Tech Teens: Creating Classroom Community, Collaboration, and Citizenship

Tech Teens:
Creating Classroom Community,
Collaboration, and Citizenship
Alexander Davidson
@_AlexanderJohn #TechTeens

About Me: Alexander Davidson
 University of Michigan, 2010
 English, History, Secondary Education
 Madonna University, 2013
 MAT, Literacy Education
 Reading Specialist certification
 University of Detroit Jesuit High School and
Academy
 Seven years of teaching
 Back at my old high school
 English I, English II, Contemporary Literature
 Career: Grades 7, 9, 10, 11, 12
Twitter
@_AlexanderJohn
Facebook
AlexanderDavidsonTeacherAuthor
Website
AlexanderDavidsonBooks.com

Welcome to the University of Detroit Jesuit
High School and Academy!

Who We Are…
 All boys
 Private, Catholic, college-preparatory
 Only one left in the city of Detroit
 Has called Detroit home since 1877
 Enrollment: 900 (Grades 7-12)
 From over 70 different communities
 34 athletic teams
 40 co-curricular activities

Online Discussions
 To participate in the upcoming interactive lesson about
online discussions, please use your device (phone,
laptop, tablet, etc.)
 Go to nearpod.com
 Type in the code provided by presenter
 Create a nickname
 Settle in for an interactive presentation
 If viewing this presentation on SlideShare, keep clicking
to view the following slides.

Technology Natives?
 Our students may not be as well-versed in technology as we
assume
 “How do I insert an image into my Word document?”
 “How do I save my Pages file as a .doc or .pdf?”
 “What does it mean to CC on an email?”
 “What should I do if I don’t remember my password?”
 While our students may have different skills than us, that does
not mean they are skilled in everything we need them to do
 We must still explicitly teach them these technology skills
 Do not assume they already know how to do what you are
asking

Online Discussions – My Experience
 The Odyssey: Take personality tests online about which Greek
god you are most like, post it online, reply to others
 FAIL!
 “Cool”
 “Me, too”
 “Nice”
 Not an online discussion
 What did you expect?
 Did you plan for what types of topics they could talk about
with this activity?

 The Great Debaters: After watching the film, write a
paragraph on Moodle about which character you believe to be
the strongest; reply to three other students’ posts
 MEH.
 “Good example, Collin. I completely agree with you on this
one.”
 Still not an online discussion
 Not actually going deeper and relating
 Staying on the surface

Online Discussions - Intervention
 Lesson and discussion
 What are some characteristics of an
online discussion response that
needs improvement?
 Too broad/vague; not specific; no detail
 Too short; no explanation
 Disrespectful; forces opinion on others
 Responding to writer and not to writing
 No reference to the original post; off-topic
 Text speech
 Grammar mistakes
 Go back; find replies to improve/edit
 What are some characteristics of an
acceptable online discussion
response?
 Respectful
 Gives an opinion; personal reactions
 In-depth; explains with details
 If disagreeing, gives constructive criticism
 Goes back to the original response to
reference what the writer wrote down
 Address the writer by name
 Offer further questions, examples, or
explanation

 Independent Book Clubs, Choice Novels: Conduct an online
book club; each student is responsible for providing a summary
and 2-3 deeper level discussion questions; other students reply
to the original post and one other student reply; leader
responds to all replies; each student has a turn leading
 Success!
 Explicit instructions
 Clear expectations
 Calendar for posts and replies
 Modelled responses for better answers

Online Discussions - Recommendations
 Important Questions
 How do the ideas and information to be discussed fit into
the course as a whole?
 What skills, knowledge, perspectives, or sensibilities do
you want students to walk away from the discussion with?
 How will you make sure your students meet those
objectives?
(Carnegie Mellon: design & teach a course: Discussions)

Online Discussions - Recommendations
 Give students clear expectations about online discussion requirements,
deadlines, and grading procedures.
 Assess the quality as well as the quantity of the students' online posts. Using
rubrics will allow students to have a clear guideline of your expectations for
quality of their posts.
 Provide a schedule for students of upcoming discussion board deadlines. Give
as much notice as possible.
 Provide structure for students to post to threads. A good structure lessens the
frustration of what to write.
 Make yourself visible in the discussion. Students will be more likely to
engage in the discussion if they see you as being a part of it.
 Do not allow domination of the discussion. If students are dominating the
discussion, privately ask them to slow down a little
(TeacherStream, 2009, “Mastering Online Discussion Board Facilitation”)

Online Discussion Resources
 Haynie, D. (2015, April 3). 5 Ways to Ace Discussion Board
Assignments in an Online Class. Retrieved from
https://www.usnews.com/education/online-
education/articles/2015/04/03/5-ways-to-ace-discussion-
board-assignments-in-an-online-class
 Morrison, D. (2014, September 29). How to Get Students to
Participate in Online Discussions. Retrieved March 10, 2017,
from
https://onlinelearninginsights.wordpress.com/2012/06/22/h
ow-to-get-students-to-participate-in-online-discussions/
 TeacherStream, LLC. (2009). Mastering Online Discussion
Board Facilitation . Retrieved from
https://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-
mastering-online-discussion-board-facilitation.pdf

Interactive Lesson Plans
 NearPod: https://nearpod.com/
 Kahoot: https://getkahoot.com/
 Quizlet Live: https://quizlet.com/live
 PlayPosit: https://www.playposit.com/
 Formerly EduCannon

How I’ve Used It: NearPod
 Grammar instruction
 Way more engaging
 All students get to practice
 Affects teaching of the topics in real
time
 Slides teach the information
 Quizzes check for comprehension (multiple
choice)
 Live student results on the teacher view
(one-on-one interventions possible)
 Polls serve as exit tickets for student
understandings

How I’ve Used It: Kahoot
 Unit Review
 Competitive
 All students get to practice
 Ask meaningful comprehension questions
(multiple choice)
 Create your own or use other kahoots
created by other teachers online
 Leaderboard and bonuses motivate student
participation
 Individual or team game play options
 Tip: Select “Automatically move through
questions” so you can sit back and relax!

How I’ve Used It: Quizlet Live
 Vocabulary instruction
 Students must match terms to definitions
 Team play improves communication and
collaboration
 Teacher makes vocabulary flash cards
 I do this for the entire school year
 Individually students can use flash cards to
study, play their own games, etc.
 As a class, Quizlet Live offers a competitive
way to review
 First team with 12 consecutive matches
wins
 Students must work together to win

How I’ve Used It: PlayPosit
 Flipping the Classroom - Poetry
 Students learn the poetic terms and
techniques at home
 Students can find and discuss what they
learned in class with poems
 Find or create an instructional video
 I record my screen as I explain a slideshow
for my students and upload to YouTube
 Upload to the site
 Stop when you want to add questions (free
write or multiple choice)
 Can create as a homework assignment for
students to complete at home

Teacher Modeling is IMPORTANT
 Students are not as natural at completing activities as teachers
think (with technology or not).
 Students need clear examples they can see to be successful.
 The more information students can get from their teachers,
the more successful they will be with meeting expectations.
 The remainder of this presentation will focus on different
technology activities teachers can use in the classroom.
 It will also include different ways teachers can model success
in these activities for their students.

Teacher Modeling
 I make EVERYTHING!
 Vision Boards
 Organizing Space Before and After Project
 Reading Journals
 Book Jackets
 Sketch to Stretch
 Google Maps
 Fake Twitters
 Novel Soundtracks
 Infographics
 Blog Posts, and other features
 And many, MANY MORE!
 TIP: Keeping strong student examples can
be helpful as well.

Strategy: Think Aloud
 Teacher modeling’s most basic form
 Teacher performs the activity in front of the class
 Teacher walks students through the activity step by step while
explaining in his or her own words along the way
 Sometimes teachers need to be a little dramatic and goofy to
come up with problems and solutions along the way
 “By verbalizing their inner speech (silent dialogue) as they think
their way through a problem, teachers model how expert
thinkers solve problems. As teachers reflect on their learning
processes, they discuss with students the problems learners face
and how learners try to solve them. ” (See
https://www.teachervision.com/problem-solving/think-aloud-
strategy for more information on Think Alouds)

How I’ve Used It: Think Aloud
 Setting up a Word document
 MLA format, adding a header, adding a page number,
double spacing, etc.
 “Huh, I bet the ‘Insert’ tab could help me insert a
page number…”
 Creating a Google Doc or Slides Presentation
 Logging in to Google Drive, adding a new document,
titling the document, sharing the document
 “I wonder what this blue “Share” button does. Oh
look! If I type in names, it can send it to that person
so they can help edit.”

How I’ve Used It: Google Docs/Slides
 Great for student collaboration!
 Share with the group and share with the
teacher
 Can use the chat feature if working in class
 Google Documents
 Create a study guide
 Plan a skit
 Schedule group work
 Google Slides
 Create a presentation
 Review for an assessment
 Build background knowledge (ex:
American Literature Timeline Project)

How I’ve Used It: Think Aloud (cont’d)
 Writing an Introduction Paragraph
 Set up a blank work document on the projector, type and think out loud
as I do
 “I’m going to work on this paragraph for a few minutes. I’m going to show
you how a writer might think. I can answer any questions after I’ve
finished my paragraph.”
 “I know there were three strategies to catch a reader’s attention, maybe
I’ll try asking a question.”
 “Huh. I don’t know where I should go from here. What did the notes
suggest? Oh yeah, I should provide more background information next.”
 Evaluating Writing (Peer Review Days)
 Find a sample of student writing ahead of time to work with
 Put it on the projector or interactive white board to go over with students
 Make sure you are focusing on what you want your students to focus on

Another Tip for Microsoft Word
 Essay newsletter
 Call attention to student trends in the previous
writing assignment
 Things they did well
 Things they need to work on next time
 Include samples of actual student writing from
these assignments
 Use Comments feature to call attention to positive or
negative aspects of student writing (positive is better,
motivational)
 Save as PDF to share online
 Screenshot works as well

Strategy: Think Aloud 2.0
 Screencasting: Recording your computer screen
 Walk students through an activity step by step
 Optional to include sound
 All of the strengths of a Think Aloud but video can be posted
and accessed when the student in not in class
 Popular Resources:
 https://screencast-o-matic.com/
 https://www.screencastify.com/
 Create accounts to save recordings, some allow posting
straight to YouTube account

How I’ve Used It: Screencasting
 Think Aloud 2.0
 Instructional video for creating projects
 Example: Google Maps Project
 Video walks through all the steps of
logging into My Maps, creating a
map, dropping pins, adding text and
images, changing features, and
sharing with the teacher

Quick Look: More Technology Classroom Activities
 There’s so much you can do with technology in the classroom!
 Here are some quick looks at technology-based projects I have done in
the classroom with my students.
 For more information on these projects, including student handouts
and directions, please feel free to contact me!

Quick Look: Google Maps
 Students each create a Google Map
 Students will use Google Maps for setting analysis
 Students pick 5 most important places in a setting
 Examples: Where they live, where they are from,
Detroit, etc.
 Students add writing to provide details about the
location and explain its importance
 Students practice writing skills and paragraph
structure
 Students can upload images for each location as well
 More info:
https://www.google.com/maps/about/mymaps/

Quick Look: Google Earth Lit Tour
 Can be student-created or teacher-created
 Makes the world of the literature more comprehensive
 Requires Google Earth to be downloaded (free)
 How I’ve Used It: The Sun Also Rises (Hemingway)
 Each major city from the novel is identified to
show the movement of characters
 Each location includes important information
about the novel and a possible essay question to
focus their essay on
 Students can click and explore the world of the
novel
 Pre-Made Lit Tours:
http://www.googlelittrips.org/

Quick Look: Public Service
Announcement Video Project
 Group Project
 Students analyze videos of professional PSAs and
past student-created projects
 Analyze: text, colors, sound, editing, story,
mood
 Student videos discuss important teen topics
 Students upload to YouTube and share link with
teacher
 TIP: If you create a classroom teacher account on
YouTube, you can create a playlist with all of your
students’ projects to view in class and/or share with
parents.
https://www.youtube.com/playlist?list=PLj
TZ-cQr2ZHFMta8rer1rLiI8uAXYpEG-

Quick Look: Webquests
 Students participate in guided online research visiting
preselected sites to build background information on a
topic
 Webquests I’ve Created
 The Odyssey: http://odyssey-
webquest.weebly.com/
 Romeo and Juliet: http://romeoandjuliet-
webquest.weebly.com/
 Resources
 Weebly.com – free website creator
 Google – find other pre-made webquests to save
yourself time
 Education World – creating webquests:
http://www.educationworld.com/a_tech/tech/tec
h011.shtml

Quick Look: Infographics
 Students can create a new way to present
information and form an argument.
 Students are still conducting research to prove their
point.
 Infographics can be shared in many ways to create a
wider audience.
 Piktochart: https://piktochart.com/
 Why Infographics?:
http://neomam.com/interactive/13reasons/

Quick Look: PicLits
 Students can insert text onto pictures and share the
new images.
 Students can use the suggested words for inspiration,
or students can create their own work.
 How I’ve Used It: Sharing Original Poetry
 Limited space, so students aren’t overwhelmed with
creating an epic poem
 Students are more willing to share the poetry they’ve
written
 PicLits:
http://www.piclits.com/compose_dragdrop.aspx

Quick Look: This I Believe
 Student writing and recording project based on
NPR’s “This I Believe” series
 Statement of personal belief
 Tell a story about you
 Be brief
 Be positive
 Be personal
 500-600 words
 Sound Recording: http://vocaroo.com/
 Work on fluency and “public” speaking as well as
writing

Quick Look: TED Talks
 Public speaking assignment with research and visual aids
 Choose a topic they are passionate about to
 Sell a new idea
 Sell a new viewpoint
 Get audience fired up to take action
 Speeches must impact the audience
 Research
 Organization
 Public speaking skills
 Visual Aids
 (Reflection)
 Record speeches and post to YouTube
 Create a YouTube playlist to share all at once
https://www.youtube.com/playlist?list=
PLjTZ-cQr2ZHGCKz9dz72Nh85wWEbShI5P
https://www.youtube.com/playlist?list=
PLjTZ-cQr2ZHG_M_WD_S-l_RpH_50MiPak

Quick Look: Social Media
 Twitter
 Share important classroom news
 Create an online study session
 Teacher posts questions
 Students answer if possible
 #DavidsonTest
 Share fun facts and showcase student projects
 Preschedule Tweets: http://ads.twitter.com
 Instagram
 Share fun moments from the school life
 Also post review questions
 Post text on Instagram with InstaQuote app

Quick Look: Blogs
 Blogs can be awesome!
 Check out my previous presentation about
using blogs in the classroom:
 Boys, Books & Blogs: Motivating Male
Learners with Authentic Experiences
 http://www.slideshare.net/ADave411/pre
sentations

Summary: Tech Teens
 Technology use in the classroom is a great and engaging
learning opportunity for students of all ages.
 When using technology in the classroom, please make
sure teachers are modeling usage and expectations for
students.
 No matter what resources you use, make sure you are
having fun with it!
 Talk to your co-workers and see how they are using
technology in the classroom.
 Feel free to contact me for more information.

Helpful Research and Resources
 Bennett, W. Lance, Chris Wells, and Allison Rank. "Young Citizens and Civic Learning: Two
Paradigms of Citizenship in the Digital Age." Citizenship Studies 13.2 (2009): 105-20. Taylor &
Francis Online. Web. 28 Sept. 2016.
 Bennett, W. Lance. “Changing Citizenship in the Digital Age." Civic Life Online: Learning How
Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T.
MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT
 Citron, Danielle Keats, and Helen Norton L. "Intermediaries and Hate Speech: Fostering
Digital Citizenship for Our Information Age." Boston University Law Review 91 (2011): Social
Science Research Network. Web. 28 Sept. 2016.
 Corlett, Dan, and Mike Sharples. "Tablet Technology for Informal Collaboration in Higher
Education." ResearchGate. N.p., n.d. Web. 28 Sept. 2016.
 Grisham, Dana L., and Thomas Wolsey D. "Recentering the Middle School Classroom as a
Vibrant Learning Community: Students, Literacy, and Technology Intersect." Journal of
Adolescent & Adult Literacy 49.8 (2006): 648-60. Wiley Online Library. Web. 28 Sept. 2016.
 Hollandsworth, Randy, Lena Dowdy, and Judy Donovan. "Digital Citizenship in K-12: It Takes a
Village." Tech Trends 55.4 (2011): 37-47. SpringerLink. Web.
 Horchler, Judith. "Building Learning Communities in Cyberspace." American Secondary
Education29.4 (2001): 53. ProQuest. Web.

 Hung, Hsiu-Ting, and Steve Yuen Chi-Yin. "Educational Use of Social Networking Technology in
Higher Education." Teaching in Higher Education 15.6 (2010): 703-14. Taylor & Francis Online.
Web. 28 Sept. 2016.
 Isero, Mark. "Using Technology to Build Classroom Community." Iserotope. N.p., 24 Oct. 2011.
Web.
 Jackson, Sarah. "How Technology Can Encourage Student Collaboration." Common Sense
Education. Common Sense Media, 16 Dec. 2013. Web. 28 Sept. 2016.
 Jones, Dorothy L.R. "ACADEMIC DISHONESTY: ARE MORE STUDENTS CHEATING?" Business
Communication Quarterly (2011): 141-50. Web.
 Junco, Reynol, C. Elavsky Michael, and Greg Heiberger. "Putting Twitter to the Test: Assessing
Outcomes for Student Collaboration, Engagement and Success." British Journal of Educational
Technology 44.2 (2013): 273-87. Wiley Online Library. Web.
 Kozma, Robert B. "Technology and Classroom Practices: An International Study." Journal of
Research on Technology in Education 36.1 (2003): 1-14. Taylor & Francis Online. 24 Feb. 2014.
Web. 28 Sept. 2016.
 Marcinek, Andrew. "Building Classroom Community Amongst the Machines." Edutopia. N.p., 19
Aug. 2013. Web.
 McKnight, Katherine. "Top 12 Ways Technology Changed." TeachHUB.com. K-12 Teachers
Alliance, n.d. Web. 28 Sept. 2016.

 Ohler, Jason. "Digital Citizenship Means Character Education for the Digital Age." Kappa Delta
Pi Record 47 (2011): 25-27. Taylor & Francis Online. 13 July 2012. Web.
 Press, 2008. 1–24.
 Ribble, Mike S., and Gerald Bailey D. "Digital Citizenship Focus Questions For Implementation,
Learning & Leading with Technology, 2004-Oct." Learning & Leading with Technology 32.2
(2004): 12-15. ERIC. Web. 28 Sept. 2016.
 Ribble, Mike S., Gerald Bailey D., and Tweed Ross W. "Digital Citizenship: Addressing
Appropriate Technology Behavior." Learning & Leading with Technology 32.1 (2004): 6-9. ERIC.
Web. 28 Sept. 2016.
 Ribble, Mike. "Passport to Digital Citizenship: Journey Toward Appropriate Technology Use at
School and at Home." Learning & Leading with Technology. International Society for
Technology in Education, 2008. Web.
 Richards, Reshan. "Digital Citizenship and Web 2.0 Tools." Journal of Online Learning and
Teaching 6.2 (2010): n. pag. ProQuest. Web.
 Royai, Alfred P. "Building Classroom Community at a Distance: A Case Study." Eductional
Technology Research and Development 49 (2001): n. pag. SpringerLink. Web. 28 Sept. 2016.

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 @_AlexanderJohn
 #TechTeens
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