Phase III - Final Reflection

• Standard 1: Facilitate and Inspire Student Learning and Creativity

1. I promoted, supported, and modeled creative thinking and inventiveness through allowing students to tell their story and create imagery to accompany it. 
2. I would have students compare their auto-biographies to those of children in other parts of the world. By comparing their life to that of someone who is the same age but having to face very different obstacles, they are exploring real world issues. I could then have them look at ways to solve some of the issues they may be facing using technology resources. 
3. I used the KWL charts for all three lessons and planned on that being a tool for reflection. This way they could see what they knew, what they wanted to know, and if they succeeded in learning the items they were uncertain about. If anything was left over on the "want to learn" section, this was covered as a class. Students read through each other's work and provided feedback for edits.
4. This could be included by having an online Hangout through Google+ with another class. I would have them write a biography about their web-pal. I could partner with that teacher as well so that they are writing about each other and helping one another construct a biography.

• Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

1. By using different tools including Pixie and Kidspiration, students were using different technologies to create their work and the technologies were connected to the learning objectives. The programs allowed for students to be creative and to put thought into their work.
2. My lessons did not allow for much open curiosity as the focus was biographies and autobiographies but if I were to incorporate the other classes as mentioned before, I think this would allow for more curiosity as the students would be interviewing their web-pal and finding out things they were interested about. The KWL chart allowed for students to monitor where they were in their learning.
3. I included different technology tools and allowed students to write if they needed/preferred. I wanted them to experience the technology side but if they had issues that made it difficult for them to use the computer then that was fine. I included a lot of visual aspects with the lessons and could have included more kinesthetic- possibly through making a human timeline during the second lesson.
4. The KWL chart was a big part of the formative assessments as it carried across all three lessons. This informed me of what all I needed to cover on top of what I had already planned, and if anything could be left out/not emphasized. The summative assessment was their final draft of their autobiography. Other formative assessments were informal checking for understanding and conferencing with the students while they worked. 

• Standard 3: Model Digital-Age Work and Learning 

1. I struggled a few times with the technologies I used. The KWL charts on Kidspiration would not transfer the typing into the boxes and so we can to create text boxes. The Venn Diagram had the same issue, but the timeline would add in text that we didn't want included. I was able to use the SmartBoard well and did not run into any difficulties. I had no issues with Pixie and had a lot of fun learning how to use the different features on this program. I did not have any experience using Apple computers so I forced myself to use the Apple side of the desktop. I learned quite a bit and will be carrying this new knowledge with me.
2. The plan was for students to go home and ask their parents for dates and important events happening over their lifetime. This would have been the parent and community involvement. I was unable to do this part but I would include it in the future. The plan for including collaboration with another class applies in this section as well.
3. Everything that was required from my students was laid out for them to see so that there were no surprises for what was expected of them. They had access to the rubrics and I informed them multiple times throughout the lessons what I was wanting from their assignments. In my future class, I would also send out e-mails to parents to inform them of assignments and due dates. I could also post these on my class site and include the grading rubrics/checklists. 
4. I didn't include this strand in my lessons, but I think I could by having students find an autobiography about someone they would like to learn more about and then using that as a guide for writing their own (shorter) autobiography. I did not have them use search functions or locate information at all, but I think this would be a way to include it in my unit. 

• Standard 4: Promote and Model Digital Citizenship and Responsibility

1. When students had to upload their work, I ensured that they knew to only post it in our class section so that the public would not have access to it. We did not go to unknown programs or websites and my students raised their hands if they were unsure of what to do in a situation.
2. My students had access to the computers, but I knew if we needed them that the tablets were available as well and that the programs I was using were already loaded onto them. A student commented that her eyes were hurting and so first we tried dimming her screen which helped. If it had not resolved the problem then I would have allowed her to do her work with paper and pencils.
3. We made sure to stay off social media while working and for future lessons, if we accessed information from another site, we would ensure that we were allowed to use the content and that it was referenced correctly.
4. As mentioned above a couple times, I think the best way to incorporate this into my lessons would to have students pair with a web-pal, preferably with someone from another culture. If needed, we could do e-mails and have them translated but I would prefer that we do the Hangouts through Google+.