Lee Meghan Blogentries

Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
NOTE: Each blog title below is hyperlinked to the original entry.

PHILOSOPHY OF GIFTED EDUCATION
8/15/2016
As written for my course, EDUC 7761 Characteristics of Gifted Children, in Summer 2016:
Philosophy of Gifted Education
Some are bored, patiently waiting for peers to learn skills and concepts that they had
mastered one or two years earlier. Some find school intolerable, feigning illness or creating
other excuses to avoid trivia. Many develop poor study habits from the slow pace and lack of
challenge. Some feel pressured to hide their keen talents and skills from uninterested and
unsympathetic peers. Some give up on school entirely, dropping out as soon as they are legally
able (Davis, Rimm & Siegle, 2011).
Gifted education is a topic that I feel passionately about due to my own experiences as
a young person plagued by underachievement due to twice-exceptionality. The quote above
from Davis, Rimm & Siegle (2011) aptly summarizes my own school experience minus
dropping out. I once begged to do so, but luckily, my parents and teachers heard my plea for
intervention.
From the viewpoint of an educator of young people, I have often felt frustrated by the
lack of enrichment and support available to students that demonstrated asynchronous
development commonly observed in the gifted and talented especially in my time teaching
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
abroad within countries that do not have similar resources in place to serve unique student
populations. Having spent all of my career abroad working in the education field, my
philosophy of gifted education takes a wider approach that embraces and celebrates the
uniqueness of all learners and combines my vision for the cultivation of global digital citizens
with the benefits of culturally responsive pedagogy that is student-driven with teachers acting
as facilitators to learning.
According to Davis, Rimm, & Siegle (2011) gifted and talented are two terms that
are difficult for the world to define and even within the education field, there is a constant
debate on the qualifiers for being identified as a gifted and/or talented individual. Though
many definitions exist for what constitutes giftedness, the one that resonates the most with
me is theorized by Joseph S. Renzulli (1978; 1986; 2011) who stated that the Three-Ring
Conception of Giftedness is a theory portraying the main dimensions of human potential for
creative productivity comprising of three trait clusters termed Above Average Ability, Task
Commitment, and Creativity and their connection to human performance. Renzulli
distinguishes between what he calls lesson-learning giftedness and creative/productive
giftedness in his 3-Ring theory. I believe this is a very important distinction to make because
many students miss out on being a part of the gifted program because they do not excel in
lesson-learning (namely, high achievement) through excellent grades, leadership in clubs, high
test scores, etc. but rather demonstrate their asynchronous development beyond their peer
group through creativity. Renzullis Enrichment Triad Model (2011) is a highly useful model
for the development of learning experiences that changes the role of the learner from
consumer to producer of knowledge (p. 306). I particularly relate to Renzullis (2011) desire
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
to instill gifted education with the mission of using social capital for the betterment of society
as whole by coaching them towards achieving a balance of the markers of success with the
ideals of the common good (p. 307).
A trait that is common in gifted and talented learners is observable asynchronous
development in one or more areas that is beyond that typically seen in the peer group. Before I
took this course, I would not have defined giftedness in this manner; however, my research
and reflection along with the discussion from colleagues has motivated me to utilize this
definition because it is not based solely on IQ scores, high achievement, exceptional talent, etc.
Basing the definition of giftedness in asynchronicity of development above that of the peer
group in at least one domain and/or subdomain expands the umbrella of gifted and talented to
encompass many more learners than the current identification methods used in many schools.
Gifted education is often an underserved area within schools with most resources and
funding devoted to meeting proficiency levels of the student population as a whole. It is often
one of the areas that schools cut to save funds with only one teacher serving the entire schools
gifted population giving the students very little time for work that truly challenges. This reality
is disheartening because gifted education greatly benefits the students it serves longitudinally
(Davis, Rimm & Siegle, 2011). Cutting funding and providing sporadic or nonexistent support
for gifted students can result in many negative outcomes that affect students immediately and
in the long-term from the increased risks of underachievement, substance abuse, delinquency,
and dropping out of school. It is crucial for all students to be challenged to achieve to their
highest potential because they deserve the opportunity to pursue their dreams and cultivate a
lifelong enjoyment of learning.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
I take a progressive stance in my philosophy of gifted education because I believe that
educators must always be flexible and cognizant of the place, the time, and the circumstances.
My philosophical approach to gifted education is also a pragmatic one because I realize that
my role is to help to prepare todays learners for a globally-connected world that requires
strong skills in resourcefulness, teamwork, multicultural responsiveness, and solid critical
thinking. Throughout my studies in the realm of instructional technology in the educational
field, I have realized that the best teaching practices comprise facilitation of learning through
authentic experiences that pique students unique curiosities/interests and redefine learning
tasks to utilize technology tools and resources in an innovative manner beyond simply
substituting typing a paper on the computer instead of writing it by hand.
My philosophy of gifted education requires that I encourage many opportunities for
problem-solving and action-oriented learning tasks that are rooted in authentic experiences of
the world. Metacognition is a crucial element to serving the learning needs of gifted students
and problem solving within authentic learning tasks is an effective way to demonstrate to
gifted students that their brains are best utilized to decide strategic courses of action that
consider short-term and long-term results as well possible effects of actions on common good
instead of the good of oneself only.
I believe it is a moral imperative to mentor gifted students in the recognition,
cultivation, and application of wisdom overall. Epistemology is a part of my philosophy of
gifted education because I believe it is crucial for students to be able to explain how they
arrived at the knowledge and answer they have, and how the students determine that their
answer is the correct one.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
Gifted education program standards require that they address intellectual, academic,
leadership, artistic, and other creative domains in order to truly serve the needs of students. I
believe that many gifted programs sadly fall short of these standards---especially in regard to
minority students who are underserved in gifted education at a rate varying between 30 % and
70% (Davis, Rimm & Seigle, 2011). This is why it is critical for educators to work diligently
to dispel personal biases and be an advocate and ally to minority students to ensure equitable
treatment. According to Sternburg (2004) and Davis, Rimm & Siegle (2011) gifted students
that also are dealing with a disability (commonly termed twice exceptional or 2e) are at risk of
being underserved, also. This was my own experience in school as I went unidentified as
gifted until my last few years of high school when I was finally given the chance to achieve to
my potential after struggling a lot to cope with issues in mathematics and total boredom in my
other subjects.
I concur with Davis, Rimm, & Seigle (2011) regarding the need for teachers to focus
on students strengths rather than deficits in order to avoid negatively impacting the gifted
students learning development. Having a progressive and pragmatic approach to gifted
education helps me to address these individualized needs of all students and to assist educators
in serving this special population.
Within gifted education as within the student body and society itself, there is a diverse
population of individuals in need of learning support. Remaining progressive in my approach
to gifted education allows me to support the specific learning needs of special populations
within the gifted populace by being culturally-responsive in my pedagogical approach by using
inclusive language that embraces the diverse experiences of my students from a wide variety
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
of cultural, ethnic, religious, non-religious, socio-economic levels, gender identities, sexual
orientations, etc.
Gifted educators must foster connections with stakeholders including students families
and community partners in order to keep the dialogue between all concerned parties to help
students achieve within their full potential. Gifted education standards require that the learning
programs emphasize the unique social abilities, interests, values, and attitudes of the students
they serve. This refers specifically to the ethical implications of gifted education. Failure to
uphold the standards for gifted education that meet the needs of the students served results in
greatly increased risk of underachievement and poor future outcomes for students in the
program. Thus, axiological (ethical) concerns should be the top priority in the establishment of
gifted education well before any curriculum goals for the gifted students are in place. I believe
that failing to plan is planning to fail, and beginning a gifted program without input from the
stakeholders impacted would be a major folly. Thus, my philosophy of gifted education
requires extensive input and oversight from stakeholders regarding the effectiveness and
quality of the gifted program overall. I believe that gifted educators must work together with
stakeholders to identify and serve gifted and talented students within the guidelines of the
gifted programs in place in the school. Students that do not qualify for gifted services can
certainly benefit from enrichment provided by the teachers and parents at their discretion with
guidance from the gifted educator thru trainings.
Underachievement is particularly concerning to me as an educator and is often
indicated by the presence of low self-esteem in the student and a lack of interesting and
challenging learning. It is very important to intervene in underachievement early before the
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
consequences such as poor grades has a negative outcome on future prospects. I believe that
underachieving students are in need of social and emotional support first with academic
intervention once the social/emotional aspect of the low self-esteem has been identified and
improved. Working with families and support personnel is crucial in addressing the needs of
underachieving students because the cause can sometimes have nothing to do with the
students giftedness, but rather home problems, bullying, poor health, etc. Underachieving
students often benefit greatly from the opportunity to get involved in an issue they feel
passionately about in order to make valuable contributions to society. This can boost the
confidence level of a gifted student to feel empowered and self-actualized.
Fortunately, as an instructional technology coach, I am in a unique position to be able
to work directly with teachers to improve service to gifted educators and model appropriate
lessons that serve the special needs of all students, including the gifted and talented, as well as
ESOL. Having working in a variety of international schools teaching English to young
learners, I feel confident in my ability to continue to coach and model the best teaching
practices utilizing 21st century technology tools and resources to innovate and redefine
learning to fit every child.
References
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.).
Upper Saddle River, New Jersey: Pearson Education, Inc.
Renzulli, J. S. (2011). Theories, Actions, and Change: An academic journey in search of
finding and developing high potential in young people. Gifted Child Quarterly, 55(4),
305-308. doi:10.1177/0016986211421875
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
Sternberg, R. J. (2004). Definition and conceptions of giftedness. Thousand Oaks,
California: Corwin Press.
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MULTIMEDIA ESOL PROJECT LINK
8/15/2016
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ANCIENT EGYPT E-MUSEUM

Developed for ITEC 7445 Multimedia and Web Design and Development in Education for
English Language Learners whose first language is Arabic with bilingual audio provided.
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ITEC 7410 - COURSE REFLECTION

5/2/2016
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I feel that my journey in my Instructional Technology M.Ed program is finally coming to
fruition through my final courses at Kennesaw State University. As I begin to focus on
thoroughly representing my studies and field experiences within my online portfolio and final
project this fall in ITEC 7500, I reflect on the various ways that this course, ITEC 7410
Instructional Technology Leadership, has prepared me to continue to give my best efforts to
lead the stakeholders in the implementation of constructivist learning with the integration of
technology tools and resources. I have found the RSS feed to be helpful in staying up-to-date
on edtech related articles and blog posts. I took the RSS feed a step further and am using it
in conjunction with a speed reading app. I read about twice the amount of edtech-related
information than I would without the app. I plan to continue adding to my RSS feed by finding
more coaching blogs in the field.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
The Shared Vision assignment gave me the opportunity to consult with stakeholders to
develop a clear idea for a future that meets students unique learning needs in tech-savvy
world. The assignment was beneficial because it divided everything into a separate section to
make it easier to form a realistic vision for each area. This Shared Vision provided a solid
foundation upon which the SWOT Analysis could be constructed in order to figure out how to
prioritize our most crucial needs and mitigate possible threats to our success. I found this part
of the course assignments to be somewhat challenging in spite of the fact that it was quite easy
to determine major strengths and weaknesses at my school. It was the opportunities and threats
that were a bit more difficult to ascertain. As a leader in any organization, it is critical that you
cultivate and maintain an ear to the ground to know the underlying dynamics at play so that
you can redirect or stop any threats to your initiatives early.
The Action Evaluation Plan was the most difficult part of the process of planning and
implementing change. It required a great deal of reflection on the best steps to take for each
goal as well as the methods that would be used to evaluate each goals progress. I find that
following new initiatives through to the end is the most difficult part of the change process
with many efforts simply being abandoned on down the road, so to speak. The Action
Evaluation plan provides the guide for successful goal completion and should never be
neglected. In fact, I would say that it is the most important part of the change process. You
cannot go somewhere if you dont know where you are going, or how you will get there!
Overall, I would say that I learned the most about being an Instructional Technology Leader
in this course because I had to work with all of the stakeholders to develop a shared vision for
technology integration and constructivist learning, conduct a SWOT analysis to identify and
prioritize strengths, weaknesses, opportunities, and threats, and develop an action-oriented
implementation plan with evaluation measures. I learned a lot about working with leadership
and cultivating a cooperative environment.
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Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
ITEC 7445 - VIRTUAL REALITY VIEWER ASSEMBLY
4/4/2016
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I created a short video tutorial on assembling a foam Virtual Reality Viewer like the Google
Cardboard using WeVideo, an online video editor that has Google Drive and YouTube upload,
download, and various other publishing options. I used my Android smartphone to capture the
video by setting it up carefully on the table. I uploaded the video to Google Drive and then to
WeVideo for editing. I wanted to use an editor that is available online so that I can recommend
it to others who use a variety of operating systems and internet browsers. I use a Linux distro
on a customized Acer Chromebook so I try to use free and open source programs as much as
possible. (Video embedded within blog entry. Link provided below).
https://www.youtube.com/watch?v=jAk99iOZLfo
The tutorial has a fun Film Noir theme, and I think it made a slightly dull assembly process
just a bit more interesting! Enjoy!
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ITEC 7305 REFLECTION

12/12/2015
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The three most important things I have learned in ITEC 7305 Data Analysis & School
Improvement are:
1.
Data literacy is a crucial part of being an effective change agent in education.
2.
Making assumptions based on school data is harmful to all the stakeholders.
Meghan Lee
ITEC 7500
Fall 2016
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3.
Cultivating a culture of collaborative inquiry is a continuous process full of twists and
turns.
The most valuable field experience in this course was the Data Overview.This lengthy field
experience involved a great deal of face-to-face time with the Data Detective team at my
school in addition to coordination with administration and other members of the faculty. My
new role as a volunteer data coach in addition to the technology coach took a great deal of
energy to transition between the two roles. Fortunately, the knowledge, skills, and dispositions
needed for these two coaching roles were complementary as both required the use of many of
the same tools and resources. The Data Overview and subsequent Action Plans fit seamlessly
into the tasks I performed as a technology coach. The Google Drive student portfolios meshed
very well with the Google Forms used for anecdotal note collection and analysis. Using
Google Sheets instead of Excel allowed all teachers to have free and equal access to the school
data from any online device.
I plan to continue applying my experiences in this course within my school by assisting them
in the collaborative inquiry process of data analysis throughout this school year. I would like to
provide more workshops on methods for using free Google tools for improving teacher
practices and student learning. I would like to do more with online student portfolios by
combining the work samples and anecdotal observations with individualized student grade
reports and other data points such as attendance.
I anticipate some challenges in the implementation of these ideas. Most of all, I am sure that
we will experience power outages here in Cairo as the temperature increases this spring. This
will result in the Internet being unavailable for approximately one or two hours during peak
usage. Fortunately, Google has offline capabilities for work and will save changes to
documents once the Internet access returns. I also expect to experience pushback from some
teachers, administrators, and parents, but will do my best to make progress towards a more
collaborative and tech-savvy school environment.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
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REFLECTING ON ITEC 7480 INTRODUCTION TO ONLINE LEARNING

7/26/2014
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The summer semester has flown by! One of my two courses I took this semester is
ITEC 7480 Introduction to Online Learning. Within this course, I learned the fundamentals
of developing and implementing online learning experiences. One must keep in mind that
online learning exists on a continuum from entirely online learning to something that is
termed blended learning, where students participate in both classroom environments and
online learning outside the classroom. There are many ways blended learning can be split. This
will depend on the programs themselves.
One aspect of blended learning is the flipped classroom model that allows teachers to
act as facilitators and co-investigators in the class meetings. Students engage in self-paced
learning experiences outside of the classroom to prepare for the projects that they complete in
the classroom. I really hope this type of flipped learning is the future of education for our
K-12 students, but I understand that the existing disparities in technology and Internet access
for students within and outside schools to be a dilemma. This issue must be addressed within
the U.S. public education system before online learning can become an intrinsic part of our
students daily learning experiences. (My research essay on closing the achievement gaps and
educational disparities within U.S. public education provides examples of other countries
education reforms that address issues that our students face in the coming years as the world
becomes more globalized).
The most helpful part of ITEC 7480 were the videos created by Dr. Vega to assist us
with understanding the iNACOL rubrics and guidelines for creating online learning
experiences. Through the streamlined approach to instructional design that developed by
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ITEC 7500
Fall 2016
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iNACOL, teachers can ensure that their learning experiences are properly aligned in three
areas of learning objectives, instructional activities, and assessments. This course also
provided numerous options for Web 2.0 tools, LMS, and alternatives to costly LMS. I really
like the free social media alternative of LMS called Edmodo. Another favorite Web 2.0 tools is
VoiceThread where students and teachers and community members can explore and discuss
various learning objectives.
Please view my blended online learning example Module Lesson here.
My sample online learning unit plan is available for viewing in an earlier post and on
SlideShare.
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REFLECTING ON LEARNING OBJECTIVES: "CULTURAL ISSUES FOR ESOL

TEACHERS"
7/22/2014
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Learning Objectives Activity 2

1. Identify issues that are affecting the ELL population at my school and explore the
ways that their Hispanic cultural identity influences their learning.
The ELL students at my school are compelled to take high-stakes standardized tests
earlier than ever before. Their funds of knowledge are often quite different than that of
the native English-speaking students from the dominant cultural group. My school
receives funding by being a Title I school that serves student populations from lower
socioeconomic status households. My schools ELL students identities are strongly
rooted in Latino cultural practices. I can see clearly now that the school needs to be more
heavily involved in the local Latino community rather than simply engage with families
during our specified Family Nights and other school events.
Meghan Lee
ITEC 7500
Fall 2016
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2. Analyze sociopolitical frames of references that are related to our Hispanic ELL
population.
The population at my school comprises mostly students from Latino families that are
plagued by socioeconomic hardships, educational disparities, and ELL challenges. Their
families go through a long adjustment period as they settle into a new country.
Undocumented students and families face even greater challenges during their education
and adjustment process. I am more aware of my role as an ally to these students and their
families in ensuring they have equal learning opportunities. Fortunately, my school
district is also willing to invest more funding in providing enriched learning experiences
for our Title I students such as giving the school iPads for every classroom.
3. Critically respond to the sociopolitical biases in the teaching and learning of ELL
students.
Through course study, I feel that I much more equipped to critically respond to
sociopolitical biases in the teaching and learning of ELL students. My prior experience
teaching internationally removed sociopolitical biases that I held; however, I lacked the
in-depth knowledge needed to combat biases of others. Now I can direct others to
resources and articles on culturally sustaining pedagogy rather than simply provide only
my own anecdotal experiences in teaching ELL students.
4. Establish a proposal for greater community & family engagement ideas for our
ELL students through successful ideas research, resources, and case studies
examined in this course.
I feel that I can confidently suggest ideas for greater community and family engagement
ideas for ELL students at my school. The many wonderful ideas in our course readings
are easily applied to my schools ELL student population. One idea that I see myself
recommending this school year is the literacy home journals that are exchanged between
the teachers, the students, and their families. I would also like to propose some ideas for
culturally sustaining events at the school for the community and families. Our school
does not engage with the local Latino community enough. When we do, it is always on
Meghan Lee
ITEC 7500
Fall 2016
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our terms, and hosted at the school. Perhaps I will suggest outdoor recreation activities
that the families and students could enjoy with members from our staff. Soccer is popular
in the Latino culture, and would offer a fun way for families to teach the staff.
5. Improve my understanding of the local, state, and federal ESL educational
policies in the USA.
The Legislation Wiki was helpful in exploring the various ESL educational policies;
however, I do not feel that I have fully grasped all of the policies that affect ELL
students. The semester went by rapidly. I hope that I will be able to take some time prior
to the new school year to review all of the items in our classs Legislation Wiki.
Fortunately, I do feel that I have gained a better understanding of federal and state ESL
educational policies through the research I did for my final paper on ESOL education
models around the world and how they compare to what is being utilized in most of the
country.
6. Apply appropriate terminology to current ELL teaching practices and explore
theories and strategies available for ESOL education to improve my teaching
practices & coaching advice.
I have learned a significant amount of the appropriate terminology for current ELL
teaching practices. Through my course readings and lengthy research for my final paper,
I was able to explore various theories and strategies that are being utilized around the
world for ESOL education. I am confident that this course and my final paper have
helped me improve my teaching practices and will be beneficial for coaching advice for
instructional technology purposes, also.
7. Cultivate ideas for professional developments & advocacy for school faculty that
combines the best strategies for teaching ELL students and improves technology
integration practices.
I have recently participated in the ISTE Conference for Instructional Technology, and
will be sharing highlights of what Ive learned with colleagues. I would like to combine
professional developments for teaching ELL students with what I have learned at the
Meghan Lee
ITEC 7500
Fall 2016
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ISTE conference and from this course and my Online Learning course. A few teachers
have expressed interest in flipping their classrooms at least partially this school year. I
feel confident that I will be able to address their concerns about using a flipped model
with ELL students, and offer solutions through advocacy and thinking outside the box.
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CULTURALLY SUSTAINING PEDAGOGY ESSAY

7/22/2014
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Note: Actual paper is embedded in this blog post. Text taken directly from my paper.
An essay for INED 7781 Cultural Issues For ESOL Teachers Summer 2014 taught by Dr. Her:
Culturally Sustaining Pedagogy Essay
By Meghan Lee
Replacing the previous terminology of culturally responsive pedagogy, Pariss essay
entitled Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and
Practice (2012) proposes a variation of the theory by offering an improved term of culturally
sustaining pedagogy that provides ongoing alternative experiences to the usual
monolingualism and/or monoculturalism within the learning experiences by implementing
intrinsic teaching methods that nourish our students unique identities. Paris (2012) states that
culturally sustaining pedagogy embraces cultural pluralism and cultural equality (p. 93).
Thus, culturally sustaining pedagogy seeks to combat the historically deficit educational
models that strive to devalue our students diversity, and instead confirm the experiences of
our multiethnic/multilingual society.
One significant aspect of culturally sustaining pedagogy is the teachers ability to engage
her students in the celebration of their unique experiences and backgrounds. As an
internationally experienced elementary educator, I place a great deal of value on global
citizenship, and have always sought to open my students eyes to the lives of people all over
the world as I instructed them in the basics and finer points of the English language and also
shared my American outlooks and encouraged them to share their cultural experiences as well.
Within my own teaching experiences, I can ensure that I am engaging in practices that
embody the values of culturally sustaining pedagogy by avoiding the traps of one-sided
viewpoints only. As an educator, part of my role is to help students develop the skills they will
need to be competent within the dominant cultural groups. However, neglecting my students
individuality in favor of only emphasizing academic learning standards, and focusing solely on
standardized tests would certainly make their learning awfully dull. As Ladson-Billings (2014)
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ITEC 7500
Fall 2016
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so aptly stated in her article Culturally Relevant Pedagogy 2.0: a.k.a the Remix, teachers
must cultivate an appreciation of their students assets (p. 74). Fortunately, there are
numerous ways to address our students cultural diversities and strengths within the context of
the required academic subjects.
It is imperative that I find ways for my marginalized students to become the norm, as
Ladson-Billings (2014) wisely recommends in her article (p. 76). I want to provide my
students opportunities to learn from rather than merely about people that differ from them.
Within all learning experiences, I must be careful to provide my students with ways to
experience people from a variety of socioeconomic backgrounds, cultures, ethnicities, spoken
languages, etc. The mainstream students must be provided the opportunity to explore their own
privileges and advantages within society. As Kumashiro (2001) suggests, I must take strive to
avoid falling into repetitive teaching practices that do not offer my students that chance to
explore and fight against oppressive societal and educational practices and imagine new
possibilities for their futures (p. 9).
References
Kumashiro, K. K. (2001). "Posts" Perspectives On Anti-Oppressive Education In Social
...Studies, English, Mathematics, And Science Classrooms. Educational Researcher, 30(3),
...3-12.
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard
Educational Review, 84(1), 74-84.
Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology,
and Practice. Educational Researcher, 41(3), 93-97.
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Meghan Lee
ITEC 7500
Fall 2016
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FLIPPED UNIT PLAN FOR 5TH GRADE SOCIAL STUDIES

7/22/2014
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Overall Unit Information (Required for MOOC participants)
Unit or
Course
Goal(s)
This unit involves a blended learning model known as the flipped

classroom. Students in this class will engage in self-paced learning inside and
outside of the classroom through a series of online learning videos and
resources. The flipped classroom model gives teachers the chance to help
more students in the learning process than they could ever do for a large
group of students.
Face-to-face meetings allow everyone to come together in the physical
environment for teacher facilitation of student-centered learning projects that
reinforce the module content. The central repository and online meeting place
for the teacher and students is hosted through Edmodo, an educational social
media site. VoiceThread discussions will be used each week as a part of
student participation in learning.
Within Modules 1, students will explore various learning resources needed to
explain how the Great Depression affected the lives of millions of Americans.
In Module 2, students will examine how the New Deal helped Americans
recover from the Great Depression. Within Module 3, students will explore
the reasons for Americas involvement in World War II. Also, students will
investigate opportunity costs and their relationship to decision-making, such
as decisions to ration goods during WWII.
To demonstrate their understanding of these modules, they will be developing
various individual and group evidences (as explained in the following
modules) of their learning to be submitted either online, or shared with the
whole class during face-to-face class time. Weekly online quizzes and
module tests will be conducted during face-to-face class time and results
provided within 24 hours. Rubrics, project guidelines, and exemplars are
provided online for viewing on the Edmodo class website. Accommodations
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ITEC 7500
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are provided for students in the ESOL or Special Education programs as
determined by individual need.
Standards
Name of standards: Georgia Performance Standards

Link to standards: 5th
Grade Social Studies Standards
Location information: Title I Elementary School in North Georgia, USA
Grade/Year: 5th grade
Subject: Social Studies
Standard (as written):
SS5H5 The student will explain how the Great Depression and New Deal
affected the lives of millions of Americans.
Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin
Roosevelt, the Dust Bowl, and soup kitchens.
Analyze the main features of the New Deal; include the significance
of the Civilian Conservation Corps, the Works Progress
Administration, and the Tennessee Valley Authority.
Discuss important cultural elements of the 1930s; include Duke
Ellington, Margaret Mitchell, and Jesse Owens.
SS5H6 The student will explain the reasons for Americas involvement in
World War II.
Describe Germanys aggression in Europe and Japans aggression in
Asia.
Describe major events in the war in both Europe and the Pacific;
include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the
Holocaust.
Discuss President Trumans decision to drop the atomic bombs on
Hiroshima and Nagasaki.
Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini,
and Hitler.
Describe the effects of rationing and the changing role of women and
African- Americans; include Rosie the Riveter and the Tuskegee
Airmen.
Explain the U.S. role in the formation of the United Nations.
SS5E1 The student will use the basic economic concepts of trade,
opportunity cost, specialization, voluntary exchange, productivity, and
price incentives to illustrate historical events.
Describe opportunity costs and their relationship to decision-making
across time (such as decisions to ration goods during WWII).
SS5G1 The student will locate important places in the United States.
Locate important man-made places; include the Chisholm Trail;
Pittsburgh, PA;
Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and
Montgomery, AL.
Meghan Lee
ITEC 7500
Fall 2016
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Learner
Characteris
tics
Students live in the Cherokee County School District located in the

southeastern state of Georgia in the USA. The majority of the students are
English Language Learners of Latino descent. A majority of the students
come from lower SES households. The majority of the students have
immigrated with their families from Mexico, Honduras, Colombia, and
Guatemala. 25% of the students are in Special Education and have an IEP.
Students have completed the 4th grade History curriculum as required by our
Georgia state assessments. They are ready to begin learning more about
American history and prepare to make a successful transition to middle school
at the end of the year.
Technolog
y
requiremen
ts
Students should have the following tools available at home for study:
1. Internet connected computer (Dial up is too slow for the videos)
2. Edmodo Student account to access the classs social learning site
3. Nearpod Student Username that is unique for assessment purposes
4. Keyboard and mouse to communicate and navigate the computer
5. Headphones to plug into the computer to listen to videos
6. VoiceThread account for weekly discussions on learning modules
Students that are bringing their own Wi-Fi capable learning devices from
home must review the BYLD policy and guidelines with their parents as well
as the Internet Usage & Acceptable Usage Guidelines mentioned in the
sections above. Technology support is provided by the school district only for
the school- owned technology equipment. Therefore, the school is unable to
provide technology support to students that bring their own learning devices
to school. Any students without reliable computer access in their homes will
have the opportunity to use the computers in the classroom to review the
learning content for half of the class time every day. No one is left out!
Prerequisit
e Skills
Introductor
y
6th grade reading proficiency (differentiation provided)

Edmodo for group project collaborations & VoiceThread usage
Safe and effective Internet research and navigation (information literacy skill)
PC computer use and/or mobile device usage (for BYLD purposes, if
applicable)
Social media usage skills (for using Edmodo)
NearPod navigational skills for online learning modules & online assessments
Prezi navigational and basic designing skills using templates provided on the
website
Recording podcasts and narrating presentations on Prezi or PowerPoint.
Complete self-paced learning module & online quiz on NearPod
every week. (Monitored online)
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ITEC 7500
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Communic
ation Plans
Participate in the VoiceThread discussion on module content weekly.

(By Wednesday at 8pm)
Respond to at least one of their peers reflection postings each week.
(By Wednesday at 8pm)
Work with the assigned group to complete the module projects.
(Monitored in & out of class)
Come prepared for weekly class meetings with all required materials.
Participate in study groups for online Unit Review Tests & CRCT
reviews. (Monitored in class)
Complete the module weekly quiz in a timely manner and submit for
grading on Fridays.
Note: Assessment results are provided to students within 24 hours of
completion.
Provide peer feedback using the required forms on Fridays during
Project Sharing time.
All online and in-person communication must adhere to the guidelines
outlined in the syllabus for the class. Teacher communication policy is
also included within the syllabus.
Universal
Design
Principles
Considered
Multiple forms of representation: websites, videos, visual presentation,

textbook, audio
Multiple forms of expression: quizzes, forums, reflections, creative writing,
drama
Multiple forms of engagement: forums, reflections, class dramatic
presentation, oral presentation, visual presentation, peer & teacher feedback
Number of
Modules or
Weeks
This unit comprises three learning modules that are each two weeks in length
for a total of six weeks. New modules are accessible at the end of each
two-week module. Each weeks VoiceThread discussion participation,
reflection posts, and peer responses are due on Wednesday evening by 8pm.
Module quizzes and student projects are due on Fridays according to the
schedule available for online review on the Edmodo class website.
Module 1 Week 1 Plan (Note: module and lesson used interchangeably) (Required
for MOOC participants)
Module
Objective(
s)
SS5H5 The student will explain how the Great Depression and New Deal
affected the lives of millions of Americans.
Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin
Roosevelt, the Dust Bowl, and soup kitchens.
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The students will be able to identify the reasons why the United States fell
into an economic depression now known as The Great Depression. The
students will demonstrate their understanding of the events of Black Tuesday
and how this stock market crash crippled the nation by creating a radio
broadcast outlining the details of the day and its aftermath.
Essential Questions:
Why did the stock market crash on Black Tuesday in 1929?
How did lives change in America during the Great Depression?
How did Americans survive during the Great Depression?
How does the Great Depression affect our lives today?
Module
Assessmen
t(s)
1. Nearpod Quiz about causes of the Stock Market Crash of 1929,

identifying Herbert Hoover, and the purpose of the soup kitchens during this
time.
2. VoiceThread Discussion forum:
Why did the stock market crash on Black Tuesday in 1929?
How did lives change in America during the Great Depression?
Why did many Americans dislike President Hoover?
3. Reflection on Edmodo
How did families and communities help each other during the Great
Depression?
(See rubric on reflection postings & peer responses posted on Edmodo)
4. Project designs and schedules
Radio Announcement Broadcast (created by assigned students groups)
Descriptio
n of
Learning
Activities
Explore websites about Black Tuesday & the Great Depression, and
watch the assigned videos in Learning Module.
Review the review broadcasting project guidelines with the teacher in
class.
Compose a reflection based on their learning answering the essential
questions asked by the teacher & provide feedback for at least one
peer on Edmodo.
Read the Great Depression overview in their textbook and participate
in VoiceThread discussion moderated by the teacher and write their
weekly reflection post.
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Collaborate with the student groups to develop and record their radio
broadcasts.
Complete the weekly quiz on Friday during class & share their
broadcasts.
Provide feedback to the student groups using the required form.
Formative
Evaluation
&
Feedback
Mid-week check-in with each student on Wednesday & mid-week check on

group projects.
Reflection posting & peer feedback monitored by teacher and assessed on
Wednesday.
VoiceThread participation assessed using rubric to determine understanding
of reading.
Module weekly quiz completed Friday during class with feedback provided
within 24 hours online.
Physical
Learning
Materials
District-provided textbook for study & reading, and peer feedback forms for
Project Sharing
Digital
Learning
Objects
The-Great-Depression
The Stock Market Crash of 1929
Hiawatha Elementary School: The Great Depression Resources
The Great Depression: A Woman's Voice (Georgia Oral History)
Interviews with Survivors of the Great Depression
Soup Kitchen & Great Depression Video Clips
Plans for
Differentia
tion
NearPod Module Presentation with embedded media & resources

NearPod Quiz for the Module
Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed
Edmodo Module Reflection Forum for Students
VoiceThread Discussion facilitated by the teacher
Students with limited English proficiency or a reading level below 5hth grade
will be supported using a modified reflection rubrics. An outline of notes for
the module if needed according to each students IEP. Class meeting times
will be used for facilitation purposes to ensure all students are progressing in
their learning. Study buddies will be used for ELL students, and student
groups will be assigned in a way that maximizes the opportunities for success
of all students.
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ITEC 7500
Fall 2016
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Module 1 Week 2 Plan (Optional for MOOC participants)
Self-Check
Module
Objective(
s)
See A1 &
A2
SS5H5 The student will explain how the Great Depression

and New Deal affected the lives of millions of Americans.
Discuss the Stock Market Crash of 1929, Herbert
Hoover, Franklin Roosevelt, the Dust Bowl, and soup
kitchens.
The students will examine the effects of the Dust Bowl on the
lives of many Americans, explore the shantytowns dubbed
Hoovervilles, and determine why they had been named after
President Hoover. Students will identify at least 4 ways that
individuals survived during the Great Depression. The
students will write a letter outlining how they are surviving to
President Hoover in order to demonstrate their understanding
of what life was like for these individuals. (They will write
their letter from the viewpoint of their created character).
Module
Assessmen
t(s)
1. Nearpod Quiz about causes of the Dust Bowl, its effects

on Americans & the American response to President Hoover
& the lives of many Americans living in Hoovervilles
How did the Dust Bowl affect the lives of many
Americans?
Why did many Americans dislike President Hoover?
(See rubric on participation posted on Edmodo)
How did the Great Depression affect the lives of your
family members?
Alternative question: How would you survive during
the Great Depression?
Great Depression Character Profile & Letter to
President Hoover (individual project)
See A2 A3
C1 C2 & C5
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ITEC 7500
Fall 2016
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(See specific project plan guidelines & rubrics posted
on Edmodo)
Descriptio
n of
Learning
Activities
Explore websites about the Dust Bowl, President

Hoover, Hoovervilles and watch the assigned videos in
Learning Module.
Review the character project & letter guidelines with
the teacher in class.
Compose a reflection based on their learning
answering the essential questions asked by the teacher
& provide feedback for at least one peer on Edmodo.
Read the Dust Bowl & Hooverville section in their
textbook and participate in VoiceThread discussion
moderated by the teacher and write their weekly
reflection post.
Participate in the Soup Kitchen experience & research
information to use for their Great Depression
Character Profile and Letter to President Hoover.
Complete the weekly quiz on Friday during class &
post their profiles/letters online.
Provide peer feedback for their peers letters using the
rubric online.
See A2 A3
B3 B4 and
B10
Formative
Evaluation
&
Feedback
Mid-week check-in with each student on Wednesday &

mid-week check on group projects.
Reflection posting & peer feedback monitored by teacher and
assessed on Wednesday.
VoiceThread participation assessed using rubric to determine
understanding of reading.
Module weekly quiz completed Friday during class with
feedback provided within 24 hours online.
See A3 C1
C3 & C5
Physical
Learning
Materials
District-provided textbook for study & reading, and peer

feedback forms for Project Sharing
Soup kitchen items & food: Broth-based soup that can be
stretched vegetable soup works well, cheap white bread,
plastic spoons, bowls, napkins, Crock-Pot for heating the
soup, big ladle
See A3, A9,

B1, B4, &
B6
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ITEC 7500
Fall 2016
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Digital
Learning
Objects
Hobos of the Great Depression - Big Rock Candy

Mountain
See A3, A9,

B1, B4, &
B6
Hobos of the Great Depression - Big Rock Candy

Mountain
The Dust Bowl Interactive Website (from film by Ken
Burns)
Farming in the 1930s Oral Histories from Dust Bowl Era
Welcome to Hooverville
President Herbert Hoover and the Great Depression
Soup Kitchen & Great Depression Video Clips
NearPod Module Presentation with embedded media
& resources
Edmodo Modules with Rubrics, Guidelines, and
Exemplars as needed
Plans for
Differentia
tion
Students with limited English proficiency or a reading level

below 5hth grade will be supported using a modified
reflection rubrics. An outline of notes for the module if
needed according to each students IEP. Class meeting times
will be used for facilitation purposes to ensure all students are
progressing in their learning. Study buddies will be used for
ELL students, and student groups will be assigned in a way
that maximizes the opportunities for success of all students.
See B1 B4 &
B6
Module 2 Plan Week 1 (Optional for MOOC participants)
Self-Check
Module
Objective(
s)
See A1 &
A2

Analyze the main features of the New Deal; include

the significance of the Civilian Conservation Corps,
the Works Progress Administration, and the Tennessee
Valley Authority.
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ITEC 7500
Fall 2016
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Students will explore the main features of Roosevelts New

Deal programs that helped America regain her footing by
collaborating in small groups to create a Prezi about the CCC,
WPA, or TVA to share with the other 5th grade classrooms.
How did Roosevelts New Deal help America get back on
its feet?
Module
Assessmen
t(s)
1. Nearpod Quiz about FDRs New Deal Programs, the

effectiveness of these programs in improving the lives of
Americans
See A2 A3
C1 C2 & C5

How did Roosevelts New Deal program help rebuild
the lives of Americans?
Please locate online & share a place nearby that was
built by New Deal workers.
New Deal Prezi (small group project, program
assigned by the teacher)
on Edmodo)
Descriptio
n of
Learning
Activities
Explore websites about the President FDRs New Deal

programs and watch the assigned videos in Learning
Module.
Review the New Deal project guidelines with the
teacher in class.
Read the New Deal section in their textbook and
participate in VoiceThread discussion moderated by
the teacher and write their weekly reflection post.
See A2 A3
B3 B4 and
B10
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ITEC 7500
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Participate in their small groups to complete the New
Deal Prezis.
review each groups Prezi online.
Provide peer feedback for each groups Prezis using
the rubric online.
Formative
Evaluation
&
Feedback

See A3 C1
C3 & C5
Physical
Learning
Materials

See A3, A9,

B1, B4, &
B6
Digital
Learning
Objects
The New Deal Weebly Information Page

New Deal: We Work Again - 1930's
New Deal - 1930's Government Promotional Video
History Channel: The New Deal Videos
History Channel Tennessee Valley Authority
My History Class New Deal Powerpoint
& resources
Exemplars as needed
See A3, A9,

B1, B4, &
B6
Meghan Lee
ITEC 7500
Fall 2016
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Plans for
Differentia
tion

See B1 B4 &
B6
Self-Check
Module
Objective(
s)

Discuss important cultural elements of the 1930s;
include Duke Ellington, Margaret Mitchell, and Jesse
Owens.
Students will explore the cultural elements from the 1930s,
including Duke Ellington, Margaret Mitchell, and Jesse
Owens. Students will collaborate on a video overview of
various celebrities from the 1930s that will be uploaded to
SchoolTube for public use under the Creative Commons
license.
See A1 &
A2
Module
Assessmen
t(s)
1. Nearpod Quiz about 1930s cultural elements, such as

Duke Ellington, Margaret Mitchell, and Jesse Owens.
See A2 A3
C1 C2 & C5

How did the 1930s culture icons live on today?
Please locate online & share a brief summary about
another iconic figure from the 1930s American culture
with resources that your peers can also explore online.
1930s Icon Video (small group project, person must be
approved by teacher)
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ITEC 7500
Fall 2016
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on Edmodo)
Descriptio
n of
Learning
Activities
Explore websites about the 1930s icons and watch the

assigned videos in Learning Module.
Review the 1930s video project guidelines with the
teacher in class.
Read the 1930s section in their textbook and
participate in VoiceThread discussion moderated by
the teacher and write their weekly reflection post.
Participate in their small groups to complete their
1930s icon videos for SchoolTube.
review each groups video online.
Provide peer feedback for each groups video using the
rubric online.
See A2 A3
B3 B4 and
B10
Formative
Evaluation
&
Feedback

See A3 C1
C3 & C5
Physical
Learning
Materials

See A3, A9,

B1, B4, &
B6
Digital
Learning
Objects
Margaret Mitchell Atlanta Hall of Fame

Atlanta's Book - Gone With the Wind
I DON'T KNOW WHY I LOVE YOU SO by Duke
Ellington 1936
Duke Ellington / Rhapsody in Blue
See A3, A9,

B1, B4, &
B6
Meghan Lee
ITEC 7500
Fall 2016
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1935-1936 Jesse Owens
Black History Month- Jesse Owens
Duke Ellington "...I'm Always Dreaming."
Hollywood Thirties List of Celebrity Icons
Hollywood Thirties List of Celebrity Icons #2
& resources
Exemplars as needed
Plans for
Differentia
tion

See B1 B4 &
B6
Module 3 Plan Week 1 (Optional for MOOC participants)

Module
Objective
(s)
World War II.
Describe Germanys aggression in Europe and Japans aggression in Asia.
Describe major events in the war in both Europe and the Pacific;
include Pearl Harbor, Iwo Jima,
D-Day, VE and VJ Days, and the Holocaust.
Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and
Hitler.
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ITEC 7500
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Pittsburgh, PA;
Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
How did the Great Depression in the USA affect Europe?
How did WWII begin?
Why did the U.S. become involved in WWII?
Module
Assessme
nt(s)
1. Nearpod Quiz about Americas involvement in WWII & Germanys

aggression in Europe & Japans aggression for Asia.
How did the Great Depression in the USA affect Europe?
How did WWII begin?
Why did the U.S. become involved in WWII?
World War II Radio News Podcast
(See specific project plan guidelines & rubrics posted on Edmodo)
Descripti
on of
Learning
Activities
Formativ
e
Explore websites about the Americas involvement in WWII &

Germanys aggression in Europe & Japans aggression.
Review the project guidelines with the teacher in class.
questions asked by the teacher & provide feedback for at least one peer
on Edmodo.
Read the WWII beginning sections in their textbook and participate in
VoiceThread discussion moderated by the teacher and write their
weekly reflection post.
Participate in their small groups to complete their radio podcasts.
Complete the weekly quiz on Friday during class & review each
groups video online.
Provide peer feedback for each groups podcast using the rubric online.
group projects.
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ITEC 7500
Fall 2016
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Evaluatio
n&
Feedback

Wednesday.
VoiceThread participation assessed using rubric to determine understanding of
reading.
Physical
Learning
Materials
Project Sharing
Digital
Learning
Objects
Pearl Harbor Summary

Dictators Rise to Power
World War II The Road to War
World War II Education-Entertainment European Theater Animated
Presentation
Plans for
Differenti
ation

will be supported using a modified reflection rubrics. An outline of notes for
the module if needed according to each students IEP. Class meeting times will
be used for facilitation purposes to ensure all students are progressing in their
learning. Study buddies will be used for ELL students, and student groups will
be assigned in a way that maximizes the opportunities for success of all
students.

Module
Objectiv
e(s)
World War II.
Describe Germanys aggression in Europe and Japans aggression in Asia.
Describe major events in the war in both Europe and the Pacific; include
Pearl Harbor, Iwo Jima,
D-Day, VE and VJ Days, and the Holocaust.
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ITEC 7500
Fall 2016
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Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and
Hitler.
Pittsburgh, PA;
Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
SS5E1 The student will use the basic economic concepts of trade,
opportunity cost, specialization, voluntary exchange, productivity, and
price incentives to illustrate historical events.
Describe opportunity costs and their relationship to decision-making
across time (such as decisions to ration goods during WWII).
Essential Questions
How did the Axis powers show their military strength to the rest of the world?
How did life change in America during WWII?
How did the Allies gain the upper hand against the Axis powers?
Module
Assessm
ent(s)
1. Nearpod Quiz about Americas involvement in WWII & the basic

economic concepts of opportunity costs and rationing during efforts on the
Home Front.
How did life change in America during WWII?
How did the Axis powers show their military strength to the rest of the
world?
How did the Allies gain the upper hand against the Axis powers?
World War II Propaganda Poster
(See specific project plan guidelines & rubrics posted on Edmodo)
Descripti
on of
Learning
Explore websites about the Americas involvement in WWII frontlines

and on Home Front---including basic economic concepts of opportunity
costs & rationing.
Review the project guidelines with the teacher in class.
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ITEC 7500
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Activitie
s

questions asked by the teacher & provide feedback for at least one peer
on Edmodo.
Read the WWII sections in their textbook and participate in
VoiceThread discussion moderated by the teacher and write their weekly
reflection post.
Participate in their small groups to complete their propaganda poster
Complete the weekly quiz on Friday during class & review each groups
video online.
Provide peer feedback for each groups propaganda poster using the
rubric online.
Formativ
e
Evaluati
on &
Feedbac
k

group projects.
Wednesday.
VoiceThread participation assessed using rubric to determine understanding of
reading.
Physical
Learning
Material
s
Project Sharing
Digital
Learning
Objects
Rosie the Riveter: Real Women Workers in World War II

Wartime Nutrition (1943)
Churchill - Their Finest Hour (audio slideshow)
$3.99 PowerPoint Product
World-War-II-PowerPoint-Presentation-(Editable)
WWII Education/Entertainment Animated Presentation (by tdhoanh)
Victory Garden Radio Announcement WWII 1943
D-Day 6/6/44 - History Channel Footage
VE Day Celebrations (1945)
C-SPAN Japanese Surrender Signing on Missouri
History Channel Battle of Iwo Jima
Meghan Lee
ITEC 7500
Fall 2016
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Plans for
Different
iation

will be supported using a modified reflection rubrics. An outline of notes for the
module if needed according to each students IEP. Class meeting times will be
used for facilitation purposes to ensure all students are progressing in their
learning. Study buddies will be used for ELL students, and student groups will
be assigned in a way that maximizes the opportunities for success of all
students.
DIALOGUE JOURNALING FOR ELL STUDENTS

7/22/2014
Note: PDF embedded within the actual blog post.
LINK
CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS
7/22/2014
The following research article was written for INED 7781 Cultural Issues for ESOL Teachers:
CLOSING ACHIEVEMENT GAPS IN U.S. PUBLIC SCHOOLS
Closing Achievement Gaps in U.S. Public Schools:
Exploring Global Models of Language Education
Meghan J. Lee
Kennesaw State University
Closing Achievement Gaps in U.S. Public Schools:
Exploring Global Models of Language Education
The U.S. public education system is experiencing a significant increase in the population
of students that are identified as English Language Learners (ELL) referred to in this essay as
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ITEC 7500
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language minority students. The U.S. Department of Educations National Center for
Education Statistics Schools and Staffing Survey (SASS) from the 1999-2000 school year
showed that 0.31% of all students enrolled in public schools nationwide were identified as
ELL. The 2011- 2012 school years SASS results indicated the language minority student
population had increased to 9.2% of the entire student population enrolled in the U.S. public
school system. With such a significant increase in language minority students, the achievement
gap in public education in the United States has widened not only between ELL and native
speakers, but also between the United States and many other countries that participate in the
Organization for Economic Co-operation and Development (OECD) Program for International
Student Assessment (PISA).
It is common knowledge in the education field that the Latino population is the least
educated of all the U.S. minorities; moreover, Latino learners hold the place as the second
largest group of students served in U.S. public school. This widening achievement gap in U.S.
public education requires a reformation of current policies and instructional practices to
emulate the proven success of other nations that have focused on increased investment in their
own public education systems with equitable division of funding for schools and wraparound
social programs and improved instructional practices that offer culturally and linguistically
sustaining pedagogy with an emphasis on open-ended performance-based assessment rather
than restrictive accountability measures.
Examination of U.S. Instructional Models for Language Minority Students

The United States has a history of viewing the languages and cultures of students of color
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ITEC 7500
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as being undesirable. All prior U.S. educational models fell in line with White, middle-class
norms (Paris, 2012, p. 93). Cultural and linguistic experiences of students of color were
replaced by whatever the educating body deemed to be the desired norm. This deficit model
for minority students continued until the 1970s and 1980s when the deficit viewpoint relented
to the difference approach that posited minority experiences were equal to, but different from
the dominant culture and language of policymakers. Both models focused on the loss of the
heritages, cultures, and languages of minority students to ensure that they would succeed in
American schooling (Paris, 2012, p. 94).
Ladson-Billings introduced the concept of culturally relevant pedagogy (CRP) in 1995 as
a step in the right direction towards the celebration of diversity within education in the United
States. Recent research has offered updated viewpoints on the terminology of CRP and
additional insights into the theory of culturally sustaining pedagogy that supports a
multiethnic and multilingual present and future for learners (Paris, 2012). In fact,
Ladson-Billings (2014) has even offered a remix of her original theory of CRP after reading
Django Paris modern reflection on her culturally relevant pedagogy theory.
Prior to the implementation of the No Child Left Behind Act, some urban public schools
in the United States were utilizing bilingual education programs with their students quite
successfully; however, a recent research study titled No Child Left Bilingual: Accountability
and the Elimination of Bilingual Education in New York City Schools conducted by Kate
Menken and Cristian Solorza (2012) found a causal link between the pressures of test-based
accountability imposed [by the] No Child Left Behind Act and a rapid transition to Englishonly policies in city schools (p. 1). Many New York City schools feared being labeled as low
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ITEC 7500
Fall 2016
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performing and did not want to risk sanctions such as closure by enrolling and educating
language minority students. Thus, the schools transitioned to shortsighted ESL programs as
they struggled to meet the strict accountability measures such as annual yearly progress (AYP)
on state exams and graduation rates that were required for funding through NCLB and the
subsequent Race to the Top federal program that provides grants to selected states.
Unfortunately, the schools that serve language minority students often ended up on the
Schools In Need of Improvement lists due to these students poor results on required
standardized tests that the state administered for strict accountability purposes (Merken &
Solorza, 2012, p. 11).
Accordingly, the lack of instruction in the students native languages and the negative
attention placed on them by inappropriate accountability measures, blatantly contradicted
extensive research that indicates that many bilingual students are able to successfully engage
in hybrid language practices that guides them in the cultivation of bilingual/bicultural
academic identities that would support their continuing success in school (Palmer &
Martinez, 2013, p. 269). Furthermore, this extensive research indicates that language minority
students that have had the opportunity to develop their home languages in school are likely to
outperform their peers in English-only programming and succeed academically (Menken &
Solorza, 2012, p. 6).
Unfortunately, many U.S. school districts lack qualified teachers for bilingual and ESL
programs and as a result, turn to the Sheltered Instruction Observation Protocol (SIOP) model
as a possible solution to address the learning needs of an ever-increasing population of
language minority students in their communities with mediocre results. Short & Echevarria
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(1999) stated that the SIOP offered a venue for learning about second language acquisition
and for understanding the challenge English language learners face each day as they study
multiple subjects through their non-native language (p. 18). Thus, Walters (2013) concluded
that the paucity of research on the effectiveness of the SIOP model should not prevent school
districts from using it as a professional development tool; however, it must be noted that this
research study resulted in non-SIOP trained teachers outperforming those that were trained in
the SIOP model and thus, suggested that the strategies assessed may simply be only effective
instructional practices known as Just Good Teaching rather than being unique to SIOP
(Walters, 2013, p. 8).
Consequently, while the SIOP model offers teachers a proven set of strategies for
instructing language minority students as well as monolingual learners, it falls short of
encouraging teachers to find ways to develop students primary language skills and
additionally, overlooks the dynamics of interaction in bilingual classrooms (Palmer &
Martinez, 2013, p. 273).
With diverse cultural and linguistic educational experiences being the norm worldwide,
the fact remains that many U.S. public schools are relying on instructional models that do not
value multiethnic and multilingual student experiences and seldom offer student-directed
learning opportunities in schools that serve low-income students. This has a negative outcome
on the academic achievements of most language minority students since they make up a large
population in schools that serve low-income families. Current practices in U.S. public schools
demonstrated that student-centered learning often occurred more in schools that serve affluent
and middle-class students than in schools that serve low-income families (Darling-Hammond,
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ITEC 7500
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Friedlaender, & Snyder, 2014, p. 2). The restrictive federal policies such as NCLB and the
Race to the Top prevent schools that serve low-income students from engaging in these
successful models for learning because they are too busy focusing on increasing students test
scores on the mandated exams.
The recent adoption of the Common Core State Standards (CCSS) and associated
assessments are creating even greater challenges for schools that serve students from
low-income families. In order to close the opportunity gap that arises from the disparities
between the educational practices of schools in high-SES and low-SES communities, there
must be support for student learning, extensive professional development, and collaboration at
multiple levels (Darling-Hammond, Friedlaender, & Snyder, 2014, p. 5).
A recent OECD report on international education achievement noted that the nations that
had improved the most had invested a higher portion of education resources in schools that
serving the most disadvantaged students (Darling-Hammond, Friedlaender, & Snyder, 2014,
p. 6). Accordingly, U.S. schools provided as examples in the research study of
student-centered
instruction were forced to rely on outside funding to accomplish their learning goals (DarlingHammond, Friedlaender, & Snyder, 2014, p. 6).
The following sections synthesize various international examples of language minority
education in South Korea, the United Arab Emirates, and Norway to gain alternative insights
into possible reformation strategies that could be implemented to close the achievement gaps
in U.S. public education for language minority learners.
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Investigating Global Language Education Models
The following research on language education in the United Arab Emirates (UAE) and
Norway demonstrated that while the two nations are vastly different in language, culture, and
climate, they reflected a shared vision of equal education for all students, a track record of
increased education and social program funding, an emphasis on performance-based
open-ended assessment, and a focus on preparing students to join the expansive global
economy of the future. South Korea shared similar goals of investment in education and
preparation of students to join a global economy, but differed from the UAE and Norway by
placing too much prominence overall on the acquisition of the English language to the
detriment of students unique culture, language, and national identity (Kim, 2006).
Analyzing South Koreas Penchant for English Language Instruction

The South Korean government believes that education is the pathway to success in the
global economy (Kim, 2006). Yanghee Kims research study titled English Fever in Korea:
Impacts on the Teaching of English and Social Issues That Arise stated that many Koreans
consider learning English to be a major concern in all areas of government, business, and
education as students prepare to master the communication skills needed to compete in the
emerging Korean global economy and society (p. 1). In fact, many universities and
employers in South Korea and abroad require students to take the Test of English for
International Communication and the Test of English as a Foreign Language and attain a high
proficiency score to be admitted or employed. With such high achieving cultural expectations
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ITEC 7500
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and resulting high-stakes testing, it is no surprise that South Koreans are heavily invested in
gaining English language proficiency.
The research study cited above examined the social impact of English language
acquisition in South Korea. Apparently, the English language accounts for at least 80% of the
available content on the Internet (Kim, 2006, p. 2). The Communicative Language Teaching
(CLT) method for language instruction is becoming popular in South Korea; however, it may
prove to be inappropriate to the local culture of learning [that] tends to promote mechanical
learning and a lack of individualism and creative thinking (Kim, 2006, p. 3). The eagerness of
many Koreans to achieve English proficiency for themselves and their children has resulted in
a somewhat shortsighted approach to learning and a costly endeavor as Korean families on
average devote one-third of their income to private lessons in English, art, and music (Kim,
2006, p. 10). The national curriculum even provides access to English language instruction
through native speakers through the Ministry of Educations English Program in Korea (EPIK)
that was implemented in 1995 and hires teachers from English-speaking countries to teach the
language in Korean public schools, but the program has a low teacher retention rate.
The Korean government utilizes a national examination that emphasizes English, math,
and science as the most important subjects in the global economy. In general, students are only
recognized as successful in the labor market when they attend prestigious universities, and
these institutions of higher learning require excellent examination scores and high GPAs. Kim
(2006) stated that students that fail to enter universities at all are condemned to low-income
and low- status occupations (p. 13).
As a result of the national examination process, public schools are required to follow the
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ITEC 7500
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national curriculum, and teachers are forced to teach to the test (Kim, 2006, p. 13). This highstakes national testing and admission process places negative social pressure on parents to
push their children to academic extremes with the heaviest burden on the students themselves
to gain admission to respected universities in South Korea.
Unequal access to quality English language education caused extreme gaps between
Korean students English proficiency levels. The EPIK model is insufficient to meet the
English learning needs of the students by failing to retain high quality native English-speaking
teachers, and the reliance on the CLT model is not suited to the cultural norms of South
Korean students. Thus, South Korean English language education offers a glimpse of the
realities of putting money in the right places, but failing to conduct critical research on the best
instructional practices for language education.
In summary, while South Korea has succeeded in promoting a globalized mindset and
sizeable investment in public education, the national climate towards language education in
English was implemented in a negligent manner that did not take into account the unique
cultural, linguistic, and socioeconomic levels of Korean students and their families.
Examining Compulsory Bilingual Education in the United Arab Emirates

The Emirate of Abu Dhabi within the confederation of emirates known as the United
Arab Emirates in the Arabian Gulf region recently implemented an extensive public education
reformation plan for kindergarten and early primary grades dubbed the New School Model
(NSM). Enacted in 2010 with the intention to extend the plan each year to cover all of the
grade levels, the NSM (ADEC, 2010) was designed and is currently supervised by the Abu
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ITEC 7500
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Dhabi Education Council (ADEC), a supra-government education body that operates under
the guidance of the Ministry of Education in the emirate (Gallagher, 2011, p. 62). The NSM
(ADEC, 2010) extended ongoing reforms in pedagogy, curriculum, and school leadership, but
also introduced the English language as a mandatory instructional medium that would run
parallel to Arabic language instruction. This mandatory parallel bilingual learning model was
declared a monumental step towards achieving an internationally recognized education
model in the Gulf.
Kay Gallaghers research paper cited above, titled Bilingual Education in the UAE:
Factors, Variables, and Critical Questions explored the macro-factors and contextual
variables inherent in compulsory bilingual schooling in the Abu Dhabi emirate (2011, p. 62).
Gallaghers focus on the wide-scale factors and indispensable inquiries regarding the side-byside simultaneous bilingual model proved invaluable in the examination of the effectiveness of
the educational reform taking place in the emirate.
The Director-General of the Abu Dhabi Education Council stated that the goal of the
New School Model is to focus on creating bi-literate students that can understand, speak,
read, and write in both English and Arabic (ADEC, 2010). This mandatory bilingual
education is unprecedented in the Gulf region that historically viewed English as a language of
the colonizing and bellicose west (Gallagher, 2011, p. 63). While language education is
often
politicized, it is explicitly so in the Gulf region because the country was previously a
protectorate of Great Britain before gaining independence; however, with the local
population representing the minority group among a majority of expatriate workers and their
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ITEC 7500
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families from all over the world, the Abu Dhabi emirates educational reform and significant
investment in equitable education can be interpreted as a step towards a multifaceted
contemporary identity for the United Arab Emirates on the world stage as a leader in
progressive education reform (Gallagher, 2011, p. 73).
Similar to South Koreas universities, English dominates the Arabic language in postsecondary education in the UAE; in fact, in the nearby emirate of Dubai, it is actually
impossible find tertiary education in Arabic at all (Gallagher, 2011, p. 66). It can be postulated
that this emphasis on English in universities could have been a deciding factor in the
implementation of compulsory English language instruction in Abu Dhabi. As Gallagher
(2011) explained, the high failure levels in English are endemic, with diploma-level students
in the UAE earning the lowest overall scores out of twenty countries on international
benchmark exams for English proficiency levels (p. 68).
Bilingual education in Arabic and English presents a significant burden on students first
language acquisition because Arabic is actually a triglossic language that encompasses three
varieties: colloquially spoken Arabic, Modern Standard Arabic for schools and written media,
and classical Arabic necessary for Quran study. Thus, the early side-by-side partial immersion
model in Abu Dhabi is a difficult undertaking. Students that lack home support for basic
Arabic and/or English will need ongoing remediation.
The NSM (ADEC, 2010) offers a unique opportunity to examine the outcomes of parallel
bilingual education in two completely different languages. Moreover, with many teachers in
the emirate not possessing high levels of bilingual proficiency in either Arabic for native
English speakers, nor English for native Arabic speakers, the critical factors of professional
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ITEC 7500
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development for faculty, inclusion of all stakeholders in the education process, the retention of
high quality teachers, and a great deal of patience and flexibility will be paramount to the
success of the education reform (Gallagher, 2011, p. 69).
In summary, it is certainly feasible that the bilingual education model in the Abu Dhabi
emirate will eventually demonstrate that multiple language literacy results in cognitive
advantages, and cultivates an attitude of open mindedness and appreciation of diversity as
long as the crucial variables that bring about such outcomes are available to all students
(Gallagher, 2006, p. 71). The Ministry of Education has undertaken a bold stance in the
emirate. With the assistance of the Abu Dhabi Education Council, as well as continued
significant equitable funding for education and implementation of culturally and linguistically
sustaining pedagogy, the education reform will be a successful one.
Exploring Norways Equal Education Policies & Practices for Immigrant Students
Between 1980 and 2006, Norways immigrant population more than tripled, according to
Oystein Djupedal, the former Minister of Education and Researchs foreword written in 2007
for the Equal Education in Practice Strategic Plan. Djupedals statement further elaborated
on Norways vision for language minority immigrant pupils. Based on the Declaration of Soria
Moria developed by the Red-Green political coalition, the following five overall goals are
clearly outlined in the Equal Education in Practice Strategic Plan for education reform in
Norway:
Improving language skills for preschool children of linguistic minorities
Improve learning outcomes of linguistic minority students in primary and secondary
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ITEC 7500
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Increase amount of linguistic minority pupils in academic track or vocational training
Increase the number of linguistic minority pupils enrolled and completing university
Improve Norwegian language proficiency of language minority adults
The introductory paragraphs of the strategic plan emphasize proven strategies for
successful education of language minority students, as well as all types of learners. Culturally
and linguistically sustaining instructional practices are mentioned along with the critical
cooperation between home and school, as well as all stakeholders (Equal Education in
Practice, Norwegian Ministry of Education & Research, 2007, p. 9).
Thirty-eight lengthy measures are outlined in the strategic plan to assess goal
achievements. One interesting measure was the free core time for preschool linguistic minority
children that provides subsidies for 15 hours per week for 8 months per child to attend local
nurseries for important early learning, language, and social support. Additionally, another
measure stated that individually tailored Norwegian language instructional support will be
provided for language minority students, and linguistic minority teachers will be heavily
recruited and scholarships for high quality teacher training will be awarded with more than two
hundred already dispersed to candidates.
Norwegian language instruction is provided in addition to home language support for
primary and middle school students in hopes of promoting dual language outcomes over time.
Assessment tests in seven different languages were developed to gauge whether language
minority students were in need of further testing for learning disability interventions. Overall,
the thirty-eight measures included benchmarks and pilot projects for every major and minor
goal that was outlined in the Equal Education in Practice Strategic Plan.
Meghan Lee
ITEC 7500
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With such a large increase in language minority populations within the last approximately
35 years in Norway, it is refreshing to see that the country is embracing the multicultural
realities and adopting an outlook of enrichment towards its immigrants. With such a focus on
not only on schools, but also wraparound social programs to benefit the families that the
schools serve, Norway is positioning itself as a leader in the successful education of language
minority students by utilizing the best practices for culturally and linguistically sustaining
pedagogy. Though the country is not as populous, or as economically prosperous as the United
States, Norway provides an excellent example of education reform that addresses the
individual needs of all students including their ever-increasing language minority immigrant
population.
Recommended Solutions to Close U.S. Achievement Gaps

The United States would greatly benefit from following the best practices that can be
found in these nations education models. While South Korea has neglected certain elements
needed for successful language instruction, the nation demonstrates a desire to be top
contenders in an increasingly global economy and a readiness to make education the first
priority for future generations. Abu Dhabis compulsory bilingual education model and top to
bottom reformation of their lackluster public education system offers a courageous example of
investing ever-increasing amounts of money in the education of public school students in their
country and a willingness to take risks in pursuing unknown outcomes for parallel bilingual
teaching. Norway provides an extensively researched strategic plan for addressing the needs of
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ITEC 7500
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their language minority population from early childhood to adulthood taking into account the
nuances of such a widespread reformation.
In conclusion, the widening achievement gaps in U.S. public education can be closed
through the adoption of policies and instructional practices that emulate successful example
nations, such as the ones discussed above, that have invested heavily in their nations public
education systems with equal funding for schools and wraparound social programs to address
the multifaceted needs of families, and revising their instructional practices to reflect culturally
and linguistically sustaining pedagogy with a focus on open-ended performance-based
assessment rather than an unfair system of accountability.
References
ADEC (2010), ADEC prepares education community for monumental step in education
reform, Abu Dhabi Education Council, Abu Dhabi, Retrieved July 18, 2014 from Web.
Equal Education in Practice. (2007). Norwegian Ministry of Education and Research.
Retrieved July 2, 2014, from Web in PDF format.
Gallagher, K. (2011). Bilingual education in the UAE: factors, variables and critical questions.
Education, Business and Society: Contemporary Middle Eastern Issues, 4(1), 62-79.
Kim, Y. (2006). English Fever in Korea: Impacts on the teaching of English and Social issues
that arise. The Internet Journal of Language, Culture, and Society, 1(16). Retrieved July 2,
2014, from Web.
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard
Education Review, 84(1), 74-84.
Menken, K., & Solorza, C. (2012). No Child Left Bilingual: Accountability and the
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Elimination of Bilingual Education Programs in New York City Schools. Educational
Policy, 1-30.
Organization for Economic Cooperation and Development (OECD), Program for International
Student Assessment (PISA), 2000, 2003, 2006, 2009, 2012.
Palmer, D., & Martinez, R. A. (2013). Teacher Agency in Bilingual Spaces: A Fresh Look at
Preparing Teachers to Educate Latina/o Bilingual Children. Review of Research in
Education, 37(1), 269-297.
Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology,
and Practice. Educational Researcher, 41(3), 93-97.
Short, D., & Echevarria, J. (1999). The Sheltered Observation Protocol: A Tool for TeacherResearcher Collaboration and Professional Development. Center for Research on
Education, Diversity, & Excellence, 3, 1-23.
U.S. Department of Education, National Center for Education Statistics, Schools and Staffing
Survey (SASS), "Public School Data File," 201112.
Walters, A. Exploring the Effectiveness of the Sheltered Instruction Observation Protocol
(SIOP) Model. MS thesis. State University of New York at Fredonia, 2012. Retrieved
from Web.
21ST CENTURY TEACHING & LEARNING: COURSE REFLECTION

4/29/2014
Todays K-12 students are a part of an exciting time in a world where technology is
evolving and emerging at a rapid pace. Many of the jobs that these students will hold in the
Meghan Lee
ITEC 7500
Fall 2016
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future have not even been created yet! When I consider the needs of the 21st century learner, I
conclude that teachers are tasked with three important elements in creating opportunities for
their students success in learning. First of all, our students need to learn how to learn because
they will have to learn new things rapidly in order to keep up with the rapid pace of progress in
their chosen fields of study. When students cultivate strong learning skills, they are able to
establish lifelong learning practices that are beneficial on a personal and professional basis.
Secondly, they need personalized learning experiences because a cookie-cutter approach to
learning tasks dulls creativity, and we need students that are able to think outside the box in the
direction of their interests.
Personalized learning experiences also allow students to progress at their own pace so that
students that need extra practice can take the time to do so, and students that have already
completed their learning objectives, can move on without delay. And finally, students need
multidisciplinary and diverse learning opportunities that involve wider opportunities for
collaboration outside the classroom walls in order to foster a greater understanding of the
world that is near and far away from them.
Content standards can easily be taught with the integration of technology in the classroom.
What was once a print-based lesson that utilized heavy textbooks and made extensive use of
the card catalogue system, can now be accomplished with an iPad with Internet access and
tech-savvy. When I designed my engaged learning project on careers, budgeting & personal
investment, I took more traditional methods of teaching new concepts and redefined them to
meet the needs of todays learners. Therefore, the project utilizes Microsoft 365, Google
Spreadsheet templates, online investment calculators, online research, video conferencing,
wiki websites, blogs, etc. I based my process of creating technology infused learning activities
on the SAMR model so that the technology tools were used for the purpose of modification
and redefinition of learning tasks.
The greatest thing about instructional technology is that it combines the best teaching
practices with the best technology practices. The most effective educators offer students plenty
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ITEC 7500
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of opportunities to indulge their unique interests, build their higher-order thinking skills,
emphasize project-based learning, and offer authentic, culturally-responsive pedagogy. Ive
been able to observe quite a few teachers at various grade levels as they integrate technology
into their students learning experiences, and observed an Internet Safety meeting for families
that had full attendance and was very informative (ISTE-C 6.1, 6.2, 6.3). I also got to delve
into the standardized-testing part of instructional technology by participating in OAS teacher
training as we learned how to set up profiles and practice tests. This was an important part of
coaching.
I have enjoyed my first semester learning the fundamentals of Instructional Technology,
and Ive been fortunate to have the opportunity to engage in discussions and collaborations
with teachers through by leading a monthly iPad meeting we call, Appy Hour. Ive shared
the SAMR model with them through a humorous video that compares the SAMR model to
Starbucks, and we have considered various steps we can take to integrate more technology into
the learning experiences of our students.
One of the goals of our monthly iPad meeting is to create a list of recommended iPad apps
to use with students that promote our vision for technology usage (ISTE-C 3.5, 3.6). I always
try to emphasize apps that promote creativity, problem-solving, and peer collaboration and
apps that allow students to explore the world through virtual exploration. To demonstrate the
use of technology in learning, I set up a video conference for 3rd grade students with the
National Park Service recently to allow students to learn about the homesteading childrens
school experience in the late 1800s (ISTE-C 2.1, 2.3, 2.4). I have also recently used GeoSettr,
Pursued, and LocateStreet to conduct a geography lesson in 6th grade (ISTE-C 2.1, 2.3, 2.6,). I
hope I will have more opportunities next year to model high LoTi lessons at my school and
assist others in designing high LoTi learning activities for their students.
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COURSE REFLECTION: INTERNET TOOLS IN THE CLASSROOM
Meghan Lee
ITEC 7500
Fall 2016
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4/27/2014
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There is no doubt that equitable technology and Internet access can greatly benefit todays
learners. The key to success in integrating technology tools into the classroom environment is
to use the tools not only for substitution and augmentation of traditional learning tasks, but to
utilize the tools for modification and redefinition in ways that allow students to take the lead in
their own learning. Technology tools allow learning to be transformed and not simply
enhanced when they are used to promote higher-level critical thinking and problem-solving
skills. I would like to see more schools implementing flipped classrooms, BYLD, Genius
Hour, 1:1 learning device access, and allowing more students to use assistive technology to
help them complete more challenging & innovative learning tasks.
This course has opened my eyes to a wide variety of Internet tools and resources, and I
have enjoyed researching, exploring, and analyzing the tools and issues we have examined in
this course. A few of the tools and resources stand out in my mind as being particularly useful.
I have enjoyed the social bookmarking website called Diigo for sharing URL links. Online
document creation, collaboration, and storage is my favorite Internet tool. Microsoft Office
365 and Google Docs provide numerous ways to transform tasks. Students create, collaborate,
store, and share their documents all from one place! Teachers and students can easily provide
ongoing feedback using these tools. VoiceThread provides a central hub for students and
colleagues to collaborate. I really like that VoiceThread provides students a variety of
opportunities to communicate with other classes and outside experts all over the globe.
Another favorite tool that learned about in this course and am using regularly is Jing, a free
screencasting software that provides a wide variety of screencast options to use. Jing is a
fantastic tool to make online training and tutorials for students of all ages.
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Ive used a few of the tools for my monthly Appy Hour faculty meeting to share resources
with everyone. We have a Wiki page, a Diigo social bookmarking page, and an Edmodo social
media group. I recommend Edmodo , an educational social media website, to teachers that are
interested in implementing a flipped classroom model because it provides a one-stop-shop for
students to access course materials, resources, and quizzes, and be able to collaborate safely
with peers and teachers. Edmodo can also be used by teachers for professional development.
Twitter was also one of my favorite tools that I discovered in this course. I had not previously
considered how Twitter could be used as a professional learning network, but I have found
many fantastic resources, tools, videos, and websites through technology and education experts
that I follow.
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STUDENT ENGAGEMENT: USING POWTOON FOR DAILY MISSIONS

4/27/2014
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LINK
This is a short mission video for a class that I created using the Powtoon website.
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EQUITABLE ACCESS TO TECHNOLOGY IN EDUCATION

4/13/2014
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Meghan Lee
ITEC 7500
Fall 2016
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Did you know that Facebook has a global project to provide the Internet to the world? In
my research on the topic of equitable access to technology, I discovered that the digital divide
is not a wide as I had expected---especially within the U.S. public school system. Though there
is still a gap between lower and high socioeconomic status families in access to
Internet-connected devices within their households, access to technology in schools has
improved greatly over the last decade alone. With the decreasing cost of Internet-enabled
devices, and the open-source software and free services available online, technology is more
accessible than ever in the U.S. school system.
With many classrooms embracing the flipped learning model, I can see equitable access
becoming even more of a critical issue in our schools. In an ideal world, every middle and high
school student would have access to an Internet-connected laptop both for use inside and
outside school. Unfortunately, were not quite there yet in most of our school systems. So what
can we do in our schools to ensure that students have equitable access to the available
technology? Here are a few of my suggestions:
Technology should be located in the classrooms in the hands of students & teachers
Computer labs should be available to the entire school for whole class instruction
School districts need to stop throwing money away on impractical technology tools
Give the technology to the classrooms that will use it regularly and be a model
Make the computer labs available for student use before/after school & free time
Provide technology training and Internet safety information for families regularly
While I was researching the realities of equitable access to technology, I discovered a
research study that examined the effect of home computers on academic achievement. There
was no correlation between Internet access on a household computer and the grades of students
from low SES households. I provide the following quote from B. Barron et all from the article
titled, Predictors of creative computing participation and profiles of experience in two Silicon
Valley middle schools:
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While access to tools is important, it may be just as important to provide resources for
learning in the form of an engaged social network of teachers, parents, and peers. As we move
towards solutions that bridge these divides, we need to attend to the broader learning ecologies
that students access and develop, and find ways to make these more diverse, generative, and
interconnected (p. 188).
This is where an educational social networking website such as Edmodo would be a
valuable tool for allowing students to collaborate with their teachers and with each other in
their learning. Ill bet that students from lower SES households with school and home access
to Internet-connected devices would show an improvement in their academic performance by
using social networking to assist them in the learning process if it was used consistently.
One issue that I noticed in my research is many elementary school and middle schools have
decreased their technology staff, or possible moved them up to the high school level. I wonder
if this is a reflection of the current economical conditions in the United States? What do you
think?
References
Barron, B., Walter, S., Martin, C., & Schatz, C. (2009). Predictors of creative computing
participation and profiles of experience in two Silicon Valley middle schools. Computers &
Education, 54, 178-189.
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DIVERSITY, CULTURAL UNDERSTANDING, AND GLOBAL AWARENESS

3/30/2014
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Meghan Lee
ITEC 7500
Fall 2016
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"It used to be that someone could be born, live, and die having only learned, worked, and
experienced life in one main geographic region. Aside from the world news broadcast or
filtered versions of world history shared by teachers in school, a young person likely had little
to no interaction with cultures around the world. This should no longer the case, but in many
schools this tendency toward isolation remains." --- Excerpt from The Case for Cultivating
Cultural Awareness by Lyn Hilt
I believe that isolation is one of the most deleterious factors that is affecting our learners.
Our students need to have the world at their fingertips--especially with great mentors to guide
them in the learning process and demonstrate how to sift through all the information.
The Internet is an amazing tool for developing a student's' understanding of and respect for
diversity because it brings the world within the boundaries of the classroom. There seems to be
a wide disconnect between the technological capabilities and the actual technological
integration that is happening our schools. Computer labs go unused. Video conferencing
equipment is forever on standby, and the iPads are filled with drill apps and need updating.
Teachers hear again and again about the importance of differentiated instruction, but they do
not often consider the immense value that the Internet offers for personal learning. The key
points I gathered from the book Differentiated Instruction with Technology in Middle School
Classrooms excerpt by G.E. Smith & S. Throne:
-- DI focuses on quality vs. quantity of work assigned
-- DI requires pre-, formative, and summative assessments
-- DI required teachers become the "guide on the side" not the "sage on the stage"
-- Students who feel at home in their classrooms are more confident and successful
This further emphasizes the direction that modern education is taking with the students
becoming the directors of their own learning experiences and the teachers acting as facilitators
in the information-gathering, and experimentation process. Teachers have to let go of the reins,
Meghan Lee
ITEC 7500
Fall 2016
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so to speak, and allow the students to collaborate across the table, across the hall, across the
school, across the town, and yes, even across the world as they learn.
Weve got to stop the insanity that comes when students have to keep their technology
hidden away in the backpacks and purses for fear it will be taken up. Let them use their
technology devices to learn. If they can talk and search Google at the same time, let them!
Regarding allowing students to use assistive technology in the classroom, Dave L. Edyburn
(2006) stated that schools "tend to ban technology tools under the guise that measuring naked
independence is a better measure of performance, skill, and knowledge (p. 23). The research
article provided strong evidence that the use of assistive technology increases students
academic success and that our focus on time-constraints makes it even more important for
students to use whatever help they need to reach a greater understanding of the material. The
students algebra grades were excellent when they used assistive technology to solve the
problems. In the real world, people are not forced to use naked independence to solve
problems! They are usually encouraged to work together and use any assistive technology or
resources they have at their disposal to create a solution to the problem at hand.
This is where technology integration facilitators, coaches, and specialists step in to help.
There are numerous ways to address the needs of a diverse group of students using
technology tools that are already built-in or freely available online. The following are by no
means an exhaustive list, but they will get you started in the right direction on assistive
technology tools and operating system capabilities that can be used without tears or fears.
78 Free iPad Apps for Students with Special Needs
OS X and iOS Accessibility
Windows 8 Accessibility
Google Accessibility
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
iPad Gives Voice
Resources for ESL teachers
According to Wikipedia, the Internet is a global system of interconnected computer
networks that use the standard Internet protocol suite (TCP/IP) to serve several billion users
worldwide. It is a network of networks that consists of millions of private, public, academic,
business, and government networks, of local to global scope, that are linked by a broad array
of electronic, wireless, and optical networking technologies. The Internet carries an extensive
range of information resources and services, such as the inter-linked hypertext documents of
the World Wide Web(WWW), the infrastructure to support email, and peer-to-peer networks.
Yes, you read that correctly! The computer networks serve several billion users worldwide!
Our students are able to use the Internet to connect with a global audience. A few options that
come to mind are educational video conferences with experts on a given subject matter,
student and classroom collaborations through Skype, email, blogging, social media, etc. and
global publication of student work through the use of websites such as YouTube, Flickr,
WikiSpaces, Twitter, Weebly, etc.
I actually have a story about the Internet, a creative student, and a mother with a Facebook
account. A student in a middle school in Canada took a picture of a cardboard sign sitting next
to her dog that kindly asked recipients of the photo on Facebook to share with their friends,
and leave a comment telling where they are located. The student and a handful of friends and
relatives tracked the sharing of this photo over Facebook and created a map of all the places
the photo was viewed and shared. Check out Science Fair Gone Wild on Facebook. Facebook
users all the world were posting photos from their communities. The people that shared the
photo were able to track the progress of the science fair experiment and see the results of this
students project. This is a great example of local and global collaboration on the Internet!
References
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
Edyburn, D. L. (2006). Failure is not an option: collecting, reviewing, and acting on evidence
for using technology to enhance academic performance. Learning & Leading with Technology,
34(1), 20-23.
Hilt, L. (2011, October 26). The Case for Cultivating Cultural Awareness. Powerful Learning
Practice. Retrieved March 29, 2014, from
http://plpnetwork.com/2011/10/26/the-case-for-cultivating-cultural-awareness/
Science Fair Gone Wild | Facebook. (2014, February 28). Facebook. Retrieved March 30,
2014, from https://www.facebook.com/sciencefaircrazy
Internet. (2014, March 27). Wikipedia. Retrieved March 28, 2014, from
http://en.wikipedia.org/wiki/Internet
Smith, G. E., & Thorne, S. (2009). Differentiating instruction with technology in middle
school classrooms. Eugene, Or.: International Society for Technology in Education.
0 Comments
INTERNET SAFETY
3/23/2014
1 Comment
I feel very passionate about keeping students safe online! After I finished reading our
assigned textbook pages on Internet Safety, I considered various online safety strategies that
teachers should emphasize. In my opinion, the three most important steps all teachers should
require their students to do online are:
1. Digital Citizenship Education how to behave respectfully online
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
2. No Identifying Information --- use unique school screen names
3. Filter / Monitor / Guide --- approval needed, always monitor & guide
Digital Citizenship Education is a key element of keeping students safe online. Anyone
that access the Internet leaves behind a digital footprint of websites accessed, comments left,
statuses written, pictures posted, Tweets written, etc. Even information that is thought to be
privately accessible is at risk of being accessed. How many times have we heard on the news
about a celebrity, or politician's private data being distributed online? Our students must
understand that even the actions they take online can follow them. Cyberbullying cases among
young people can have devastating lifelong consequences.
Students must also be taught not share identifying information online. It's the same as
telling your toddler not to share their full name, address, and phone number with strangers in
the grocery store. Students share their information without thinking that it could be used for
malicious purposes. I think that unique, non-identifying screen names should be used. In fact,
it is always best for screen names NOT to reflect a student's name, age, gender, or location. I
would even take this a step further by suggesting that students use unique screen names that
should only be used for school purposes.
Schools and libraries are required to adhere to CIPA and have Internet usage policies in
place. But this does not ensure that students are completely protected online! This is where
stakeholders have to work together to improve content filters, and teach students how to
respond when they come across inappropriate online materials. The school's policy on Internet
usage needs to be taught in an age-appropriate manner.
Earlier this year, our school hosted a family night that provided information and resources
on keeping students safe online. Families were divided into two groups depending on their
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
childrens ages and everyone was encouraged to bring their own device to explore the various
resources. One of the best websites that the district shared with families was the Common
Sense Media site that rates, educates, and advocates for safe and responsible use of media for
youth. The website even has reviews of popular popular media to see if its appropriate for
your students and children! If I had to only recommend one website for encouraging safe
Internet usage and digital citizenship, Common Sense Media would be it because the site has
excellent age-appropriate videos on these important topics. This is a wonderful resource for
teachers and parents to use with their students and children!
Internet Safety 101 by Enough is Enough: Making The Internet Safe for Children &
Families was second website that I found in my research. This would be an excellent resource
to use with older students to encourage safe Internet practices. The website even features a
Youth Pledge contract that could be used within schools and classrooms that explains the best
practices for online safety.
The third resource that I found was the Cyber Safety Links for Teachers section on the
Internet Crimes Against Children Task Force website that is associated with the Georgia
Cyber-Crime Task Force. This section of the website features links to lesson plans and
activities that teachers can do with their students to encourage safer online practices.
I also stumbled upon a research article BMC Health titled,Internet safety education for
youth: stakeholder perspectives that surveyed crucial stakeholders such as public school
educators, clinicians, parents, and adolescents. The surveys inquired about appropriate ages to
begin teaching Internet safety as well as experiences in learning about the topic, as well as
interest in teaching youth about it. I was not surprised to see that the polled teachers believed
the topic should be addressed with students at a young age. In fact, teachers and parents agreed
that it should be taught beginning at the age of four and five, respectively. Strangely, clinicians
responded that they felt it should be addressed at age 8. I am in wholehearted agreement with
the parents and teachers! As soon as your child can use a device with Internet access, you
should begin discussing safety in an age-appropriate manner. The research article concluded
Meghan Lee
ITEC 7500
Fall 2016
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that parents hold the primary role in educating their child about Internet safety, but that
teachers also play a vital role, and clinicians could address it, too.
Georgia's CyberSafety Site. (n.d.). Georgia's CyberSafety Site.
Retrieved March 23, 2014, from http://www.gaicac.us/Teachers_CSLinks.htm
Moreno, M. A., Egan, K. G., Bare, K., Young, H. N., & Cox, E. D. (2013).
Internet safety education for youth: stakeholder perspectives.BMC Public Health, 13(1),
543.
Non-Technical Measures to Protect Kids Online. (n.d.). InternetSafety101.org: "Rules".
Retrieved March 23, 2014, from http://www.internetsafety101.org/
1 Comment
SCREENCASTING WITH JING!

3/16/2014
0 Comments
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
This is my first time using a screencasting tool. Ive used a screen capture tool in the past,
but had never done a screencast with voice narration. I downloaded the free Jing Screencasting
tool and watched a few video tutorials on how to get started capturing and narrating. The tool
was a bit intimidating at first because I felt pressured to watch the video timer to avoid going
over the 5 minute limit. And I felt a bit silly talking to an empty room with no one to provide
immediate feedback. It took a few attempts to get everything sorted out, but Im pleased with
my final product. I definitely recommend that lengthy screencast presentations follow a script
for the narration, and users practice their on-screen tasks to make the video as easy to follow as
possible. Im sure screencasts will be much easier to do in the future after I have created more.
Our book and module on screencasting provided many ideas for use in the classroom and
in our professional practices. Some of the screencasting ideas that I plan to use involve
technology training screencasts for teachers, academic content screencasts to students to use
for self-paced learning, and student-created screencasts with voice narration in the future. The
only barriers I can see to students creating screencasts in the computer lab is that they do not
have headsets with microphones. This could pose some logistical challenges to getting clear
audio. Also, students would need to sign up for their own Jing accounts in order to ensure they
had enough space to save and share their screencasts. Smaller and shorter projects could be
accomplished using the teachers Jing account.
The screencast that is embedded in this blog post focuses on the possible uses of the
ToonDoo website. My presentation explores an actual example of a student-created book that
was published for public-viewing and available for public feedback on the ToonDoo website.
A group of 6th grade students in Raleigh, North Carolina created a wonderful book about a
boy that goes on a trip to the Morehead Planetarium to learn how astronomers use telescopes
for research. The students incorporated their real-life field trip to the planetarium to make a
book that has been published to online and offline readers all over the world. I chose to share
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
this excellent example because it demonstrates a high level of 21st century learning practices
using ToonDoo.
I am working with teachers on iPad integration in addition to other learning devices so I
hope I can find a screencasting tool for iPads as well. It takes a lot of time to create a tutorial
using only screen captured images with annotations. If anyone knows of an iPad screencasting
tool that allows you to record all the actions on the iPad, please let me know. If I find one, I
will add it at the bottom of this blog entry
0 Comments
GOOGLE DOCS
3/9/2014
1 Comment
I have recently started using Google Docs in conjunction with Google Drive to create
and store my assignments and important documents in my graduate studies and professional
work. I had typically been using Microsoft Office software on my computer to create my
documents, but then saved the documents to my Google Drive to be saved, edited, and shared
when needed. There was no reason to continue using Microsoft Office to create the original
document when I had Google Docs.
Google Docs can be created on the website itself. There is no expensive software
package needed to create word processing files, spreadsheets, forms, presentations, etc. While
most businesses are still using Microsoft and Adobe software to create office products, our
schools can avoid the high costs of these software packages by using free tools such as Google
Docs and other online tools to create polished work products. One of the greatest features of
Google Docs is how easily stakeholders can create, collaborate, and share their documents.
This is where traditional software packages such as the Microsoft Office products fall short.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
Software users must keep their packages up-to-date and this can be expensive. How many
times have you shared a Microsoft Word file with a colleague only to have them unable to
view the file? If your colleague had a different version of the software, compatibility issues
could prevent them from viewing, editing, or saving the file. Google Docs eliminates this
problem completely.
Teachers can utilize Google Docs successfully with their students by using it as a way
to modify and redefine learning tasks. For example, older students could use Google Docs to
prepare a research paper. The students first drafts could be shared with their teacher and peers
who would then review the papers and provide feedback directly on the document. This would
eliminate the process of more traditional methods of writing where students would write an
initial draft, print it out, hand it in, and then wait for the teacher to review their work, and
return it. Just think of how much ink, paper, and mess this eliminates! Also, Google Docs
gives students the ability to embed links and media in their documents to make the research
papers much more interactive and extends the learning in new ways.
Another idea for using Google Docs in classroom is to combine it with other Web 2.0
websites such as Edmodo, an educational social media platform. Teachers can provide online
templates and learning tasks that require students to create a final learning product using
Google Docs that would be uploaded and shared to the Edmodo Classroom group for
collaboration and feedback from the teacher and peers.
Ive embedded a simple Google Docs Slideshow on Patterns geared towards

kindergarten students that I created using pictures available through the Creative Commons
section on Flickr. The presentation focuses on patterns that can be observed in our daily lives
and could easily be added to by students. I would use this slideshow to collaborate with
stakeholders and students to create a slideshow of patterns that we have observed in our
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
community and also patterns created by students using common objects. The presentation
could be easily shared in a blog.
1 Comment
EDMODO & CLASSROOM 2.0

3/9/2014
0 Comments
Edmodo is an educational social media platform that offers many resources for
professional development and interaction with students in an online learning environment.
After signing up for the teacher account profile on Edmodo, I searched for profiles that I
would be interested in connecting and following. I found numerous educational organizations
to follow such as ISTE and Glogster, as well as the profiles of a few of my colleagues and
classmates in my graduate studies. I also found some technology-focused learning subjects to
follow as well as a few STEM-focused groups.
To begin using Edmodo as a part of my educational practices, I created a classroom for
my Canton Appy Hour professional development group for teachers and stakeholders to join
where I can share links, resources, and announcements about upcoming meetings. I hope
teachers will use the Canton Appy Hour classroom to discuss ways they are using iPads in
their classrooms. I think the Edmodo social media platform is great way for us to communicate
in between our face-to-face meetings. The website is easy to use, and with many teachers at
our school already using the website for professional learning, I think it will be a great online
meeting place for our iPad group and will provide a centralized launch pad for EdTech
learning.
I enjoyed exploring Edmodo and can see it becoming one of my main social media
resources in the near future. With teachers busy schedules, Edmodo is a wonderful website to
use for interacting with both our local group as well as global members in the education field.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
The social media aspect of the website combined with the ability to create, share, and assign
learning tasks makes Edmodo a fantastic tool to use in the Web 2.0 classroom.
As more classrooms shift to BYLD and 1:1 devices, I can see many ways to use
Edmodo as a launching point for learning tasks that provides a safe place to discuss learning
objectives with peers, teachers, and other stakeholders. Teachers have the ability to create
folders of resources and share these resources with their students. Edmodo can easily be
combined with other productivity tools in addition to Web 2.0 tools and websites to modify
and redefine learning in ways that were previously inconceivable.
I also explored the resources and capabilities of the Classroom 2.0 educational website
and was delighted to discover that it contains numerous resources for professional
development involving the skills educators need to address todays learners. I especially liked
the Learning Revolution Section of the website that directs teachers to a new site that
highlights professional development opportunities for educators. I found many interesting
YouTube videos of Learning 2.0 conference speakers on personalized digital learning. In fact,
I have to say that I experienced a bit of information overload on the website, and had to add
it to my bookmark list to explore bit by bit later.
0 Comments
YOUTUBE
3/2/2014
3 Comments
I can spend hours on YouTube, and have found it to be a very valuable video-sharing
platform in the educational field. My first exploratory exercise for YouTube involved a simple
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
search for videos that explain the SAMR model and expand upon the terminology. To my
delight, I quickly found a few videos that I have embedded at the beginning of this blog post.
Another thing I searched for was an example of students and teachers using NearPod for
classroom learning. For the sake of space, I have not embedded these videos; however, I did
save them to the Diigo library to possibly share some of them this week. I have noticed that
YouTube has a great deal more educationally engaging videos than TeacherTube. In fact, I
found TeacherTube to be boring honestly with many of the videos looking quite old school
compared to some of the polished videos on YouTube. I remember that I used TeacherTube a
few times during my student teaching days and the students also seemed unenthused with the
videos that I shared from the website.
The great thing about YouTube is that the videos can be embedded in other websites so
students and teachers can take videos from the website and include them in their blogs, wikis,
social media, etc. I actually am working on an iPad wiki that includes a variety of educational
technology videos from YouTube to provide examples for teachers to view.
In the classroom, I see many applications for YouTube and have used videos from the
website very successfully in the past with my kindergarten ELL students. As small children
that were just beginning to learn English, anything that was eye-catching, educational, and
directly applied to what we were learning at the time was a lifesaver! Our school district
blocked YouTube from being viewed in our school, but we were able to download the videos
using third-party tools to use them in our classrooms. I will never forget the awestruck looks
on my students faces as they watched whales swimming in the deep blue sea and covered
their ears as the whale song began playing. YouTubes uploaded content made it so much
easier for me to find relevant videos to share with my students, and it opened up a world of
possibilities to my students on a tiny desert island.
YouTube provides a valuable service for video sharing and is a powerful social media
platform for education. Students and teachers can upload videos about the content they are
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
learning, and use the community and related tagging features to find YouTube channels that
are geared towards their subject matter.
3 Comments
PODCASTS
3/2/2014
4 Comments
I have used podcasts in the past to explore personal interests such as economics, politics,
and philosophy topics, but this was my first time using podcasts for professional purposes. I
opened the iTunes application and clicked on the link to the Store and clicked on the Podcasts
link at the top of the window. Through browsing the Educational Podcasts categories, I was
able to find a section on Educational Technology. The iTunes store had featured podcasts on
the main page for this section and I selected a few podcasts that appealed to my professional
interests in educational technology.
The first podcast I subscribed to was TEDxTalks Education--- which is a video podcast of
TED Talks on Education. iTunes began downloading Anant Agarwal: Why massive open
online courses (still) matter. Mr. Agarwal spoke about MOOC learning and the benefits of
distance education through the use of technology. He said that initially there was a concern
that MOOC would prevent students from getting the help they needed, but he quickly
discovered that students were able to teach each other and in doing so, they developed a deeper
understanding of the content. I also subscribed to Digital Learning Transition, a podcast of
expert panel discussions on the planning and implementation of digital learning initiatives. The
podcasts are lengthy, but provide important information for all educational technology
stakeholders.
The last podcast I subscribed to was House of #EdTech. It was my favorite podcast that I
subscribed to in my exploration of educational podcasts. The audio podcast was engaging and
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
informative for me. The episode that downloaded was about a website platform called
tack.com for people to create simplistic content for online sharing. It was interesting to hear
about this website, but I will see what other podcasts they have available for downloading that
focus more on the day-to-day edtech strategies instead of an exploration of a particular tool.
Podcasts are great for students and teachers to create and embed in blogs. The subscription
feature is important because new episodes are automatically downloaded for listeners/viewers.
One idea that I had for podcasts is to create a classroom series on a learning topic that students
could work in teams to create. The videos could feature a Prezi presentation with voiceovers
from the students. Podcasts could also be used for content review where the teacher creates a
short video reviewing the material learned each week. One downside that I see with podcasts is
there is no way to interact with the creator of the podcast unless it is linked to a blog or other
form of social media. There is not an embedded comments section in the podcasting tool that I
use in iTunes so I would recommend that podcasts be used in conjunction with an online
platform that allows interaction with the audience.
4 Comments
EVALUATING WEB 2.0 TOOLS

2/23/2014
0 Comments
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
Before I began evaluating the following Web 2.0 tools, I examined the PDF created by
Kathy Schrock that is shown in the picture above. This PDF diagram shows the link between
Blooms Taxonomy and the SAMR model for evaluating educational technology tools. The
Blooms levels are shown as colored cogs from bottom to top in lowest to highest level as:
Remembering, Understanding, Applying, Analyzing, Evaluating, & Creating. On the left side
of the PDF is the box for the SAMR model shown as: Substitution, Augmentation,
Modification, and Redefinition. The SAMR model is further divided into two separate
categories of Enhancement and Transformation. Thus, teachers should always consider how
they could use the tool to address higher Blooms Taxonomy levels as well as how they could
use the tools to reach higher SAMR levels for technology integration.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
By meghanjunelee | View this Toon at ToonDoo | Create your own Toon

Today I will evaluate the Web 2.0 Tools available on the ToonDoo website. After signing
up for a free account at ToonDoo, I created the comic strip that is shown above. The online
comic strip and storybook maker was easy to use, and I had no trouble finding everything I
needed in the available cartoon clip art library. ToonDoo has many educational applications,
especially for creative writing, as well as any projects that require students to create fun and
engaging visuals. On first glance, it is easy to see the appropriate uses of ToonDoo for literacy
and language arts, but I think it would also be a great tool to use for small group or
individualized projects for any academic subject. Students could use ToonDoo to recreate
historical events, or share scientific concepts, for example. I believe this tool is appropriate for
all grade levels depending on the amount of support the teacher is able to provide.
ToonDoo is an excellent Web 2.0 tool for ELL students because the website is not
text-heavy, and creating cartoons is easily accomplished by finding the clipart picture that the
student wishes to use. With the labels on the buttons for the comic making section, the students
will quickly learn new vocabulary words for creating, editing, and saving their online creations
that can also be used in other computer programs. The short sentence structure of comic strips
keeps ELL students from feeling overwhelmed in writing practice. Once students grasp the
concept of creating short comic strips of varying lengths, students could easily transition to
writing Story Books in the ToonDoo website to practice putting together longer sentences, and
even paragraphs, if desired.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
The ToonDoo website utilizes a SafeSearch option that is automatically activated upon
sign-up. The user-moderated content filtering is similar to Flickr where users police the
comics and quickly flag, or delete any comments that are inappropriate for all-age viewing.
That being said, I did find one instance of a mild swear word on a comic example that I opened
on the main page so the filter is not 100% foolproof. Any time that students have access to the
Internet, teachers should monitor what they are viewing. This concerned me because I want
students to be kept as safe as possible whenever they are online. Thankfully, I quickly noticed
that ToonDoo offers a ToonDooSpaces paid option geared towards classroom, school, or
districts to create their own private ToonDoo website with customized clipart libraries and
closed comment space. I checked the pricing on membership costs for the private space and it
was very economical for even one user to purchase a yearly subscription for the private
ToonDooSpace for her classroom to use, if desired. The paid ToonDooSpaces option would
protect students from viewing inappropriate content, receiving private messages from
strangers, and limit the audience for their work to only approved members.
Depending on the age and tech-savvy of the students, teachers could either use
individualized student accounts, or allow the students to use a few accounts that are controlled
by the teacher on the classroom computers. Upper elementary grade levels and up could use
ToonDoo in individualized students accounts that are linked to the ToonDooSpace for the
classroom and/or school. Students would only be able to correspond, or comment on the work
of their peers and teachers. Of course, the schools Internet usage policy would need to be
explained to the students prior to implementing this tool in the classroom.
ToonDoo is not only a fun Web 2.0 tool, but it is also a great tool for encouraging
analysis, evaluation, and creativity in learning experiences. When the cartoons are published,
the students, teachers, and community stakeholders can access the students work to leave
feedback. I see this as a wonderful way to bring the collaborative benefits of Web 2.0 without
overwhelming students with text-heavy blogs, wikis, etc. The cartoons that students create can
Meghan Lee
ITEC 7500
Fall 2016
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be shared publicly, completely private, or limited viewing for only certain users. I would
suggest ToonDoo as an exciting way to introduce Web 2.0 tools to students of all ages.
In consideration of the SAMR model for technology integration, I think that ToonDoo
could easily be used to modify and redefine the use of technology in the learning environment
because students will be able to publish their work to a wider authentic audience and the
collaborative aspect of this tool encourages students to collaborate with each other with their
teacher acting as a facilitator and co-learner. ToonDoo creations are easily embedded in online
tools such as blogs and wikis and quickly shared via social media. Therefore, ToonDoo could
be combined seamlessly with other Web 2.0 tools for a multifaceted approach to achieving the
highest levels of Blooms Taxonomy in conjunction with the highest levels of the SAMR
model.
Picture Credit: Kathy Schrock, PDF version available:
http://www.schrockguide.net/uploads/3/9/2/2/392267/blooms_samr.pdf
0 Comments
CREATIVE COMMONS & FLICKR

2/16/2014
1 Comment
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
Exploring patterns found in our everyday lives via the collection of photographs available on
the Creative Commons section of Flickr. Photo credit to Flickr user, norhafydzahmahfodz
The link to the original picture can be found at the bottom of this blog post.
I had noticed some media in my Internet excursions that featured the Creative Commons
copyright logo depicted by two Cs in a circle, but I just thought it was some fancy copyright,
or possibly just something that photographers and artists had made up to protect their online
publications. In my recent learning module, Ive fortunately been enlightened about the
purpose of Creative Commons copyright licensing. I learned that Creative Commons (CC)
copyrights allow legal reuse and/or repurposing of media in various ways as permitted by the
medias creator. This opens up a brand new world of creative possibilities.
After letting this wondrous news sink in, I began to imagine ways these CC media
resources can be used in daily learning experiences with students. I must confess that Ive
always been perplexed by the legal aspect of copyright usage and how exactly the Fair Use
Doctrine applied to me as an educator. The advent of Creative Commons licensing lets me put
these worries behind me at long last.
In my classroom teaching practices, Ive often used Google Image searches to find
pictures to share with my students during our discussions. As an ESOL teacher, these photos
were an invaluable way to show students the meaning of new vocabulary words. As a
kindergarten teacher, online educational videos were a quick way to both engage and enlighten
my students about the world far beyond our classroom door.
When I have shared teaching materials online in the past---usually through emails to
colleagues, I always made sure that my name was included in the materials as well as the
names of any colleagues that contributed to the materials. Luckily, I have had only one
instance of someone taking credit for work that I created and shared online to colleagues. This
person had deleted by name and added hers. I was upset about this, but realized that anything I
release to others has the potential to be modified with or without my consent. Sure, I could
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
copyright the teaching material I create, but I'm honestly not interested in getting into legal
battles. In the future, I think I will use Creative Commons licensing on my materials. This
shows that I am okay with others using the things I create, and give them clear permission to
adapt them as needed for educational purposes. But, please give credit to me if you use my
materials!
Creative Commons licensing does have one big downside. Without the use of traditional
copyrighting of media that requires permission of the owner for its use, Creative Commons
allows anyone to use the creators media in ways that its creator had not originally intended.
Yet it is easy to see how even traditional copyrights are not successful in preventing misuse.
Anytime media leaves its creators hands, it is at risk of being sullied. That being said, I feel
that the benefits strongly outweigh the bad when it comes to Creative Commons in education.
An excellent online resource for exploring photographs licensed under Creative
Commons is Flickr. The Flickr website offers students an opportunity to explore not only
photography, but also encourages literacy and other important skills through the use of
tagging, writing descriptions, and annotating pictures to create interactive visual presentations.
Flickr is also a fantastic website to publish student work for private, or even public viewing
and discussion.
I also learned that Flickr offers users free storage for up to 100MB of images and two
500MB videos every month. This is a massive amount of space for educators to use Flickr
with their students. Flickr users can participate in public groups, create, or join private groups,
and have the option of uploading photographs for private viewing only. I think one of the
neatest ways to use Flickr in the classroom is to pair it with Google Maps, or even Google
Earth to go a virtual fieldtrip of famous locations throughout the world. Amateur journalists
frequently post photographs of important events around the globe that students can view and
discuss with the photographer.
Meghan Lee
ITEC 7500
Fall 2016
Blog Entries
A fantastic section for educators on Flickr is the Creative Commons section. Students
and teachers will find millions of photographs that are licensed under Creative Commons to
use in the classroom for educational purposes. I explored the theme of patterns in Flickr, for
example, and found numerous pictures that I could use to create a slideshow for students to
view. Many of the patterns were found in real-world examples that were captured by
photographers. These pictures could engage the students in discussion about places they had
also observed patterns while going about their daily lives.
One point of contention that I initially had about Flickr was the level of moderation of
photos. An innocent Google image search sometimes brings up images that are not appropriate
for students even with the Safe Search filters set to the strongest levels and strong website
filters. Flickr users are able to police the images that are uploaded, and notify administrators
of anything explicit in nature. This is not a foolproof method, so I caution educators to make
use of the Safe Search setting in their Flickr accounts and closely monitor students use of the
website.
For more ideas on how to use Flickr, check out Flickr Toolbox:100+ Tools for Flickr Addicts
Photo credit: Flickr user norhafydzahmahfodz The original photograph can be found here.
References:
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms.
Thousand Oaks, CA: Corwin.

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Meghan Lee

NOTE: Each blog title below is hyperlinked to the original entry.

Philosophy of Gifted Education

ANCIENT EGYPT E-MUSEUM

ITEC 7410 - COURSE REFLECTION

ITEC 7305 REFLECTION

Data literacy is a crucial part of being an effective change agent in education.

Making assumptions based on school data is harmful to all the stakeholders.

Cultivating a culture of collaborative inquiry is a continuous process full of twists and

REFLECTING ON ITEC 7480 INTRODUCTION TO ONLINE LEARNING

REFLECTING ON LEARNING OBJECTIVES: "CULTURAL ISSUES FOR ESOL

Learning Objectives Activity 2

CULTURALLY SUSTAINING PEDAGOGY ESSAY

FLIPPED UNIT PLAN FOR 5TH GRADE SOCIAL STUDIES

This unit involves a blended learning model known as the flipped

Name of standards: Georgia Performance Standards

Students live in the Cherokee County School District located in the

6th grade reading proficiency (differentiation provided)

Participate in the VoiceThread discussion on module content weekly.

Multiple forms of representation: websites, videos, visual presentation,

1. Nearpod Quiz about causes of the Stock Market Crash of 1929,

Mid-week check-in with each student on Wednesday & mid-week check on

NearPod Module Presentation with embedded media & resources

Module 1 Week 2 Plan (Optional for MOOC participants)

SS5H5 The student will explain how the Great Depression

1. Nearpod Quiz about causes of the Dust Bowl, its effects

Explore websites about the Dust Bowl, President

Mid-week check-in with each student on Wednesday &

District-provided textbook for study & reading, and peer

See A3, A9,

Hobos of the Great Depression - Big Rock Candy

See A3, A9,

Hobos of the Great Depression - Big Rock Candy

Students with limited English proficiency or a reading level

Module 2 Plan Week 1 (Optional for MOOC participants)

SS5H5 The student will explain how the Great Depression

Analyze the main features of the New Deal; include

Students will explore the main features of Roosevelts New

1. Nearpod Quiz about FDRs New Deal Programs, the

2. VoiceThread Discussion forum:

Explore websites about the President FDRs New Deal

Mid-week check-in with each student on Wednesday &

District-provided textbook for study & reading, and peer

See A3, A9,

The New Deal Weebly Information Page

See A3, A9,

Students with limited English proficiency or a reading level

Module 2 Week 2 Plan (Optional for MOOC participants)

SS5H5 The student will explain how the Great Depression

1. Nearpod Quiz about 1930s cultural elements, such as

2. VoiceThread Discussion forum:

Explore websites about the 1930s icons and watch the

Mid-week check-in with each student on Wednesday &

District-provided textbook for study & reading, and peer

See A3, A9,

Margaret Mitchell Atlanta Hall of Fame

See A3, A9,

Students with limited English proficiency or a reading level

Module 3 Plan Week 1 (Optional for MOOC participants)

1. Nearpod Quiz about Americas involvement in WWII & Germanys

Explore websites about the Americas involvement in WWII &

Reflection posting & peer feedback monitored by teacher and assessed on

Pearl Harbor Summary