Backchanneling with Middle Schoolers

In this article by Michael Mills, backchanneling was used in the classroom as a way for students to discuss their thoughts and important concepts about themes and motives using a secured discussion board website called TodaysMeet. Backchanneling is defined as a streaming conversation-public or private- that you and your students can have while another activity is going on. The article highlights the fact that students are able to share their thoughts and ideas without having to wait to be called on. Due to the fact that the students are under pseudonyms, the students who are shy are able to discuss what they are thinking and also defend and argue their viewpoints. This tool meets the ISTE Standard that requires students to be able to use digital media and environments to communicate and work collaboratively, to support individual learning and contribute to the learning of others. I like that students are able to say what they are thinking and write down the idea before they forget it. It also allows that anonymity from their classmates so that they aren't afraid of what everyone else would say for their opinion. I think this is great for Language Arts and History classes.

Mills, M., (2014). Backchanneling with middle schoolers. Learning & Leading with Technology. 41(4). 30-31.

Beat Time Zone Delays by Collaborating with Classes on Youtube

In this article, Holly Clark explained the trouble she had working out the best time for her class to do video chats with their friends in New Zealand and Australia that they have been blogging with. Instead, she had found a way to incorporate the state standards of students telling autobiographies and video literacy by having the students send each other their videos through their YouTube channel. She incorporated what they were learning about sugar consumption into a series of debate videos between the classes of students. Obviously not every school allows access to YouTube so it is possible to email the videos to each other instead. I like the idea of allowing students to communicate with students in other countries so that students are exposed to different customs and countries. This article relates to the ISTE Standard 1.C: promote student reflection using collaborative tools to reveal and clarify student's conceptual understanding and thinking,planning and creative processes. Can you think of other ways that these collaboration videos can be utilized in the classroom?

Clark,H., (2014).  Beat time zone delays by collaborating with classes on youtube. Learning & Leading with Technology, 41(5), 32.
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10 ways to Engage Students with Cellphones in the Classroom

In the article 10 Ways to Engage Students with Cellphones in the Classroom shows teachers how to get their students to participate while using their cellphones. Some suggestions include an online response system to questions using websites such as polleverywhere.com and incorporating vocabulary lessons by having students take pictures of an item that represents a vocabulary word. Another example provided is the ability to record for projects or lectures. This can be helpful for those who are impaired or have disabilities and work with their learning style. The article notes that a set parameter must be used in order to have boundaries on when cell phones can be used but argues that because children of this generation have not known a life where technology has not been available to them, that it would be in their best benefit if they were allowed to use technology that is familiar to them. I am skeptical of the efficiency of this tactic however I feel that a big factor is maturity and respect for boundaries and guidelines. I know in previous experience that it was nice to be able to use my phone in class in order to record lectures, take notes, or look up information. However, it would be very easy to get off task. I think that like most things, there is a set time and place to use the technology and that rules are definitely necessary to determine when is the appropriate time to use your device. I know that not everyone has a smart phone but in this case, teachers can have students work together in groups or even use other devices such as laptops or ipads or computers in order to utilize technology in the classroom.

LaPrairie, K. & Nickson, L.M. (2013). 10 ways to engage students with cellphones in the classroom.  Learning & Leading with Technology,40(7), 36.

Assistive Technology

In the video for Assistive technology, it talks about different learning styles of students and how teachers can have a difficult time approaching their curriculum in a diverse classroom. The video talks about the term Universal Design for Learning, which is defined as "an approach to curriculum that minimizes barriers and maximizes learning for all students". Universal Design for Learning talks about three approaches; representation, action and expression, and engagement. Representation is when a teacher can present their lesson with various types of  media such as animations, making it easier on their students to understand. Action and expression is for the students to express what they know in models, feedback, and supports. The final approach is engagement which is where students indicate their interests. The article, Build An Assistive Technology Toolkit, talks about different programs available on both Mac and PC computers as well as online sources that can be used to assist different learning styles. Examples of these programs include text to speech programs for the visually impaired and on screen keyboards for those who have difficulty using a regular keyboard. I think that it is important for teachers to know what technology is available to them in order to help their students succeed while supporting their learning styles. Everyone learns differently and we have the technology to help the students, we just need to understand how to utilize these programs. This is all very good for inclusive learning and teaching especially for students with disabilities. 






Ahrens, K. (2011). Build an assistive technology toolkit. Learning & Leading with Technology, 39(3), 22-24