The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
Published by ohr17001, 2018-03-28 10:42:06

magazine whole

magazine whole

The March 2018 $5.95

APPLE FLIPPED
Learning

Inclusion
Education

Technology mindset

in the classroom Is it right for your classroom?

Table of Contents

3 Inclusion Education

Do You agree or disagree with this new concept?

11 Importance of Growth mindset

Interview with a Kindergarten Teacher

13 Growth vs Fixed Mindset

Smart vs Working hard

16 Technology

Inspiring Creativity & Fostering Learning

21 Nearpod

Is it right for your classroom or school district?

23 A Day in the Life of an

Instructional aide

Interview with a middle and high school aide

26 Individual Education
Interview with a fourth grade teacher

30 Flipped Learning

Teaching trend to stay?

34 Digital Citizenship and

Responsibility

How can we help our students stay safe on the internet?

38 Professional Growth

Growth and leadership through technology

41 Creativity & Learning

With technology

“Education

is the most powerful weapon which you can use

to change the world.”

Inclusion
Andrea Ohran, March 2018
What makes you UNIQUE?

I want you to take a minute and think implemented inclusive education and can testify
about what makes you unique? What makes you of its value. Establishing special needs children
stand out from the crowd? Now, visualize your into the classroom is a positive step in the right
family, friends, co-workers and neighbors having direction. Children with any disability that quali-
a party, enjoying great food and conversation. fy for special education should be included in the
You are about to join them in this party, but you general education classroom.
are stopped at the door and told that you are not
permitted because of your unique trait. Imagine a There is a concern among many educa-
child who has a disability, this disability is what tors that a wide variety of abilities in the class-
makes them unique. Should they be excluded room will create an environment that will not
from their peers, just because they are different support the special needs children. Southwest
or hard to understand? Inclusive education is a Education Development Laboratory (SEDL), an
controversial topic in the public-school system of organization that has been around for 50 years
most states in our country. We have over-worked doing research to improve education, addressed
and under-paid educators who can be terrified of this concern in an article on their website
the unknowns that can come from having a child (Tompkins, 1995). Tornilla, the president of the
with any disability under their care and responsi- Florida Education Association United, expresses
bility. There are areas around the world that have this exact concern stating that the few students
with disabilities will not have the attention and
resources they require. He also argues against
inclusion because of the constant disruption for
the “regular” students. Of course, this is a great
concern in general education classrooms even
without children with Individual Education Plans
(IEP). A special education teacher in Nebraska
responds to this fear in another peer reviewed
article by saying, “Good training would solve all

Education

of the problems” (Downing, Eichenger, & Wil- was appropriate for the child(ren) they had. The
liams, 1997, p. 140). Inclusion education is not biggest issue reported was the lack of help and
an easy transition if having children with any dis- support the teachers felt they needed. Even with
ability in the classroom is a new concept or expe- this feedback, most of the teachers, 73%, felt that
rience. Change, even if for the best, is challeng- the support for the child(ren) and for themselves
ing and sometimes overwhelming. Tony Robbins was adequate. In the interviews many educators
says, “Change is inevitable, progress is optional.” agreed that when they were able to look past the
Change is always happening around us. Scien- disability and learn the strengths and unique per-
tific discoveries, social norms, technology, etc. sonalities of these children, teaching them in
are creating a different world around us every their general education classroom was a pleasure
day. Like Mr. Robbins quote, change will hap- and not viewed as more work.
pen, but it’s up to us if we will make those
changes into positive experiences, meaning pro- There is a need for a different mindset
gression, or if we will fight it and not progress. from the past for inclusive education to be suc-
Extensive training and collaboration with other cessful. In the past special education students
faculty and staff, will alleviate the fear of having were secluded in their own room because re-
too levels in the classroom and lead to a positive sources were needed to help these students ac-
experience. complish their goals. Because of the ever-
changing assistive technology for these students,
Most teachers have an overall positive the general education classroom is appropriate.
experience with inclusion education. A study at Inge Van De Putte and Elisabeth De Schauwer,
Queensland University in Australia was done both with a doctorate’s degree from Ghent Uni-
where educators were interviewed after experi- versity, in Special Education, did a peer reviewed
encing children with disabilities in their class- article titled: “Becoming a Different Teacher…”
room (Walker, et al., 2012). The process was Teachers’ Perspective on Inclusive Education
done in stages. The children attend mainstream (2013). They interviewed seventeen teachers who
school a few days a week eventually attending had children with disabilities in their classroom
full-time. The teachers were asked about the ease within five years of the interview. Those teachers
of the transition into their classroom. Of the fifty were chosen because in each case the children
teachers interviewed, 56% of the educators an- needed their own curriculum and modifications
swered that the transition was ‘easy’ or for the child to participate. Some of the teachers
‘somewhat easy.’ 89% said that their classroom were given the choice to have a certain child in

3

their classroom or not. These teachers appreciat- er to have as much say in the child’s academic
ed the choice and the time to process how they career and goals as the general education teacher.
could adapt their classroom to fulfill the needs.
Other teachers were not given a choice but said I have seen first hand how collaboration
they were grateful because they would have said between the staff involved with the child creates
no and would have missed out on a positive ex- a platform for success. I was employed as a
perience. The advice from those educators to oth- teacher’s assistant in the special education de-
ers who are still unsure of inclusive education partment at Estancia Valley Classical Academy,
say, “fall back on [your] skills as a teach- in New Mexico. My primary responsibility was
er” (p.253). Van de Putte and De Schauwer de- working with three sixth graders who all strug-
scribe ‘becoming a different teacher’ is focusing gled with very different disabilities. One student
on what the child can do and on the progress to- has multiple disabilities and a severe delay in
ward their individual goals. Progress and goals reading. Another student is on the autism spec-
vary from child to child. The biggest fear for trum, where his mode of communication was
general education teachers in this study was the lines from his favorite television shows. The
unknown before meeting the child and their par- third child had been misplaced in their last school
ents. Once a teacher builds a relationship with district in the English as a second language pro-
any student and can see passed the weaknesses gram, when he only speaks English. These three
the work becomes rewarding and worth the ef- students were isolated in the resource room or
fort. special education classroom at least four out of
the six-hour day. The other time was spent at re-
Not all special education teachers are ful- cess, lunch and either art, music or P.E. There
ly on board with inclusive education. One special was no specific language arts curriculum for me
educator spoke of lost control (Downing, to follow as their primary teacher. I went to the
Eichenger, & Williams, 1997). She felt that she general education teacher looking for direction
had no control over what was happening in the and ideas to adapt or modify her grade-level les-
general education classroom. She worried about son plans. Eventually, I had them in the resource
the goals in the IEP being fulfilled. In the past, room for an hour and a half a day and the rest of
special education teachers were in every step of the time was spent with their same age peers.
the students’ academic life. Loss of control does When they spent time in the classroom they felt
not need to be an issue if there is good communi- included and learned to participate in discussions
cation. There is a level of trust that needs to be and gain confidence in their abilities. I continued
built between the general education teachers and to push them with the same curriculum as their
special education teachers. Inclusive education is peers. By the end of that year, the three had re-
not just combining the students together in one searched an ancestor and wrote a three-paragraph
classroom, but also finding a way for the teachers paper at a sixth-grade level only with limited
to be united in the goals and plans moving for- help from classmates. At the beginning of the
ward. This will allow the special education teach- year these three were embarrassed by their weak-

nesses. All three found their strengths and confi- ities to walk, speak and feed himself (Otterman,
dence during this process of transition into inclu- 2010). His story was told in the New York Times
sion education. All three stood tall in front of including how one of his special education teach-
their classmates and friends and read their papers ers, Ms. Bravo, is trying to change how children
aloud. I know because of this experience inclu- like Donovan are educated. Ms. Bravo believes
sive education is the right direction for students that students like Donavan deserve more than
with any disability. When educators focus on just being put in an art or music class. She says,
progress and not perfectaion then the growth is “For too long, that’s where we kept them, in art
exponential. and music, and we didn’t give them some of the
other things they needed.” Is there a place for
Inclusion education is beneficial for stu- someone like Donovan in a general education
dents with severe physical and cognitive disabili- classroom? Would it be a positive and worth-
ties as well. Donovan, a young adult with multi- while solution for Donovan, the teachers and his
ple disabilities, including intellectual disability, typically developed peers? Yes, I strongly be-
is in a special high school for students like him- lieve so. As the administration in this school dis-
self. His case is extreme with the physical inabil-

5

trict transitioned to a more academic curriculum, ligence quotient (I.Q.). Two sets of students that
there was definite growth in Donovan’s cognition fell into the average range were assessed with a
and communication skills. Most of all his overall pretest and posttest over one school year. One set
attitude was much happier and confident. experienced inclusive education and the other did
not. The results were compared. Inclusive educa-
Parents of children with disabilities report- tion did not affect the typically developed peers.
ed that their children progressed greatly from be- The scores were similar for both sets of students.
ing included with their typically developed peers. This is tangible proof that there is little to no im-
One study in Australia, interviewed fifteen fami- pact on test scores or progress for the ‘normal’
lies about their experiences with their child in the students in a general education classroom includ-
mainstream classroom (Roger Blackmore, 2016). ing children with disabilities. This study confirms
The overall description from parents was a “‘peer that inclusive education does not hinder or hurt
magic’ affect” (p.15). Behavior and communica- the ‘regular’ students.
tion skills improved dramatically. The parents
also reported that their children were “happier, The advantages are not only that typically
calmer and more confident” (p.16) just like Do- developed peers can still progress at the normal
novan’s story. The conclusion of these interviews level but are less inclined to bully when a child
was that due to the social interactions the child’s with disabilities is in their classroom. Bernadette
behaviors improved which leads to academic Cairns, a principal officer on an education team
growth. Most educators know that a child who is and Kirstie McClatchey, a research assistant in a
happy, well-behaved and included learns much psychology department, researched and wrote a
faster and deeper than a child who is bullied and peer reviewed article discussing this very idea
excluded, had behavioral issues and low self- (2013). In the past, when children with disabilities
esteem. When children with disabilities accom- were in another classroom, separate from their
plish the same tasks as their peers, with some as- peers, bullying was more prevalent. For their re-
sistance or special technology, they will progress search, they looked at two different schools, one
with confidence. that practiced inclusive education and one that did
not. The group that did practice inclusive educa-
Including children with disabilities in the tion showed less bullying and more acceptance
classroom is not only beneficial for them but is from the typically developed peers. The school
also beneficial for all students. The Department of that did not have inclusive education, the students
Special Education at University of Fribourg, in in the general education classroom were uncom-
Fribourg, Switzerland did a study on the impact fortable with even looking at a picture of a child
of the typically developed peers while including with disabilities. If a picture is uncomfortable,
children with special education needs in the class- how will they react when they are physically
room (Dessemontet & Bless, 2013). The study around someone who is disabled or just different?
labeled the typically developed students as “low-, Teachers felt that it was positive for the typically
average-, and high-achieving peers” (p.26). This developed students. Most of us want a world
means that they fall in the average range of intel-

where everyone is accepted even if they are dif- drop, and they will be more comfortable with
ferent. Inclusive education gives children the op- others with disabilities when inclusive education
portunity to grow by understanding differences is implemented. Inclusion is not about changing
and accepting those differences. the child to fit into the classroom, but to change
classrooms, prejudices and mindsets of everyone
Because every child is different even un- around the child. No child should be shut out of
der the same category of disability, there are still the classroom or excluded from peers because of
unknowns about each case. In every interview differences. There will always be unknowns, but
with teachers amongst all the studies I read and with collaboration and support the educators can
researched, the biggest fear was the unknown. help all their students thrive. Inclusive education
The unknown can be the personality and temper- is the best kind of education for all who are in-
ament of the child, the unknown of the disability volved. If we make a paradigm shift in our edu-
and the needs associated with the disability. Even cation system towards inclusion-based teaching,
the unknown of how the teachers, themselves we will have a greater impact on precious chil-
will react and feel toward the child can cause dren’s lives, improve the quality of teachers’
some fear. No matter how much preparation is skills and create a healthier society.
made for a child there will always be a need for
answers. Parents are the first resource for an- References
swering those questions. Another way to build Blackmore, R., Aylward, E. & Grace, R. (2016). 'One of the kids': Parent percep-
confidence in teaching a child with a disability in
your classroom is through collaboration with the tions of the developmental advatages arising from inclusion in main-
special education teacher, counselors, therapists stream early childhood education services. Australasian journal of early
and other faculty. Differentiating lesson plans childhood, 41(2), 13-17.
can take time but are rewarding. This goes back
to the “Becoming a Different Teacher…” article Cairns, B., & Mclatchey, K. (2013). Comparing children's attitudes toward disabil-
advising teachers to fall back on what they al- ity. British journal of special education. 40, 124-128. doi:10:1111/1467
ready do and already know and to “open up for -8578.12033
the not-yet-known” (Van de Putte & De Schau-
wer, 2013, p. 253). When educators ‘open up’ to Dessemontet, R. S., & Bless, G. (2013). The impact of including children with
the idea of inclusive education then ‘magic’ hap- intellectual disabilities in the general education classrooms on the
pens in the child, in the classroom and for the academic achievment of their low-, average-. and high-achieving peers.
teacher as well. Journal of intellectual and developmental disability, 38, 23-30. doi:
10.3109/13668250.2012.757589
With research and testimonies of educa-
tors, parents and students there is tangible proof Downing, J. E., Eichenger, J., & Williams, L. J. (1997). Inclusive Education for
that children with disabilities improve the general Students with Severe Disabilities. Remedial and special education, 18
education classroom. What makes the child (3)133-142.
unique will add dimension and depth to the class-
room. The ‘regular’ students’ scores will not Otterman, S. (2010, June 19). A Struggle to Educate the Severely Disabled. The New
York Times, p. A1.

Tompkins, R. P. (1995). Concerns About and Arguments Against Inclusion and/or
Full Inclusion. Retrieved from Southwest educational development
laboratory (SEDL): http://www.sedl.org/change/issues/issues43/
concerns.html

Van de Putte, I., & De Schauwer, E. (2013). "Becoming a Different Teacher..."
Teachers' Perspective on Inclusive Education. Transylvanian journal of
psychology, 245-263.

Walker, S., Dunbar, S., Meldrum, K., Whiteford, C., Carrington, S., Hand, K., . . .
Nicholson, J. (2012). The transition to school of children with develop-
mental disabilities: Views of parents and teachers. Australasian Journal
of Early Childhood, 22-29.

7

I know...

Inclusion Works

I was employed as a teacher’s assistant in the special education department at
Estancia Valley Classical Academy, in New Mexico. My primary responsibility
was working with three sixth graders who all struggled with very different disabil-
ities. One student has multiple disabilities and a severe delay in reading. Another
student is on the autism spectrum, where his mode of communication was lines
from his favorite television shows. The third child had been misplaced in their last
school district in the English as a second language program, when he only speaks
English. These three students were isolated in the resource room or special education
classroom at least four out of the six-hour day. The other time was spent at recess,
lunch and either art, music or P.E. There was no specific language arts curriculum
for me to follow as their primary teacher. I went to the general education teacher
looking for direction and ideas to adapt or modify her grade-level lesson plans.
Eventually, I had them in the resource room for an hour and a half a day and the
rest of the time was spent with their same age peers. When they spent time in the
classroom they felt included and learned to participate in discussions and gain
confidence in their abilities. I continued to push them with the same curriculum as
their peers. By the end of that year, the three had researched an ancestor and wrote a
three-paragraph paper at a sixth-grade level only with limited help from classmates.
At the beginning of the year these three were embarrassed by their weaknesses. All
three found their strengths and confidence during this process of transition into
inclusion education. All three stood tall in front of their classmates and friends

and read their papers aloud. I know inclusive education is the right direction
for students with any disability. When educators focus on progress and not
perfection then the growth is exponential. end of that year, the three had re-
searched an ancestor and wrote a three-paragraph paper at a sixth-grade level
only with limited help from classmates. At the beginning of the year these
three were embarrassed by their weaknesses. All three found their strengths
and confidence during this process of transition into inclusion education. All
three stood tall in front of their classmates and friends and read their papers
aloud. I know inclusive education is the right direction for students with any
disability. When educators focus on progress and not perfection then the
growth is exponential.

Andrea Ohran

9

education
Evolution

Who is this conference for?

This conference is an excellent development opportunity for everyone involved in the education
and support of students with disabilities. At this conference, we value various, distinct groups
coming together to learn and build capacity and collaboration. Are you...
A family member? Come learn ways to increase family and school collaboration, and find out
what strategies your children's teachers will or should be using in the classroom so you can sup-
port participation at home, in school, and in the community!
A general or special educator, or school professional? Participate and access innovative, re-
search based educational strategies, relevant to a wide range of hot topics in education today,
that will enhance learning for ALL your students. And, these practical strategies can be put into
practice immediately in your classroom!
An Administrator? Join us and learn how to lead your school
and staff so that they can support all students to achieve. Learn
strategies and programs to share with your staff as well as infor-
mation on parent involvement, effective collaboration, and up-
dates on the law.

https://www.peakparent.org/conference_on_inclusive_education

By Hannah Dick, March 23, 2018

While studying growth vs. fixed mindsets on dents. This made her a perfect candidate for

my own I decided to ask a professional why my interview.

they thought having a growth mindset was She doesn’t accept “I don’t know” or “I
important in a classroom setting. This led can’t”. Instead she uses encouraging words
me to my mentor teacher, Mrs. Johansen. to push her students to realize that they can.

Mrs. Johansen is a kindergarten teacher at She works hard to incorporate what she

Central Elementary School in Sugar City, calls a “healthy struggle”.

Idaho. She has been a teacher for a number The following are questions and answers
of years but has only been teaching at Cen- between Mrs. Johansen and me. The an-
tral for about two. She works in a develop- swers are not exact quotes but use similar
mental Kindergarten. Mrs. Johansen values wording and portray the message Mrs. Jo-
engaging, hands on activities for her stu-

Q: What does growth vs. fixed mindset mean to you?

A: Someone who has a growth mindset is someone who
never gives up. Someone who keeps trying, stretches

themselves, and think outside the box. While those
with a closed (or fixed) mindset are the ones who al-
ways say, “I can’t”. They are the ones who give up in
the face of a problem. I think we are all guilty of hav-
ing both mindsets at certain times in our

lives.

11

Q: Why do you believe growth mindsets are important?

A: You have to have a growth mindset to achieve anything..
Things worth anything are going to be hard to get. You’ve
got to be willing to work for it.

Q: How do you incorporate a growth mindset into
your classroom? How do you encourage students to
have a growth mindset?

A: I haven’t fully figured it out yet, but I’m trying. I feel
like at this age students seem to just have it. They haven’t
been…for a lack of a better word… “convinced otherwise”.
But in the later stages it’s hard to bring back this growth
mindset. The best you can do is create an environment where
they can succeed. An environment with a healthy struggle, so they can
work for it but they will still be able to see their own success.

Q: Do you believe it is important for teachers/parents to have a growth mindset as well as stu-
dents/children? Why?
A: Oh, yes. If we didn’t we would get in ruts. We would think we have everything figured out.
That would be doing our children a disservice. That goes for parents too, they need to incorpo-
rate a healthy struggle at home, so their children learn how to work for what they want.

Q: What advice do you have for future teachers who want to encourage/incorporate growth
mindsets in their classrooms?
A: Don’t give up. Just don’t give up. It’s hard. But, the more you learn the more excited you get
to share it. There may not always be people around you who can give you advice for this, but
don’t give up.
A growth mindset is something that is very important for students to have but for educators as
well. We should always practice having this kind of mindset as well. As we do we can help our
students better and create the environment that they need from us. We need to take Mrs. Johan-
sen’s advice and not give up. We need to do our best to continue to work for this no matter how
hard it gets.

Growth Mindset Vs. Fixed Mindset 13

By, Hannah Dick

can look and see how they would benefit or hurt
a classroom. How can educators use this
knowledge to create a better learning environ-
ment for their students?

Growth and fixed mindset are a common topic Fixed mindsets are also referred to as
when you’re working in a classroom of any kind. “closed” mindsets, because they are the mindsets
Educators are often encouraged to work hard to that are closed off to the idea that their intelli-
develop a growth mindset in their children. They gence and grow or change. In an “Educational
are told this will help their students as they con- Leadership” paper by Carol Dweck, titled Even
tinue on in life. But what exactly is growth mind- Geniuses Work Hard, she says, “Students with a
set? And what is a fixed mindset? How can we fixed mindset do not like effort. They believe
really see them in a classroom and how do they that if you have ability, everything should come
really benefit our children? naturally. They tell us that when they have to
work hard, they feel dumb”, (Even Geniuses
Let’s start with a fixed mindset. Carol Work Hard, p.1). Certainly, as educators, this is
Dweck, in her book Mindset: The New Psycholo- not an ideal student. Trying to teach someone
gy of Success, describes the fixed mindset as, with this mindset must be just as useful as talking
“Believing your qualities are set in stone”, to a brick wall.
(Mindset: The New Psychology of Success, p. 6)
meaning that your traits and intelligence level are Teachers recognize students with fixed
somethings that cannot be changed. Students mindsets as the students who constantly say, “I
who have a fixed mindset often believed that can’t” or “I don’t know how” and believe it. Im-
they cannot do something because they didn’t agine a student looking frustrated as he/she stares
previously know how to do it. They don’t believe at the paper in front of them. Even as you en-
they can learn a new trait because that is some- courage the student to do their best they keep
thing that is “fixed”. pushing the paper away and groaning because
they don’t know how to do it and they don’t be-
Now let’s look at a growth mindset. Carol lieve they can actually learn how to do it. Trying
Dweck, again in her book Mindset, says, “This to convince that student otherwise is frustrating
growth mindset is based on the belief that your for the teacher and the student.
basic qualities are things you can cultivate
through your efforts, your strategies, and help This is a less than ideal student because
from others”, (Mindset: The New Psychology of you know that a student with a fixed mindset
Success, p. 7). When someone has a growth honestly believes that since they don’t under-
mindset they believe they can build upon their stand something they “feel dumb”. Dweck says,
previous knowledge and be constantly learning. “students with a fixed mindset tend not to handle
They are the ones who goes the extra mile to setbacks well…they become discouraged or de-
learn something new. fensive when they don’t succeed right away.
They may quickly withdraw their effort, blame
Since we now know what both growth others, lie about their scores, or consider cheat-
and fixed mindset are and what they mean we ing”, (Even Geniuses Work Hard, p. 1). Again, a
less than ideal student in a classroom.

As educators we would never want our

students to feel as though the only way to succeed Carol Dweck, being one of the most im-
is by cheating or lying. We also know that if they portant people who studied growth v. fixed mind-
blame others or begin to get defensive then it cre- set, worries that teachers might get the wrong
ates a hostile environment in the classroom in- idea about growth mindset. We need to make sure
stead of a welcoming, happy environment that all that we aren’t just praising effort and then not
of us strive for. solving the problem if the student still doesn’t
understand it. Growth mindset is about learning
However, students with a growth mindset, and growing. That means being wrong sometimes
“view challenging work as an opportunity to but doing your best to learn from mistakes and
learn and grow…instead of thinking they were get to the right answer through help and support
failing (as the students with a fixed mindset did), of others.
they said things like ‘I love a challenge’…”,
(Even Geniuses Work Hard, p. 1). This kind of She also worried, “that the mindset work
student is a dream come true for educators. is sometimes used to justify why some students
aren’t learning: ‘Oh, he has a fixed mindset.’” We
Imagine a student looking at that same should not shut out a child because they have a
paper as the fixed mindset student. But instead of fixed mindset, she continues, “Must it always
being discouraged they get excited and work come back to finding a reason why some children
hard. Imagine watching them go to work, think just can’t learn, as opposed to finding a way to
outside the box, ask questions and do everything help them learn? Teachers who understand the
they can to figure out the problem. They may still growth mindset do everything in their power to
get frustrated but instead of letting that be the on- unlock that learning,”, (Carol Dweck Revisits the
ly thing they feel they turn and ask you for help ‘Growth Mindset’, p. 2).
and listen as to you show them how to solve a
problem. How much better would that be? So, now that we know a little bit more
about fixed v growth mindset we can see how
Can you imagine not just one student, but supporting growth mindset really is beneficial for
a classroom filled with students thinking that our students. I would even say that as we have a
same way? Can you imagine the type of environ- growth mindset ourselves we become better
ment that classroom would be? This would be a teachers. We also know that if we have students
classroom where students support each other. with a fixed mindset we need to work with them
These students would be scared to answer a ques- and do what we can to help them get to a growth
tion out of fear of being wrong, instead they mindset. Now we can create beneficial and happy
would want to hear what their peers have to say environments for our students.
and learn from feedback. This kind of supporting
environment would be helpful to all students. Dweck, C. S. (2016). Mindset: The New Psychol-
ogy of Success. New York: Random House.
One word of warning though, again from
Dweck in a paper titled, Carol Dweck Revisits the Dweck, C. S. (n.d.). Carol Dweck Revisits the
‘Growth Mindset’. She says, “Too often nowa-
days, praise is given to students who are putting 'Growth Mindset'. Retrieved March 26, 2018,
forth effort, but not learning, in order to make
them feel good in the moment…It’s good that the from https://www.stem.org.uk/system/files/
students tried, but it’s not good that they’re not
learning. The growth-mindset approach helps community-resources/2016/06/
children feel good in the short and long terms, by
helping them thrive on challenges and setbacks DweckEducationWeek.pdf
on their way to learning”, (Carol Dweck Revisits
the ‘Growth Mindset’, p. 2). Dweck, C. S. (n.d.). Even Geniuses Work Hard.
Retrieved March 26, 2018, from http://cdn-
blogs.waukeeschools.org/maplegrovepdpost/

files/2013/03/Even-Geniuses-Work-Hard.pdf

How do you feel about...

INCLUSION EDUCATION

Stacey Shepherd a high school teacher gave her thoughts on Inclusion Education.
She has had many different children with disabilities in her classrooms.
1. What is your opinion on Inclusion Education?

I think it is important and can have many benefits for all the children involved.
2. What can be done to help Inclusion Education be successful?

Trained teachers can make the biggest difference in how successful inclusion education is,
flexibility and support for staff are also critical.
3. What is the number one con to Inclusion Education, in your opinion?
The teacher needs to be flexible and might need to put more time into planning and
communicating with support staff to support student learning.
4. What is the number one pro to Inclusion Education, in your opinion?
Everyone deserves respect and love and deserves to feel like they are a valuable part of our
community. We can all learn valuable lessons from each other. I think every student struggles
with different things and having a heightened awareness of how to help students ends up bene
fitting each student.
5. What are some things that keep general education teachers from wanting Inclusion Education?
I think most teachers shy away from inclusion education due to lack of information and fear.
They don’t know how much work it will add to their already seemingly endless tasks. I think
some are afraid to let go of their carefully crafted lesson plans to meet the needs of children
whose needs may change from minute to minute.

15

Technology are teachers using technology but WHY.

Inspiring Creativity & Fostering Learning One of the most common answers to the ques-
tion, “why are educators creating technology-based
Written By: Abbey Smelcer, March 2018 classrooms?” is “to inspire creativity and student learn-
ing.” The role of an educator has always been to help
In our society, technology is prevalent every- students find creativity within themselves and to spark
where. We see it at the grocery story, as we check our- an interest in learning. Technology has not changed this,
selves out. We see it driving down the road, blasting instead it has enhanced the role. Now, teachers have
thought-provoking questions on digital billboards. We greater resources right at their fingertips to do just that.
see it at the gas station, in the malls, on the tables at Furthermore, technology is the language of students,
our restaurants, and now we see it in our schools too. whether that’s liked or not. For a teacher to grasp onto
Technology is everywhere. their language and use it to inspire and teach is exactly
what school systems need. This society is desperate for
Many people find the abundance of technology educators who understand and speak the language of
overwhelming, unnecessary, and even annoying. They our growing students. By doing so, better classroom
often fear it is taking over the world, teaching children community can be developed as well as an increase of
and adults likewise to become too dependent. Creating learning in all subjects.
an un-needed sense of urgency in everything we do. All
these points, set aside, others view technology differ- With the why understood, it seems only appro-
ently. Many teachers today have begun using the bene- priate to progress forward and analyze how teachers
fits of technology to their advantage. If you can’t fight it, are doing this. What tools are educators using to inspire
love it. This is happening in several different ways in student creativity. How is technology increasing student
plenty of classrooms but the real question is not HOW learning? The answers to these questions can in no way
be wrapped up into a few sentences, as they are con-
stantly changing to fit the times and the needs of stu-
dents. Instead, it is necessary to take a deeper look at a
few of the technological tools and strategies most com-
monly used.

Apps and programs such as PowerPoint, Prezi,

and Moviemaker are just three of these tools. Each are of a non-linear presentation. This factor challenges stu-

uniquely different yet still share one common goal, to in- dent creativity at a whole new level. “By changing the siz-

spire creativity and increase learning. Eden Dahlstorm es and positions of objects, designers can visually illustrate

explained that these programs, when used in an educa- the relationship between concepts in the presentation to

tional setting, “provide hands-on opportunities for stu- aid in student understanding of the pieces as well as the

dents to boldly channel their creativity into inventions, whole” (3) In addition to furthering creativity, Prezi fur-

solutions and expressions.” (1) thers learning. Up to 8 people can work on the same

presentation at one time. This “offers the

Technology is EVERYWHERE
ability for students to collaborate in class

Microsoft PowerPoint is a user-friendly program when using the program online.” (3) The interaction be-
that can “create interactive presentations containing text, tween students when creating a presentation teaches
art, animation, and audio and video elements.” (2) One valuable lifelong skills.

teacher remarked, “PowerPoint captures the students’ A final and third commonly used technological

attention and helps keep them interested!” (2) Not only program is MovieMaker. MovieMaker is slightly less popu-

does this program enable students to construct creative lar than PowerPoint and Prezi yet just as effective in facili-

presentations, it also teaches a useful and marketable tating student learning and creativity. One of the great

technology skill. Just like other technological programs, positives of using this Microsoft program is the many op-

Microsoft PowerPoint is a template to inspire creativity in tions that come with it. When creating a movie, educators

all students. have the choice to assign it as a whole group, small group,

Prezi, a presentation program similarly to Power- or even individual assignment. Each way, being rich with
Point, is another commonly used tool to inspire creativity learning opportunities. When creating a movie in a small
and learning in a classroom. Unlike PowerPoint, however, or whole group, students still get to be creative but they
it is not based on slides. Instead, “Prezi presentations exist must also learn to work with their peers. An individual
on a canvas. The presentation is navigated by zooming in movie assignment allows one student to demonstrate as
and out of different points on the canvas, as needed by much creativity as they want. Interesting enough, teachers
the presenter.” (3) An organization of teachers called have found that when assigning movie projects their stu-
NACTA analyzed the use of Prezi in the classroom and dents show more interest in the learning material and
found several pros. For starters, Prezi allows the creation ultimately demonstrate a greater understanding of

17

knowledge. Scholastic describes MovieMaker as, “a user- posts/beth-newingham/movie-making/.
friendly program that includes many great features in-
cluding built-in music, titles, 3-D transitions, and DVD
menus.” (4) Aside from the physical making of a movie, a
project like this also teaches prep work, brainstorming,
outlining and much more.

MovieMaker, Prezi, and PowerPoint are only
three of the hundreds of technological programs found
in classrooms today. Though this shows just a glimpse of
the potential benefits of using one of these programs, it
is important to understand the common goal behind
them. To inspire and teach. Educators have a huge re-
sponsibility on their hands as they mold and create our
nation’s citizens. It is crucial that they understand both
the pros and cons that come from technology and
choose to use it to their advantage in the classroom. It
has been shown time and time again that such programs
will better prepare our nation’s children for a life in the
real world. It will also foster creativity and learning. As
we grow our children as active learners who are capable
of creativity, we will see phenomenal changes not only
in our schools but across the world.

Works Cited

Lynch, Matthew. “How Technology Can Expand Creativity and Innovation in Educa-
tion.” The Edvocate, 21 May 2017, www.theedadvocate.org/how-technology-can-
expand-creativity-and-innovation-in-education/.

“Benefits Of Using Powerpoint In The Classroom.” LinkedIn SlideShare, 13 Aug.

2009, www.slideshare.net/guest7446625/benefits-of-using-powerpoint-in-the-

classroom.

Baker, Lauri M. “Using Prezi In the Classroom.” Https://Www.nactateachers.org,
www.nactateachers.org/images/Dec11_2_Using_Prezi_in_the_Classroom.pdf.

“Movie-Making in the Classroom.” Scholastic, www.scholastic.com/teachers/blog-

19

Come join us and learn to rise above bullying!

Join us for the anti- Tickets are Selling Fast!
bullying campaign of the year!
Tickets include a three-day pass Hurry and
to the Summit Conference. The
conference is April 12-15, 2018 Get Yours Now!
in Las Vegas, Nevada. Come
and learn how to prevent bully- Ticketing Options:
ing, repair relationships that
were broken as an effect of 1. One day pass for the day of
bullying, and how to permanent- your choosing- $50.00
ly change bullying behavior.
2. Two day pass for the days
Guest Speaker: of your choosing- $100.00
SALLY JOE
- World renowned anti- 3. Three day pass- BEST
bullying author DEAL! $115.00
- Founder of STOP cam-
paign 4. Three day pass with three
included meals, and trans-
Guest Speaker: portation to and from the
BOBBY JOE hotel- $150.00
- International anti-
bullying activist 5. Three day pass with three
- Phycologist from Har- included meals, and trans-
vard University portation to and from the
hotel, WITH an all exclusive
meet and greet pass for the
keynote speakers- MOST
POPULAR! $200.00

POINT

Nearpod has been titled ‘PowerPoint on ster- By, Andrea Ohran, March 23, 2018
oids.’ Could this be a teacher’s dream for school enhancing
tools?
What is Nearpod?
Is your school already using technology?
This interactive technology is meant to enhance lessons.
Nearpod’s mission statement is: Are there IPad’s in your classroom?

“At Nearpod, we strive to empower educators to create How can we make these devices enhance the classroom?
learning experiences that engage and inspire millions of
students around the world.” Nearpod could be an answer to making your classroom
more interactive and enhance their learning.
On their website, nearpod.com, they claim:
How much money do you spend each year to create a
 Saves time on lesson plans learning environment that is engaging and fun?

 Quizzes can be given during the lesson and answered Teacher’s will spend their own money to make learning in
by each student in real time to check for understand- the classroom better. An article on Forbes.com, written by
ing. Nicole Leinbach-Reyhle says, “in the 2013-2014 school
year, teachers in the United States have spent an average
 Quizzes can be short answer, multiple choice or free of $513 out-of-pocket on classroom supplies, instructional
draw on the screen. materials, books for their classrooms, and professional
development.” I know teachers personally who have spent
 There are pre-made lesson plans. much more than that. Resources are scarce, but educators
still want their classroom environments to a place that
 Virtual reality field trips opens the imagination. Educators want to spark a desire
to learn in every child that walks through their classroom
 3D models door.

The interactive part requires students to have their own There is a free version if someone wanted to try it out
devices. It works on Apple or Android products. It was before buying the upgraded versions. When I went
originally set up to run on any Apple product.
21

through the free version, I found that most options that I bersome to set up. In fact, my teenage children laughed at

would want had a price. The reviews are almost unani- me and walked me through all of it, like a child. Well, chil-

mous in favor of Nearpod. Teacher’s love this technology dren can work smart phones and tablets by the age of 3
as long as the school district is willing to buy Nearpod on a months, it seems anymore. A survey was done and record-

district level. ed in a journal written by Stacy Delacruz, from Kennesaw

Want to go to Ancient Greece for a field trip? State University, that over 50% of households use tablets

How about Washington D.C.? with educational apps. Can we fight technology when we
Want to motivate a child to go to college? are teaching ‘digital natives’? The moral of my personal
story, I have no idea how I lived without my smart phone
Field trips have been cut from most schools because fund- before. I love that everything I need, okay almost every-
ing is always an issue. Nearpod gives children opportuni- thing I need is right at my fingertips and fits in my back
ties to see places they may never have a chance to see. pocket.
The whole class can see historical landmarks. They have

virtual reality field trips to different colleges. This may With just a touch of a screen our students can learn about

help inspire students to the anatomy of the human body. They can visit landmarks

further their education. Technology is just a tool. all over the world and
The possibilities seem to throughout time. They

be endless. There are In terms of getting the kids to working can learn the way they
feel most comfortable.
even field trips for ancient together and motivating them,
empires, ecosystems, and Maybe Nearpod will be
like a smart phone for
even emotions. The sub- the teacher is the most important part. educators everywhere.
Once the tools are taught
jects span from math to and the learning curve is

science to life skills to

language arts.

There are many different premade lesson plans. The sub- mastered, could this not only save time, but give learning
jects for this section is math, social studies, science, Eng- a whole new dimension.

lish language arts and digital citizenship. Without paying At nearpod.com they have videos to help with understand
for the upgrade from the silver level, I cannot give an and using the different tools. The company also has con-
opinion on the quality of the lesson plans. ferences all over and a list of dates and places that allow

Reviews found on the internet by other educators, there for teacher, educators and administrators to attend. In
has been an overwhelming positive feeling. Only a few many of the reviews I read also mentioned that the people
teachers did not find it useful 100% for their environment. behind the scenes get back to you quickly with answers to
The biggest complaint by most of the reviewers was the questions.

learning curve. I am not sure this is a negative, because Have you had a child ask, “Why do we have to learn this? I
technology always seems to come with time to learn how will never use this again!” Nearpod makes the claim that
to maneuver the different possibilities before it becomes using their interactive technology can help students make
time-saving. connections to the world around them.

Are your students DIGITAL NATIVES? I cannot give a definitive answer to whether or not this

“Students who were born into the digital world, fulfills all of a teacher’s dreams of simplifying the class-
and who are used to receiving information at a fast room learning environment. Getting you home before
pace, are referred to as digital natives” (Delacruz, 7:00pm. I don’t know if it would cut the cost of spending
your own money to supplement the classroom. I would
2014). definitely say, this is worth looking into.

I remember, years ago, I was one of the last people to Delacruz, S. (2014). Using Nearpod in elementary guided reading groups. TechTrends, 63-71.
have a flip phone. I refused to have a smart phone. One
day, my phone stopped working and I hung my head in Leinbach-Reyhle, N. (2014, August 19). Teachers Spend Their Own Money on Back to School
shame and followed the majority of people around me. I Supplies. Retrieved from Forbes.com: https://www.forbes.com/sites/
finally owned a smart phone. I felt it was difficult and cum- nicoleleinbachreyhle/2014/08/19/teachers-spend-own-money-school-supplies/
#1743ba8322a4

https://www.commonsense.org/education/app/nearpod

A Day in the Life What does your average day look like?
of an Instructional Well, me and the other aides have spe-
Aide cific classes that we have to attend each
period. So we each split up and are in
Interview on March 19, 2018 different classes for different amounts
By: Mattilyn Scott of time. We mostly cover English, Read-
ing and Math classes, although some
An interview was conducted with students get coverage in other classes
Kimberly Child*, a middle and high school like Science and Computers as well. I
Instructional Aide teacher. Kimberly is a mostly do English classes because I suck
working mom with three daughters. She is at math (laughs). I go into each class-
47 and was born and raised in Washington room and work with specific students
State. Our interview with her was fun and on the assigned work. Most of the time
bubbly. It is obvious why she was hired as we sit one on one and read together. I
an instructional aide! When we asked Kim- also pull students out and help them
berly for a brief overview on her job, she with testing. I also work on printing re-
said, ports for my IEP students so that they
“I am an instructional aide for middle can keep track of what they are behind
school and high school and work with stu- on and so their parents can stay in-
dents with IEP’s (individual education pro- formed as well. I also have to document
gram) for the amount of time that state each class that I go into and which stu-
law requires for their specific IEP. I started dent I am in there for, as well as how
working at Somerset Skypointe in Las Ve- long I am in there for, and what exactly
gas, NV. I’ve had this job since July of we learned in class. Those are state re-
2015.” quirements- we have to prove that the
students are receiving the help that
they are mandated.
What kind of students do you work
with? What keeps your job interesting?
This year I work with 7th, 8th, 9th, and
11th graders, although really they can
call me into whatever class they need.

23

Most of the kids I work with have learn- know what our jobs are, and we work to-
ing disabilities like dyslexia, ADD, ADHD, gether. I ask him, “are you done yet?”
and/or Autism. One of my students, and he shakes his head no. Eventually he
Bob*, has Autism, and we mainly work will say yes, and we go back in to class
with him to help keep him calm. He is a together and he might start disrupting
straight A student and doesn’t need any again, so I give him the look that we have
help with school work, however, social established, and he quiets down. You
interaction and other small things are learn to have different types of signals
difficult for him to cope with. He fre- with different students. It’s interesting to
quently has outbursts out of frustration. learn how each students communicates
For example, yesterday, all of the stu- differently.
dents in one of my classes received their The social interaction of being around
tests back and the teacher somehow lost kids and teachers that are fun is what
Bob’s test. For whatever reason, he did- makes it so worth it.
n’t get his back, so Bob immediately I also get to go to class too! I’ve been
starts panicking. He shouts across the able to read and learn about different
room, “BUT I DON’T HAVE MINE!” and books like “Into the Wild”. So that’s a
begins interrupting and doesn’t know plus. I get to further my education a little
what to do. So I am in charge of calming bit while I work.
him down and minimizing disruptions as What is the best tool that you have at
well as helping track down the missing your disposal?
test. The difference is, Bob just wants the Google. (Laughs). Seriously. I use the in-
problems solved immediately. So we just ternet a lot. Other teachers are also won-
have to learn to adapt and help him. derful tools, especially for math.
Obviously every child has a different per- The state also recently gave us Google
sonality. So it’s always interesting to Chrome books that we (the aides) use to
learn to adapt to new students each year. fill out our daily reports. So that is super
I have one student that frequently has helpful. Before, we were doing it by hand
fits, so I just have to go sit in the hall with and it took up a lot of time. It’s much
him while he paces up and down the faster now.
halls. I sit in a chair and just listen and Parents. Parents make all of the differ-
comfort him. He just likes to talk it out, ence. Going back to Bob, Bob’s mom is
and I just have to control the temper tan- wonderful. She is always on top of mak-
trums until they subside. And it’s fun be- ing sure Bob turns in his assignments and
cause he understands this. We both she communicates frequently with us.

Even out of other students that don’t cause their grades don’t get put in, and
have disabilities, Bob succeeds and ex- then parents stress and are constantly
cels because his mom helps him. Anoth- contacting us. I have a couple teachers
er tool that helps the parents help us is that go weeks without putting grades in
Infinite Campus which is an online the grade books! It just makes my job
school portal. It keeps track of grades very difficult to do.
and progress and parents always have Another thing is communication. My
access to it. So Bob’s mom checks every school has a really cool policy where
day. If Bob is missing a grade after two teachers are required to keep all of the
days, she is immediately in contact with days information on the white board. It
us. has to have the date, the objective, and
What makes your job especially diffi- today’s agenda. A lot of teachers also
include an ‘upcoming events’ portion
cult? where they keep track of due dates and
Teachers that don’t enforce school poli- projects, or tests so that students (and
cy is a huge one. Parents who don’t me) know what’s happening. Then I can
teach their kids responsibility and re- help make sure that my students are
spect is the other one. If I could change prepared and know what’s going on. I
anything about my school and my stu- can help them make sure that they have
dents, it would be those two things. Stu- what they need.
dents these days are so entitled and it It also helps when I walk into a class
makes it very difficult for me to get my from testing and have no idea what is
job done. going on or how I can help, I just look at
What can other teachers do to help you the board and know where to start and
and your students succeed? how to help. It just keeps me on track
Organization is key. That is one of the without having to interrupt.
biggest difficulties that we have. Teach-
ers are disorganized, and then my stu- *Names have been changed for privacy
dents who already have a really hard purposes.
time and are a bit slower get even far-
ther behind because the teacher is be- 25
hind. I understand that there is a lot to
do and you only have so many hours in a
day, but grades being put in on time is
one of the biggest things we struggle
with. My students have panic attacks be-

Individualized Education from the eyes of a
Fourth-Grade Teacher

Abbey Smelcer

I had the privilege to interview Mrs. Suzanne Mackey, a fourth-grade teacher at Draper

Elementary School in Draper Utah. Living in this area of the United States she encounters a

large variety of students with a wide range of socio-economic statuses, learning levels, and

personalities. When asking Mackey what some of the challenges of having students at so many

academic levels are, she explains, “it is very difficult to plan for low learners. High

learners typically like to be independent workers so I am able to give them

enrichment activities and they take off. It is more difficult to tailor to a

lower learner because they are usually not as self-motivated. My low

learners are all usually at completely different levels so I cannot just

“It takes lots of plan one assignment for all my struggling students like I can my
advanced ones. Instead, it takes lots of one-on-one work which

one-on-one work isn’t always easy in a classroom of thirty students.” In addition to
which isn’t easy in these comments, Mackey expressed concern with the required
common core education, explaining that it added a new level of
a classroom of complications with individualized learning. “Lower learners
typically don’t grasp it and become frustrated.” She explained.
30.”

On the contrary, Mackey enjoys watching her students learn from
each other, something that happens often with so many different
learners. To promote this, Mackey writes the words “help needed” and
“help given” on the board. Students can write their names under the category
they fill best fits their situation then provide or receive help from peers. “Kids
love seeing that their peers can help learn from them. It teaches them that they can
be kind.” Mackey has even taken this to a higher level and written the words,
“Friends needed” and “friends given” on the board. When students volunteer to give a
friend they look for those in need and when students need a friend there is always someone
looking. The goal of this is to teach compassion and responsibility. “All my students learn to rely on each other’s strengths

and weaknesses.” When elaborating on this, Mackey told one they don’t want to do. Other students complete two

me she always encounters many different personality types problems then place a dot on one that

in her classroom. “having a class with many personality they choose to skip. The highest learners

types teaches empathy because you have to constantly look complete the entire page then get to pick

outside your own perspective and learn from other back- a game or enrichment activity to do if

grounds.” In her opinion, teaching love and empathy is one they finish early. Every student

of the most valuable things an elementary school teacher must complete the

can do. assignment with “It is worth it”
75% accuracy.
When asked how she feels about tailoring each lesson plan
to individual learners, Mackey was quite straightforward. Mackey has seen this
“I feel frustrated.” She elaborated by saying, “When they
are all included you can’t typically teach to the level they motivate her students
need. You can tailor a lesson all you want but when you
teach as a whole you do it to the high average and those to work hard as it is an

individualized program that

promotes success.

kids will always learn the most.” Mackey then explained Overall, Mackey works hard

that 2/3 of the class usually learn in different ways from to teach at an individual level to all

one another and 1/3 are about the same. She believes that her students. She feels lucky to be in

third will always learn the most because they are the easi- a district that dedicates time to teaching their teachers adaptive

est to teach. Recently, however, Mackey instilled a new learning, something not everyone is blessed with. It isn’t always

program in her classroom to try and reach more students. easy but, in Mackey’s case, it is worth it to see the success of the

She refers to it as the dot program. In this program, she has students.

her lower learners complete a problem then place a dot on

Cat

Cats-R-Us.com | 1-800-Cats4life Toys: 50% Off!

Come stop by your local Cat-
R-Us for nothing but high

quality cat toys all at a dis-
counted price. With our wide
range of selections there is
something purr-fect for eve-

ryone’s cuddly cat.

27

FLIPPED Learnin

With the world changing ever so quickly, we are ing parents.
seeing many new teaching trends pop up in our
schools and can only expect more. Many of In a typical classroom, the teacher lec-
these include the use of technology in the class- tures then sends students on their own to com-
room. Others include new strategies to tailor plete an assignment at home. Although this
individual learning or build an inclusive envi- works for some learners, it tends to only reach a
ronment. One particularly interesting trend, certain type of students, most often these are the
however, is known as “flipped learning”. bright and intelligent students who raise their
hands with questions. Other students, however,
In simple words, flipped learning can be spend this time passively listening to the rest of
described as school work at home and home the class learn or frantically scribbling notes.
work at school. This usually consists of an With a flip model, students come to class having
online video lecture or reading completed out- already listened to the lecture. They’re able to
side of the classroom and activities traditionally rewind and re-watch the material as many times
considered “homework” completed in the class- as needed and at their own pace so when they
room. The official definition, created by the come to class they are prepared to further enrich
governing board of Flipped Learning Network their knowledge. This gives the teacher the op-
(FLN) and experienced flipped educators, states portunity to walk around and individually help
that flipped learning is a, “pedagogical approach struggling students who typically wouldn’t raise
in which direct instruction moves from the their hand in a normal classroom. Ascd.org ex-
group learning space to the individual learning plains, “this is not to say that we ignore our top
space, and the resulting group space is trans- students. But the majority of our attention no
formed into a dynamic, interactive learning en- longer goes to this.” (2) Instead, it is directed
vironment where the educator guides students as toward those in need of the most help. The
they apply concepts and engage creatively in the flipped model does not only reach struggling
subject matter.” (1) There are many reasons ed- students, however, it also is meant to help busy
ucators give when choosing to create a flipped students.
classroom environment. These include but are
not limited to; helping students of all abilities Many students, especially in the older
excel, increasing both teacher-student interac- grades, are over-programmed bouncing from
tion and student-student interaction, and educat- one event to the next with little down time. The

ng 29

Written By: Abbey Smelcer

purpose of a flipped model is to get the infor- teachers and students is limited. “Flipping allows
mation out online, allowing students a bit more teachers to leverage technology to increase inter-
flexibility to work at their own pace. If a student action with students.” (2) Teachers are a large
has grasped one concept they can choose to part of any student’s life. Often, they are they
move on to the next lesson without having to only adult role model students have in their life.
wait for another lecture in class. FLN explains They have the potential to become mentors and
that “educators who flip their classes are flexible friends to their students but only when given the
in their expectations of student timelines for opportunity to build that relationship. The hope
learning and in their assessments of students with a flipped classroom is to move the lectures
learning.” (1) It is a very individualized
way of teaching. Similar so the in-class time can be focused on
to a college level one-on-one help from
course, this set teacher to student. It
up gives stu- is important for
dents the op- a successful
portunity to teacher to not
prioritize their only know the
time and work material but also
ahead. “These students have the students learning
not just learned how to “work the system” – they
are learning valuable life lessons in managing the material.
their time. This would not work in a traditional
classroom, but flipping the classroom provides a Jonathon and Aaron, two flipped learning educa-
great deal of flexibility to help students with tors, explain that they believe their role as teach-
their busy lives.” (2) ers is to inspire, encourage, listen, and provide a
vision for all their students to follow. This is
Flipped classroom educators do not just something that has always happened but they
believe in this classroom trend because it’s help- believe flipping allowed them to better build a
ful to students of all abilities but also because it relationship with their students. “Though flip-
increases interaction in the classroom. In an aver- ping didn’t create this relationship, it helped cre-
age lecture-style classroom, interaction between ate a positive environment where the struggling
student could interact with an adult.” (2) The role
of the teacher in a flipped classroom changes

from presenter of content to learning coach. It is obvious that there are many pros and Flipped Learning
cons to this new trend known as flipped learning,
Another hope for flipped learning is to just like a traditional classroom. It is important
build a relationship with the parents. Parents are for teachers to find a teaching style that works
often come to parent teacher conferences won- best for them. Similarly, it is crucial to a student
dering how their child behaves in class. This that they find a learning style that supports their
question really means, “do they sit quietly, raise success. Whether that be flipped learning, it’s
their hand, understand the material, and respect hard to say. The ball is in your court now.
other students?” In a flipped classroom this ques-
tion is not an issue due to the flexible set up. Works Cited
This allows for better conversations between
teachers and parents because they can discuss “Four Pillars of FLIP.” Flipped Learning, flippedlearn-
deeper issues. “When we (the parents and teach- ing.org/wp-content/uploads/2016/07/
ers) can diagnose why the child is not learning, FLIP_handout_FNL_Web.pdf.
we create a powerful moment where the neces-
sary interventions can be implemented.” (2) Ascd. “Chapter 3. Why You Should Flip Your Class-
Even more, parents are able to watch the videos room.” Why You Should Flip Your Classroom,
right alongside their students and know exactly www.ascd.org/publications/books/112060/chapters/Why-
what is being taught. It no longer is a question or You-Should-Flip-Your-Classroom.aspx.
game to figure out but instead everyone is edu-
cated with the exact same material. Jensen, J L. Pros and Cons of
Flipped Learning. Boise State
Clearly flipped learning has seen a great University, ctl.boisestate.edu/
amount of success in many of its classrooms flipping/pros-cons/.
around the nation. There are several pros, the
ones mentioned above being just a few, but some
people prefer the traditional route of education.
Boise State University (BSU) expressed concern
for the heavy dependence on technology. What
happens when a student does not have internet
access? Without high speed internet it would be
nearly impossible to complete the in-home as-
signments. Another concern is that students will
simply choose not to watch the digital content at
home. “All students may not watch the digital
content or complete the out-of-class reading and
will therefore be unprepared for participating
fully in class.” (3).

31

Teaching Trends in America:

P.A.T.

Preferred Activity Time

By: Mattilyn Scott PAT. We’ve all heard it, but does anyone actu-
ally know what it is? In this article, we’ll take a
For a long time, teachers have written names on closer look at what PAT in the classroom is,
the board as a form of punishment or reward. who achieves it, and what it can mean for your
But does this work? Is this good for our stu- students.
dents?
What is PAT?
On rewarding and punishing behavior in the
classroom, J. Swinson says, “In fact the naming PAT stands for Preferred Activity Time. PAT is
of naughty children is a very old technique. It a behavioral based rewards program that teach-
features in the Christmas song, ‘Santa Claus Is ers can implement in the classroom that is bene-
Coming to Town’. Its more recent use in British ficial for both students and teachers. It allows
classrooms probably stems from the classroom teachers to reward good behavior in the class-
behavior package ‘Assertive Discipline’ de- room with activities that the students choose,
vised by Lee Canter (Canter & Canter, 1992), but are not useless to their educations.
which was used widely in the 1990s. In the first
edition he suggests that after a warning that “Well, that sounds like free time to me,” you
teachers write the name of any child who does might say. And you would be wrong. PAT does
not follow the class rules or instructions on the sound like free time, but it isn’t. PAT is de-
board. If they repeat the behavior a tick is added signed by the teacher to be an extra source of
which would result in a small, mild and irksome motivational learning without wasting time. The
consequence, such as loss of five minutes activities that are presented to students as op-
play.” (2016) tions for PAT are always academic in nature
and standard-based.
Swinson continued, “Three recent correspond-
ents to this journal have diverging views on the How does PAT work?
technique of writing ‘naughty’ children’s on the
board as a method of dealing with undesirable PAT is a reward system earned by good group
behavior in the classroom. The initial letter… behavior in the classroom. It promotes good
wondered whether by singling out individuals team building, accountability, and responsibility
the technique may have a detrimental effect on - the key word here being team. PAT is a group
their emotional wellbeing and develop- based system, not an individually based system.
ment” (2016) Students may earn points individually for the
entire class, but points are never taken away
What we prefer is a group reward system that from the class based on the behavior of one stu-
motivates learning rather than promoting disci- dent.
pline.
There are several different ways you can pre-
sent PAT to your classroom, and we’ll talk

about those later. But essentially, PAT is a re- any kind of behavior that you wish to encourage.
ward and penalty system that all revolves around Hurry Up Bonuses: These bonuses are when you
time. If students are using time well, they receive need your students to hustle or work in a more
time for their PAT (preferred activity). timely manner.
Automatic Bonuses: These are bonuses that are
PAT is typically set up and run by the teacher, given for following already in place classroom
but both the teacher and the students are respon- procedures like being quiet in the hallway or ex-
sible for deciding how PAT will run in their iting the class properly.
classroom. Penalties
Penalties are more difficult than bonuses because
The main concept of PAT revolves around a time PAT is meant to be used as a positive reinforce-
chart at the front of the classroom where all can ment technique rather than a punishment tech-
see. At the time that PAT is introduced to the nique. The key is to remain a fair judge. Penalties
class, the teacher and the students should decide should be given to the class as a whole, never to
on a starting time. A table should be drawn on a single student. We suggest using a stopwatch to
the board with one horizontal column and two keep timing consistent and fair.
vertical columns. The horizontal column should In Conclusion
have written “Time in the Bank” with the amount Robert J. Mackenzie and Lisa Stanzione sum up
of time decided by the teacher and students. One PAT perfectly in Setting Limits. They say, “PAT
vertical column should have a plus sign, and the is a win-win for everyone. Students want it and
other should have a minus sign. This will be used will work hard to get it when they can have fun
to reward and deduct student’s earnings. with it. Teachers enjoy more time for teaching
and learning, less time spent on limit setting, as
What do I have to do? well as smoother transitions, better cooperation,
better relationships, and better achievement. PAT
Your responsibilities as a teacher in regards to truly is a gift that keeps on giving.”
PAT are simple. You are the recorder. The stu-
dents determine everything else. When you intro- J., M. K., & Stanzione, L. E. (2010). Setting limits in
duce PAT to your class, first decide on a starting the classroom: A complete guide to effective class-
time for the PAT board. We suggest 20 minutes a room management with a school-wide discipline plan
week. That way, you have sufficient time for ac- (3rd ed.). New York: Three Rivers Press.
tivities at the designated point in the week, but Swinson, J. (2016). Discipline in the classroom. Psy-
you also have something to take away from as a chologist, 29(3), 164.
penalty. This time should be given as a gift and
does not need to be earned. 33

After a time gift is established, it is the teachers
responsibility to observe, notice and record good
and bad behavior. This needs to be done outloud
and publicly so that students know why they are
being rewarded or punished and can respond effi-
ciently.

Bonuses

There are three different kinds of bonuses that
can be given in the PAT system. Unexpected bo-
nuses, hurry-up bonuses, and automatic bonuses.

Unexpected Bonuses: These are small bonuses
(ten, fifteen or twenty seconds) that are given
frequently for good behavior. These are given for

Digital Citizenship & Responsibility

Sarah Chapman
March 2018

Back in the STONE AGE we would teach our students their civic duty and social responsibilities by

encouraging them to go and vote, go to college, or stand for what is right. While all of those truths still hold true today,
we also have to teach a new type of citizenship and responsibility. This generation is obsessed with an online community
and has shaped them into instant gratification animals. According to a study from Rasmussen college,

59% of adults are overwhelmed by the internet; however,
68% of those surveyed said that they could not live without it.

40% of those adults are overwhelmed, yet still use the internet (Rasmussen College). This whole internet thing is here to
stay, but unless educators start helping the rising generation with their citizenship and responsibilities, the internet will
become even more challenging and unsafe.

What Is Digital Citizenship?

According to The Council of Europe’s Competences for Democracy, digital citizenship is: “The competent and
positive engagement with digital technologies (creating, working, sharing, socializing, investigating, playing, communi-
cating and learning); participating actively and responsibly (values, skills, attitudes, knowledge) in communities (local,
national, global) at all levels (political, economic, social, cultural and intercultural); being involved in a double process
of lifelong learning (in formal, informal and non-formal settings) and continuously defending human dignity.
So, what does this mean for our students? When they practice digital citizenship, they are able to actively, critically, and
smartly use the digital environment. This is a new environment that changes day to day, and as such, the responsibilities
have to be learned and practiced in the same since that education is something that is learned over time and is practiced
before it is mastered. Some countries are starting to put digital citizenship into their curriculum (Digital Citizenship and
Digital Citizenship Education).

What Responsibilities Are We To Teach?

In the same study, 18-34 year old 37% do not feel safe online, but those over 34 years old 28% felt unsafe
online. 71% of the adults from the study said that they worry about computer viruses. 68% are also worried about some-
one stealing their personal information online, but 1 in 4 said that they use the same password on multiple websites
(Rasmussen College).

What do these stats have to do with our responsibilities as educators? Teaching our students the reality of the

power of the internet, helps them to also understand the risks that come with being part of the online community. One re-
sponsibility we can teach at a young age is using multiple passwords with uppercase, lowercase, numbers, and characters in
passwords to make more difficult to be hacked.

In this day and age where we continue to see technological advances, we are not always smart when we use the
technology we love. Phones are now called smart phones, but are we using them smartly? Students have a tendency to be
naïve in thinking that the world wide web is a safe place or a place that does not have consequences, but unfortunately, its
not. The web is place where identities are stolen every day, people are losing jobs over things that are said, and there are
international wars being fought every day. In most cases the world wide web hasn’t done humanity a lot of favors.

Impact of Social Media

Social media has become one of the most successful economies today. Any website that allows social interaction
is by definition a social media: FaceBook, Twitter, Youtube, Blogs, Club Penguin, and Sims just to name a few. With all of
these sites, there are things that parents worry about. Cyberbullying has become a major problem for students.

Cyberbullying by definition is “deliberately using digital media to communicate dales, embarrassing, or hostile
information about another person” (O’Keeffe & Pearson). This is the most common risk for all teens. This is not something
that is only effecting a few, this is effecting more than half of students in each

Cyberbullyingschool. This isn’t just a teen thing either. Children are using many forms of

digital media at younger and younger ages. Snap Chat is an app that makes
cyberbullying so much easier to do and to spread. Cyberbullying can cause

What do we do“profound psychosocial outcomes including depression, anxiety, sever isola-

tion, and tragically, suicide” (O’Keeffe & Pearson). Bullying used to be some-
thing that educators could look down the hallway and see or were able to find passing notes. Today, the passing notes dis-
appear before we can find them or take place where we have no access to see what is really happening. What do we do? We
cannot take technology out of school and ban cell phones from our campuses. These are not rational answers. We rely on
technology too much and students would sneak phones on campus. Is there a solution? There has never an easy solution to
bullying, but we are fight with a new technology ourselves. Nothing is truly deleted from the internet, police are able to find
things posted on social media cites and to find things on apps. Under Section 504 of the Rehabilitation Act of 1973, the
Americans with Disabilities Act, and Title IV of the Civil Rights Act of 1964 give students the right of nondiscrimination.
Those students effected by bullying have the highest potential claims against school districts and teachers. Students have
the right to be protected, so when we know that discrimination, like bullying, is happening we need to take action. Having a
plan is step number one, step to is implementing this plan (M.L. Yell).

In 2010, Arine Ducan said, “as educators, as state and local officials, and at the federal level, we simply have not
taken the problem of bullying seriously enough … It is an absolute travesty of our educational system when students fear
for their safety at school, worry about being bullied or suffer discrimination and taunts because of their ethnicity, religion,
sextual orientation, disability or a host of other reasons. The fact is that no school can become a great school until it is a
safe school first”(M.L Yell). If we want cyberbullying to stop, we have to make the change at the school level. As we do so
as teachers and administrators, it will climb the ladder. We first have to make the school a safe place. This can be done by
teaching cyber citizenship and responsibility.

Citations:

Digital Citizenship and Digital Citizenship Education. (n.d.). Retrieved March 22, 2018, from https://www.coe.int/en/web/digital-citizenship-education/
digital-citizenship-and-digital-citizenship-education

Rasmussen College. (n.d.). Retrieved March 22, 2018, from http://www.rasmussen.edu/resources/digital-literacy-in-america/

The Impact of Social Media on Children, Adolescents, and Families Gwenn Schurgin O'Keeffe, Kathleen Clarke-Pearson, Council on Communications
and Media Pediatrics Apr 2011, 127 (4) 800-804; DOI: 10.1542/peds.2011-0054

YELL, M. L. (2018). LAW AND SPECIAL EDUCATION. S.l.: PEARSON.

35

Differentiated
Have you wondered how to tailor you instruction to meet the

individual needs of your students?

Then look no further,

Differentiated Learning is just what you need!

• Improves learning outcomes

• Increases engagement

• Increase self-awareness

• Inspires students to learn

• Increase self awareness The National Conference on Diffe
• More efficient learning will take place July 9, 2018 at The
• Deeper understanding of concepts er areas like with strategies that a

Brother Christopherson; Brigham Young University-Idaho 37

What is the most important thing to learn in differentiated learning?

You are not teaching lessons you are teaching students, you are not just teaching content,

but you are teaching students to learn content

Is this your favorite type of teaching? Why?

This is the best way to teach. Implementing differentiated learning allows for all of the

students to learn content.

Is this more effective in SPED or more in the general education class?

All class rooms

An example that I saw for students to demonstrate the mastery of the content was to have the student pro-

duce an end product like read and write learners write a book report, visual learners create a graphic organizer
of the story, auditory learners give an oral report, or kinesthetic learners build a diorama illustrating the story.

Would this be effective?

This example allows for students to show you what they have learned in the way that they have learned it.

When is this appropriate to implement?

Any time because it is how we teach students to learn the required content.

Instruction

erentiated Instruction, organized by the Staff Development For Educators
e Venetian in Las Vegas, United States Of America. The conference will cov-
are both research-based AND classroom-tested.

https://10times.com/differentiated-instruction-conference

Engage in Professional

Growth and Leadership

through Technology By: Mattilyn Scott

Why Technology? The purpose of technology we are striving for in
this article will be how to use technology to en-
In an article titled Promising Practices by Billy courage professional growth and leadership for
Growsell, Shelley Casselman and Laura Deeves, our students in the classroom.
they say, ”…making truly effective use of the
technology available for collaborative work does What technology will help foster professional
not come automatically”, and they couldn’t be growth and leadership?
more right. They continue, “The class itself
needed to be taught how to use the…resources Have you ever wondered how to help your stu-
that we were provided with, and we as teachers dents grow professionally and become leaders in
needed time to think and plan for what we hoped your classroom? Have you ever wondered what
to achieve.” (2016) kind of technology you can incorporate into your
classroom to facilitate professional growth and
Technology in the classroom is something that leadership? Vanessa Vongkulluksn, says,
every teacher struggles with. How much is too “Recent research has shown that access alone
much? How much is too little? Should we forgo does not automatically equate to greater or high-
technology all together? How do we set limits er quality of technology integration.” (2018) So
with technology? A huge portion of the answer how do we balance all of this in our classrooms?
to each of these questions lies in what kind of For this week’s Technology Article, we will cov-
technology we are using, and what purpose we er several different technologies that you can use
intend the technology to serve. in your classroom to strengthen your students
leadership and professional skills.
38

Smartboards is a technology that allows students to create a
document, add it to an online, shared folder, and
The first technology we will discuss is smart then share it with other students who can then
boards in the classroom. Smartboards are elec- remotely access the folder.
tronic devices that transform your white board These shared folders can allow for incredible
into an interactive, touch screen computer. They professional growth. Not only will students learn
are used to display any kind of information on how to use the technologies for their future lives
your computer screen onto a larger display and careers, but it allows them to foster the
screen for your students to view. This is accom- growth of professional relationships with peers.
plished through a small projector on the side of When students are in and out of folders and co-
your white board accompanied with special pens operating with other students to work on and ac-
that communicate with the white board. cess these folders, their work on their profession-
How can smartboards foster professional growth al and communication skills.
and leadership? On this subject, Billy Growsell, Shelley Cassel-
With the use of smartboards comes the growth of man and Laura Deeves said, “Shelley’s class
leadership. If teachers start by demonstrating and completed their task and shared it with students
explaining their expectations for this tool, they in the other classes via Office 365. After
will be able to utilize it to foster leadership. The Shelley's students sent their work, our students
smartboard provides students an opportunity- no logged into the “Shared With Me” folder of their
matter how brief- to give an answer and to physi- Office 365 account. As Laura’s students and
cally lead the class in discussion at the board. mine set about the task, it only required a small
For example, if a teacher has created an interac- amount of guidance and coaching from us. Our
tive quiz on the board and asks the class a ques- students were very comfortable with opening the
tion, a student might raise their hand to answer. files, and with the simple instructions”. (2016)
When called on, said student would be prompted Ipads
to come to the board and use the smartboard to
answer a question or draw an answer. This pro- Another tool that can be benefit student profes-
vides a student with a small opportunity to physi- sionalism and leadership skills is the use of Ipads
cally put themselves in front of the classroom as in the classroom. If used correctly, they can open
a leader would, and attempt to answer a question. a completely new world of research for students.
This allows students to exercise small leadership With Ipads in the classroom, students are able to
skills and build courage in the classroom. connect to a much larger social learning network
than the one they see in person.
Shared Folders The British Journal of Educational Technology
says, “Benefits for older pupils (aged 9–12) in
Another way that teachers can incorporate lead- New Zealand sharing 48 iPads (five to six in
ership and professional growth in the classroom
is through the use of shared folders online. This

each classroom) were researching topics using the students know what is and isn’t permitted. If
the web browsing function and presenting typed done correctly, students will expand their educa-
findings using the Keynote app. Younger chil-
dren (5–6 years) learned the basics of reading tion in astronomical proportions. Their profes-
and writing with math and spelling games.” sionalism and leadership skills will develop at
The possibilities that an Ipad presents are innu- faster rates.
merable.

Conclusion

All in all we see that technology can make or
break a classroom. If used incorrectly, smart-
boards will quickly be broken and damaged,
learning folders can be used to share games and
unrelated material, and Ipads can be broken, and
become a distraction.

Limits and expectations for technology in the
classroom must be carefully enumerated so that

Come Join Us!

PPllaannttiinnggSSeeeeddssffoorr
GGrroowwtthhMMiinnddsseettss

A workshop for all Educators who
want the best for their students

Doctor Carol Dweck

May 30th, 2018 – 7:00 PM
BYU-I Manwaring Center Ballroom

How Does Technology Inspire 41
Learning and Creativity in the Classroom?

By, Hannah Dick

As technology advances we can see it almost In a kindergarten classroom, Mrs. Johan-
everywhere we go. Home, work, and of course in sen uses iPads in her lessons and as motivation
the classroom. For years now, we have seen com- for her students. She has downloaded apps that
puter labs in schools and being used for testing are age appropriate as well as educational. Stu-
and assignments. But now, we see technology dents will play on the iPads while waiting for
coming in the classrooms in many different their turn working one-on-one with their teacher.

ways. iPad, phones, smartboards, and laptops are With these apps they are learning how to work
making their way into classrooms all over. But on their own as well as getting practice with what
what is the benefit of this? How do these things they are going over in class. This is an example
inspire learning and creativity in the classroom? of children working well on their own with tech-
nology.
Dennis Peirce, in his article 3 Ways Mo-
bile Technology is Transforming Learning Spac- In high school classrooms, students will
es, writes “Aided by mobile technologies, stu- pull out their own phones as their teacher pulls
dents are more able to work together in groups to up a Kahoot! game on the big screen. In this
solve problems or challenges, Wilson said. game students have to be ready to answer a ques-
They’re also working independently with adap- tion quickly and accurately. They play against
tive online software that tailors the lessons to their team mates, but they might also work in
meet their needs” (Peirce, 12). Technologies in small groups, only using one phone. This is an
the classroom can help students work together example of students using technology in a class-
and independently better than they had before. room to learn from and with their classmates.

Learning is enhanced as they play educa- those they see at school.
tional games on their own and in teams in the
classroom. Other examples are students doing As students work on projects and use
research on classroom computers for assignments computers to create new things they expand their
or making PowerPoint presentations to share creative mind. They can also use technology to
with their class, or even playing video games in create something as a group. Groups can all take
class. In the article Active Learning: Educational part in creating a presentation while using
Experiences Enhanced Through Technology- Google Slides or other multi-person websites.
Driven Active Game Play, the author states, This helps them build relationships with their
“Several studies investigating the use of video peers as well as strengthening creativity in them-
game technology as a learning tool have reported selves.
increases in knowledge and cognitive perfor-
mance form video game play,” (Mellecker, With- Students in younger grades may use apps
erspoon, Watterson, p. 352). These things all that help them create as they learn. They may use
support and inspire learning through the use of their iPads to play games that help them design
technology in the classroom. different objects on different apps. They may
play a game that lets them color by number. They
Creativity is also supported through tech- can learn as they create.
nology in classrooms. Projects are created and
designed online, pictures are found and colored, Students may also use technology to
games inspire creativity by doing simple creating simply create a story on a word document.
games, and in many other different ways. Huffaker says, “The practice of telling stories
allow children’s language and reading skills to
David Huffaker uses blogs in a classroom grow…storytelling does not have to take place in
setting to inspire/use creativity. In his article The oral situations alone. Reading and writing can be
Educated Blogger: Using Weblogs to Promote a venue for an author to tell stories while increas-
Literacy in the Classroom he says, “Because ing verbal literacy. Using the Internet to com-
their format is similar to a personal diary, where municate allows an author to use verbal literacy
recounting tales and autobiographical events in while extending digital fluency” (Huffaker, p.1).
prevalent, blogs provide and arena where self- Educators can encourage their students to write
expression and creativity are encour- stories and create personal narratives. This can
aged” (Huffaker, p.1). Blogs are just one techno- help them create new things that they could later
logical way to inspire creativity in the classroom. share with their classrooms.
You can also encourage students to create art
pieces, assignments for peers, or edit photos for Technology in the classroom is a very
the classroom. helpful tool for educators as well as students.
Through interactives presentations, PowerPoint
Huffaker shows examples of successful presentations, videos, and other means they can
blogs in his article. He talks about different further their student’s educations. They can use
schools and how they use blogs to help their stu- technology to help students get engaged in a les-
dents create stories. He says that “J.H. House son and stay engaged during the lesson. These
Elementary School in Conyers, Georgia uses a kinds of activities are great ways to keep students
blog to encourage writing for third-graders. The interested.
teachers use to blog to spotlight select writings of
children” (Huffaker, 1). This shows that using a Overall, technology in a classroom can be
blog, or using a website, to have students create a very useful and wonderful thing. It strengthens
something and be able to show it off to their creativity and learning in the classroom through
peers. This helps them gain confidence to show different projects for groups and individuals.
their creativity and share ideas and projects with Technology expands our options for helping our
students learn as well for them to expand their

creative side. Technology helps students and Mellecker, R. R., Witherspoon, L., & Waterson, T. (n.d.). Active
teachers expand their horizons on how to com- Learning: Educational Experiences Enhanced Through Technolo-
plete assignments. Thankfully we are able to live gy-Driven Active Game Play. Retrieved March 27, 2018, from
in a time where we have so many options for https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?
technology in the classroom. We should continue vid=5&sid=56c0cec3-b24c-422c-be65-
to encourage our students to use technology to c8ba263c50e5@sessionmgr104
help them in our classrooms.
Pierce, D. (n.d.). 3 Ways Mobile Technology is Transforming
Learning Spaces. Retrieved March 27, 2018, from https://eds-a-
ebscohost-com.byui.idm.oclc.org/eds/pdfviewer/pdfviewer?
vid=3&sid=24516979-8a73-4d1d-8c83-
20400cc4e14b@sessionmgr4009

Huffaker, D. (n.d.). The Educated Blogger: Using Weblogs to
Promote Literacy in the Classroom. Retrieved March 27, 2018,
from https://journals.uic.edu/ojs/index.php/fm/article/
view/1156/1076#author


Click to View FlipBook Version