could change anything about these artifacts, I would add information in the blogs about the importance of teaching those digital citizenship concepts in correlation with or prior to the implementation of video-production instruction and YouTube channels. If I could change anything about the Google Classroom video, I would add in information about digital citizenship concepts that need to be taught as well prior to using it in the classroom.
School improvement was improved immensely through the use of video production to communicate with the weekly news as well as other information, especially when published through the YouTube channel and shared through social media such as Facebook and Twitter. It can be assessed through the number of people who are watching and commenting on the posts and videos. Google Classroom has also positive affected the use of communication and collaboration for both teachers and students. It’s impacted school improvement due to the increased technology use and faculty development in terms of learning a new digital tool through a series of professional development opportunities. It can be assessed by the number of teachers and students who are currently using the tool. Podcasts have improved my instructional strategies as well and can be assessed through the number of people who are listening to them.