Analytic Scenarios (ELA 9th Grade Data) - Loriana Noriz-Diaz

Data Set for Ms. Lopez's 9th Grade English Class: Independent Reading & Comprehension 

Questions:

What does this data actually tell you about student learning or behavior?
The students who read the most and get all their assignments completed have the highest quiz score & the students who don't complete as many reading as other students and have missing assignments don't have high quiz scores. 

What instructional decisions could Ms. Lopez make based on these trends?
Ms. Lopez could instruct the students to complete their readings more with an incentive in order to have the students comprehension increase by their reading. Readings leads to better comprehension if the students complete the meeting. 

What risks or misinterpretations exist in this data?
The students could be completing their readings, but not telling Ms. Lopez. Students may be bad test takers, and get anxious even though the student may know all the reading information. 

What follow-up questions should be asked before making decisions?

What kind of assignments are they missing? What do the readings look like? How do the quizzes look like? Do the quizzes come from the curriculum or the teacher? How does the teacher the students aren't cheating via human or AI?

AI Literacy and Ethnic Usage - Loriana Noriz-Diaz

If you have to write up a policy or a set of guidelines for your (future) class, what would you include to ensure ethical, effective learning?

Part 1:
Generative AI will not be used in my classroom to complete any student work. Work must be done authentically with their own original and creative ideas without the help of Generative AI. AI will and could be used in the classroom as demonstrations but not as completed work. Usage of Generative AI in student work will result in consequences and a conference with parents/guardians. 

Part 2:

I have a strong belief that AI doesn't belong in the hands of students to solve their problems or work for them. AI has benefits of creating demonstrations to show students without the logistics of graphs or high numbers, but it shouldn't be doing the work or teaching the students. The usage in schools right now has shown a threat to students not learning if they rely on AI to be the student for them (e.g. ChatGPT). AI has caused more harm than good for students and learning classrooms that cannot be undone, but shouldn't have to be worked around. To me, AI is inheritably unethical to our teaching practices of being the person who teaches our students to question and learn beyond what we are given. Our job is to give students tools to continue learning and not find an option to think for them. We are meant to teach students how to learn information to grow their minds, AI is an inhibitor that doesn't allow the students to struggle and grow their minds. 

Digital Citizenship - Loriana Noriz-Diaz

Which concept or element feels most fragile in today’s digital environment? Why?
The digital world has created a place where reasoning and AI-generation in schools has been deteriorating critical thinking. Students have found ways to shortcut work by relying on new AI technology meant as a tool and guidance. The student's integrity of work is so fragile because of websites like ChatGBT. The students may also be using the wrong reasoning on accident with false information from AI-generated technology. The internet is still learning how to flush out the false information and AI-generated content from student aged children, but this way of learning is brand new. Being more aware of where our information, as teachers and students, is coming from relies on how well we research and read about the new waves of technology tools our students have access to. 

Where do you see the greatest professional risk for educators online?
Teachers are people, but we have an image to uphold to be seen as responsible to teach students a majority of their day. Teachers may be more at risk of their digital narrative to different administrations or parents. Nowadays, a lot of teachers were some of the first generations to grow up with the internet so it's easy to get caught up in it. We now are judged by how we are perceived in our job interview and our digital footprint. The job industry will look into a person's character and the fastest way to look is their digital narrative of their personality. Teachers risk getting too comfortable in the digital world; they may expose too much of their life. There can be a thing as too much information (TMI) for people to know about your life on the public internet. Teachers need to look perfect from every direction which includes our digital narrative from parents and administration. 

How has your understanding of digital citizenship shifted from behavior management to professional responsibility?
I have to be aware of where I am on the internet and where my students are on the internet to be the most responsible as an educator. Teachers are responsible to be professional in every aspect. I now understand how my online perception can send the wrong message I never wanted to send. Not only can administrations see how online life is, but students and parents also have the right to know how our online identity shows our professionalism and responsibility. Beforehand, cleaning up some pictures and names online was the most you had to do, but now it's making sure to be responsible for the life we show the internet. I understand how a teacher's digital citizenship is not a way of acting, but a way of presenting yourself to the internet. 

What is one concrete practice you will implement to model Digital Citizenship 2.0?
To model digital citizenship, I will make sure to keep up with the new technology being used in schools and on the internet the students may have access to. I believe the only way to know how we are portrayed on the internet and how the world is evolving in technology is by reading the news and talking with people. When you are in the community it is easier to see what the students need or what new technologies they are using in school. 

Complete this sentence:
As an educator in a networked democracy, I am responsible for… keeping myself up to date on the technology advances that I or my students could be exposed to, which would change our way of learning. 

SMAR Model - Loriana Noriz-Diaz

Choose a course that you are taking or have taken in college* and identify a learning objective or outcome or specific assignment for that course (it should be on your syllabus!)
COM 125 Learning Objective:

    Students will learn how to use presentation aids.

Describe how you would design a digital project that aligns with the learning objective or outcome, using each level of the SAMR model as a guide. For each level, provide an example of a tool or resource that you would use and explain how it would enhance or transform the learning process or product.

S: A digital project on how to use a presentation aid might come in the form of substituting a book about how to use a visual aid with a YouTube video on their usage. The students would be able to see how a presentation aid can be used rather than having to imagine it from reading a book. 

A: A teacher may also be able to augment a project where students can post their online presentation aid for a speech coming up with the ability to leave feedback on Google Classroom from other classmates. Giving the students a feedback option on Google Classroom would be a way to see more examples of presentation aids and remembering the criteria for a good presentation aid. 

M: A modification to showing off a digital project about showing presentation aids may be creating an aid on google slides instead of presenting a physical one in class. Presentation aids come in many different ways such as bringing in a physical poster, demonstration, or a live animal. If students don't have access to a physical visual aid then google slides can help still give an aid to their speech for every student. 

R: Redefining the presentations of visual aids for a speech presentation may be adding a video, gif, pictures, animation that move the text, etc. instead of creating a physical aid where you can't take additions from the internet. Students can get creative with their aid and support their speech with the ability to take information from the internet. Now the students are using many outlets to show their speech is visual form for the class to see and the students to build off. 

Reflect on the benefits and challenges of using the SAMR model for your project and how it would impact your learning experience and performance.
    The online ability to create a presentation aid online will give access and free range for the students to do what they want to support their speech. The students have access to the internet to show information they may not have physical access to. Google Slides and giving feedback to one another on their presentation aids can enhance a students learning by being creative and being able to identify what needs to be on a presentation aid.

    The challenge may come from students who can't access technology well outside of the classroom. I also believe having students on the computer for long periods of time for assignments will entice them to go on non-educational websites. Students may be a creative person who can make a phenomenal presentation aid compared to their peers. Online creative projects might turn into a competition for the prettiest rather than the most informational or meeting of criteria. 

Assistive Technology - Loriana Noriz-Diaz

Part 1:

    My CT has been getting sick recently which means her voice cannot be projected as it normally would be for the class to hear. Rather than yelling and hurting her voice even more, my CT has microphones that hang like a necklace; however, I have seen different types of microphone such as a headset being used by the special's teachers to project their voice. My CT's microphone is connected to the classroom speaker so the whole class can hear everything. I haven't seen this kind of assisted technology in other schools in order to take care of teachers when they need support. It's a small technology tool that helped my CT not strain herself and the students still get the projected and clear voice to listen during lessons. When my CT used it, she was reading the test questions to the students so it was very important every student could hear her read the questions, if they needed it. I consider this mid-tech as it does take microphone technology and knowledge to use, but it is easy to use and accessible to all teachers. 

Part 2: 

    One misconception I had about assistive technology that changed after this lesson is that assistive technology can be used for any students, even if they don't have an IEP or 504 plan. I never realized how technology around us is assistive such as our phone alarms, smart watches, or audio books. Technology was made to help students and teachers in education by making the impossible a possible goal to reach, such as communication AAC devices for students who can't verbally communicate or using a graphic organizer in a lesson plan. I didn't think that assistive technology can be used at a low level of pencil grips, so I'm glad my view changed as I'm more aware of how supported teachers are in any kind of technology support. 

    One assistive technology tool I would realistically use in my first year of teaching is a structured note template or form for the students to follow along while learning how to take notes. This kind of assistive technology is in the low-tech category that can be used for any students. It's a form of assistance that doesn't need to be targeted towards a specific student and can be adapted to the different lessons. A note template guides the students towards the information they should be taking in and how they could remember the information given to them. A low-tech categorized assistive technology is used daily without realization, so I would implement a note template in my first year in order to guide me in how the students learn best and give options for the students on how to retain information. It's a simple support item that doesn't need to be for a specific student, but open to all students. 

Creating My Own Rubric - Loriana Noriz-Diaz

1. Explain your calibration check
    I decided to edit the presentation criteria to have specific examples of what will get you a proficient, emerging, beginning, or not completed score. I don't want students to get confused about the way they should be presenting or shouldn't be presenting. I think it was vague on how students should act when they are presenting, especially with how the students may not be used to giving a presentation. I listed how they should read their presentation, what voice they should have, and the eye contact they should have.

2. Where might bias or interpretation still enter your grading process?
    I still believe the presentation and teamwork categories can be subjective to how the students believe they are presenting themselves. The students may believe they are performing at a proficient level when me (or their team mates) might believe they are a beginning level. These two categories seem very subjective to how others perceive the student and can be argued. I still find it important to pay attention to presentations at the grade level I set the rubric at, but I would give them a chance to talk with me if they feel their scores aren’t correct. 

3. Creativity vs Structure: Did your rubric risk limiting student creativity? Why or why not?
    I do believe I could limit my students by forcing them to include a certain amount of vocabulary words. The students may only want to fill the criteria of included content we learned as I am giving a quota to fill for full points. I do want the students to include what we have learned in order to assess them, but my goal isn’t to make it only vocabulary as I could’ve just given them a test. My goal is to have them be creative with the knowledge they know into their presentation, but it may do the opposite. 

4. Practical Reality: Would you realistically use this rubric in your practicum/methods classroom? Why or why not?
    I would not use this in the classroom as it isn’t specific enough to every assignment the students may do. I believe a good rubric could be used for anyone's assignment, but this rubric is for group assignments. I also believe it is too subjective and I would consult my cooperating teacher to get more eyes for the rubric. 

5. Technology: Did the tool you chose make assessment easier, harder, or simply different?
    The rubric maker tool did make the process easier as it gave me a template to base my own decisions on how the students should be assessed in the boxes. I didn’t have to split the score numbers for each category, where I could’ve made a math mistake to where the scores were all wrong. The rubric maker also made it easy to make quick edits without redoing every single rubric. 

Exploring Digital Tools (Padlet) - Loriana Noriz-Diaz

1. Give a general overview of your activity (include a link, QR code, screen shot, or access code)

My Padlet Discussion Board


2. Where would this activity fit into a lesson? (Before instruction, during, after, review, exit ticket, etc.)

I would put the Padlet discussion board before a lesson on how to compare or use fractions in real word problems. I want to gauge what the students see as fractions or how they use them without even knowing. Students are seeing different ideas or examples everywhere, so I want to know where they are starting in order to build off math they see at home to make the transition the lesson easier. I may also use this as a starter and an exit ticket (or cool down) after they have learned about fractions. This gives me and the students a way to see how their thinking was and how we built off their understanding. Everyone can see how ideas are constantly growing with new information given with Padlet being an outlet to put everything on.


3. Why did you choose this tool for this purpose? (What does it do better than a paper-based or non-tech option?)

Padlet gave the students more free range to see other students on ideas at their own pace and have a connection button to their peers ideas. I wanted the students to visually see how their ideas have similar themes or seeing different ideas they would've never thought of. On the discussion board, they are connecting in terms of fractions which is heavily visuals orientated. The students would be able to add picture and videos to support their answers if needed, which could benefit the fraction lesson on the Padlet. This discussion could be verbal or paper base, but I believe Padlet gives better options to visually show different layouts or options for the students to look at, such as picture, videos, or the connection layout.


4. How does this support student learning or engagement? (Reference something you've seen or experience in your field hours if possible)

Students are afraid to participate even when they have a good comment or answer, so Padlet gives them the anonymous nature and free range to speak their thoughts and interact with their classmates. With math there is a fear of being wrong, so the students have a low bar with a discussion based platform where there is no wrong or right answer. In my math methods placement, I see students afraid to speak or share their correct answer, so giving them an option to participate anonymously could slowly build their confidence to not need prompting to share their ideas or answers in class.